Chapter 5: Structures that Work

Early Intervention The Infants and Toddlers with Disabilities Program (Part C) of IDEA: Enhance development of infants and toddlers with disabilities Minimize potential developmental delay Reduce costs by minimizing need for special education services Build interagency partnerships

Early Intervention Part C helps many children develop skills at a level equal to their peers by age 3 Increased overall developmental gains Decrease or prevent some communication disorders Grade level reading and math skills Families gain knowledge of how to help child learn and develop Increased confidence and positive outlook Increased responsiveness

Early Intervention The IRIS Center has designed a model to help teachers build positive relationships with families Highlights diversity of families Addresses factors in working with the families of children with disabilities

Transition The National Longitudinal Transition Study-2 (NLTS2) Employment Achieving employment is the primary transition goal of the majority of secondary students with disabilities More than four-fifths of young adults with disabilities reported having been employed within 8 years of graduating from high school, with more than half working full time About a quarter of young adults with disabilities reported having employers who were aware of their disability, with even less receiving accommodations on the job

Transition The National Longitudinal Transition Study-2 (NLTS2) Employment The majority of young adults with disabilities reported that they liked their job and were treated pretty well by coworkers Young adults with disabilities were more likely to have quit their last job than to have left for other reasons

Transition The National Longitudinal Transition Study-2 (NLTS2) Post-secondary More than half of young adults with disabilities continue with post- secondary education within 8 years of leaving high school The majority of students who previously identified as having a disability at their secondary school did not consider themselves to have a disability by the time they transitioned to a post-secondary school A high percentage of post-secondary students with disabilities received a range of accommodations and supports from their schools

Transition The National Longitudinal Study-2 (NLTS2) Independent Living More than half of young adults with disabilities had lived independently (on their own or with a spouse, partner, or roommate) within 8 years of leaving high school Most of these students were satisfied with their residential arrangement A small percentage of young adults with disabilities reported having a child within 8 years of leaving high school An even smaller percentage were married Almost four fifths of young adults with disabilities had annual individual incomes of $25,000 or less

Transition The Transition Coalition provides free research-based online training Best Practices in Planning for Transition, Transition Assessment: The Big Picture, Working With Families, Transition for Youth with ED/BD, Secondary Transition and Cultural Diversity, The Essentials of Self-Determination, Enhancing Employment Outcomes, A Priority Dropout Prevention, and Transition to College

Response to Intervention RTI is a growing educational framework for success Three-tiered academic prevention and intervention Core Instruction Strategic Intervention Intensive Intervention

Response to Intervention Four essential components: School-wide, multi-level instructional and behavioral system for preventing school failure Screening Progress monitoring Data-based decision making for instruction, movement within the multi- tiered system, and disability identification (in accordance with state law)

Career and Technical Education The Pathways to Prosperity Network is comprised of the following groups who seek to ensure more youth complete high school and attain a postsecondary credential: Collaboration of states Jobs for the Future Harvard Graduate School of Education The National Association of State Directors of Special Education (NASDSE) provides a brief policy analysis on the preparation for postsecondary life for students with disabilities

Positive Behavior Interventions and Supports (PBIS) Systems change process for an entire school or district Purpose is to teach positively stated behavioral expectations Respect yourself, respect others, respect property Be safe, be responsible, be respectful Respect relationships, respect responsibilities Group of about ten create a matrix of what the behavioral expectations look like, sound like, and feel like across areas