Chapter 15 Transitioning to Adulthood

How Do Former Special Education Students Fare as Adults? Completing high school –Only 25% of the students with disabilities exited high school with a diploma in the school year Employment status –The unemployment rate for young adults with disabilities is 36.5% when they have been out of school for 3-5 years. Worst for students with sensory disabilities. Postsecondary education –27% of young adults with disabilities enrolled in postsecondary education compared with 68% of the general population Overall adjustment and success –37% live independently compared to 60% of the general population –4 out of 5 former special education students had still not achieved the status of independent adulthood after being out of high school for up to 5 years

What does it mean to be adjusted? Independent functioning in three domains: –Employment full time job, or job training –Residential arrangement living alone, with spouse or roommate –Social activities having friends, belonging to social groups

Transition Services Transition is a process involving the coordination, delivery, and transfer of services from school to post-school agencies Definition of Transition Services in IDEA Outcome-oriented process based upon the student’s individual needs and preferences Includes: –Instruction –Related services –Community experiences –Employment –Daily living opportunities –Functional vocational evaluation

Transition Services Models Funding authorized for secondary education and transitional services Will’s bridges model of school-to-work transition (secondary ed to work) –Three levels of service: No transition services Time-limited transition services Ongoing employment services Halpern’s three-dimensional model (not only working is important !) –Three domains: Quality of residential environment Adequacy of social/interpersonal network Meaningful employment

Individualized Transition Plan When a student reaches age 14, IDEA requires the IEP team to consider post-school goals When a student reaches age 16, an individualized transition plan must be developed Appropriate transition-related objectives should be selected at each age/grade level, beginning in elementary school

Employment Preparing students for life after school –Three characteristics to good secondary programs: Functional (vocational) skills curriculum Integrated settings Community-based instruction Competitive employment –Performs work valued by an employer –Functions in an integrated setting with non-disabled coworkers –Earns at or above the minimum wage

Employment (cont.) Supported employment for adults with moderate and severe MR –Small business enterprise New business use individuals with disabilities as part of their workforce –Mobile work crew E.g., construction, maintenance –Workstation Specific projects performed by a group of workers (e.g., paper shredding) –Individual placement E.g., jobs at large organizations such as Starbucks, Target, etc.

Employment (cont.) Natural supports? Co-workers? Natural and contrived cues?

Employment (cont.) Sheltered employment –Vocational setting for adults with disabilities, offer transitional and extended employment –Similar to a small business enterprise providing rehab, training, and employment –Business partnerships enable people with disabilities to contribute to society through meaningful employment and increased independence, self-confidence, and dignity. –The problems with sheltered employment include limited opportunities for job placement and low pay –Not staffed or equipped for sophisticated work

Employment (cont.) Work Activity Program (WAP) services through the Department of DDS include paid work, work adjustment and supportive habilitation services in a sheltered work shop setting. WAPs provide paid work in accordance with Federal and State Fair Labor Standards. They are required to provide work at least 50% of the time. Work adjustment services may include developing good work safety practices, money management skills, and appropriate work habits. Supportive habilitation services may include social skill and community resource training as long as the services are necessary to achieve vocational objectives.

Residential Alternatives Group homes –Provide family style living for a small group of individuals Foster homes –As part of a family unit, the adult with disabilities also has more opportunities to interact with and be accepted by the community at large Apartment living –Three types of apartment living arrangements: Apartment cluster Coresidence apartment Maximum-independence apartment

Residential Alternatives (cont.) Supported living –Helping people with disabilities live in the community as independently and normally as they possibly can Institutions –Deinstitutionalization - the movement of people with MR out of large institutions and into small, community-based living environments - has been an active reality for the past 35 years

Recreation and Leisure Recreation and leisure activities do not come easily for many adults with disabilities Special educators must realize the importance of including training for recreation and leisure in curricula for school- age children with disabilities