1. Promoting Positive Outcomes for Students with Moderate/Intensive Disabilities
Al Daviso, Ph.D. The University of Akron
Carol Sparber M. Ed. Kent State University
INTRODUCTION
As youth with disabilities move toward adulthood, it is critical to know about their transition needs. The IDEA of 2004 requires that all schools conduct follow-up of Individual Education Program (IEP) graduates and dropouts at least once every six years. This study illustrates the findings from the Ohio Longitudinal Transition Study (OLTS) as it relates to students with Autism and moderate/intensive disabilities for promoting positive post-school outcomes for employment and post-secondary education.
DISCUSSION
OLTS Predictors of Outcomes can be used in transition planning to identify “successful career paths”.
For example:
Students with autism in 80% or more general education classes were at least 1.6 times more likely to enroll in four-year colleges
Students with autism who passed the Graduation Tests were nearly twice as likely to enroll in college
Students with multiple disabilities in three or more semesters of career-technical education were at least 60% more likely to be employed hours per week
Students with multiple disabilities in job training programs were at least 37% more likely to be employed hours per week
The National Secondary Transition and Technical Assistance Center (NSTTAC) assists states to build capacity to support and improve transition planning services and outcomes for youth with disabilities. A review of quality transitional studies identified potential predictors of post-school success (i.e. employment, postsecondary education, and independent living) as moderate and potential predictors.
RESULTS
PURPOSE
The OLTS is Ohio’s Response to the IDEA 2004 requirements. Information presented focuses on indicator14 of the State Performance Plan (SPP) and the Annual Performance Report (APR) required by each state under IDEA.
Schools conduct follow up of IEP graduates every 6 years
It is critical that schools identify practices that positively impact the post school outcomes for students with disabilities
Outcomes for work & education are identified
Factors that promote post school success are identified
Kent State University provides OLTS survey training; statistical analysis, data management as well as state, regional and local reports.
OLTS data collected from 2004 – 2012 was comprised of 16,422 in-school surveys and 6,427 follow-up surveys
REASONS NOT WORKING
(Of the 307 students planning to work –
88 were not one year later) N %
Enrolled in Postsecondary Education 48
55%
No jobs of interest 16
18%
No jobs at all 37
42%
Need assistance applying 14
16%
Lack required skills 20
23%
Transportation problems 15
17%
Don’t want to lose benefits (i.e., SSI) 24
27%
Don’t want to work 21
24%
Predictors of Educational and
Employment Success
These predictors support the findings of the OLTS predictors for identifying successful career paths (
Inclusion in general education
Paid employment/work experience
Vocational/career and Technical education
Self-Advocacy/Self-Determination
Career Awareness
Interagency Collaboration
Parental Involvement
Work Study
Occupational courses
Community Experience
Social Skills Training
METHODS
OLTS data for students with Low-Incidence Disabilities from 2004 – 2012 was comprised of 1,115 in-school surveys and 476 follow-up surveys
Demographics were recorded comparing 3 disability categories: Autism, Multiple Disabilities and TBI
Data was recorded for: Transition services received, Exiting work and Education Goals, Expected fields of employment, and Services received while in High School
Follow-up data was recorded for actual outcomes, and how students found their jobs
The survey data was analyzed using frequencies and logistic regression
Logistic regression calculates “odds ratios” of outcomes after controlling for gender, minority status, and disability type
REASONS NOT ATTENDING POSTSECONDARY
(Of the 168 students planning to continue their education, 64 did not one year later) N %
Plans changed 24
38%
Not enough money 21
33%
Needed help applying 7
11%
Did not have required coursework 4 6%
CONCLUSION
Sixty-five percent of the students in this sample planned to work upon graduation and 28% (49% including < 20 hours and sheltered employment) were one year later. Additionally, 35% planned to continue their education and 24% were one year later. In order to improve outcomes, course(s) of study must be identified early and made accessible to all students based on their measurable postschool goals.