Transcript No Slide Title

Educational and
Vocational Transitions
for Late Teens and
Adults
www.cincinnatichildrens.org
Discussion of Educational/
Vocational Transition
High School
Post High School
What do we do?
Transition Clinic
Assist young adults (age 16 and
over) with chronic illnesses and
disabilities to generate a plan that
addresses:
Educational Goals
• Vocational/Training Programs
• Employment Goals
•
Why are we doing this?
Employment and Disability
Just over 1/3 of people ages 18-64 with disabilities
are employed compared to more than ¾ of those
without disabilities.
2004 National Organization on Disability/Harris Survey of Americans with Disabilities
People with disabilities are less
likely to have completed high
school than are those without
disabilities.
2004 National Organization on Disability/Harris Survey of Americans with Disabilities
Who do we work with?
• Patients 16 years
old or older.
• Must have chronic
illness or disability.
How are individuals referred to us?
Patients are
referred by a
CCHMC
physician or
healthcare
provider
What is Transition?
lifelong process, not an event
•
Transition is a
•
Multifaceted, active process.
•
Attends to the medical, psychosocial, educational and
vocational needs.
•
Involves adolescents as they move from child-oriented to
adult-oriented lifestyles and systems.
•
The adolescent and family must be involved in the decision
process.
•
Families look toward independence.
•
Coordination of services and providers is essential.
Creating an Employment Vision
for the Future: Age 6-11
•
Teach self-care and basic grooming.
•
Encourage the child to accept himself.
•
Teach personal safety.
•
Talk about dreams and aspirations.
•
Promote leisure activities.
•
Encourage and support friendships and social opportunities.
Paving the Road. LYS
•Help decision-making by giving structured choices.
•Help the child learn to solve problems.
•Let the child learn the consequences of their
behavior.
•Assign chores appropriate for the ability level.
•Ask “What will you want to do when you grow up?
•Avoid the “sympathy card”.
Paving the Road. LYS
Creating an Employment Vision
for the Future: Age 12-18
•
Continue development of typical self-help skills as well as
skills related to special health care needs.
•
Help develop a realistic vision for the future.
•
Continue to encourage hobbies, leisure and social activities.
•
Continue to assign progressively more difficult family
chores.
•
Identify strengths and weaknesses.
•
Explore job opportunities.
Paving the Road. LYS
.
•Encourage work and/or volunteer activities in the
community.
•Provide opportunities to manage money.
•Encourage participation with peers separate from
family.
•Explore and understand adult service options.
•Place child’s name on appropriate waiting lists.
•Begin to plan for living independently.
Creating an Employment Vision
for the Future: Young Adult
•
Develop self-determination skills.
•
Explore adult education opportunities and training.
•
Learn about eligibility for services.
•
Set up a personal bank account.
•
Plan for living independently.
•
Join community clubs, interest groups, support groups.
•
Learn to cook, clean, wash clothes.
Assist the family
and patient to look
at the chronic
illness or disability
from multiple
points of view and
determine what
the patient
“should do”.
Specialized Testing
High School
High School Education

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
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IDEA/504/IEP
Private Schools
Charter Schools
Home Schooling
Deferred Graduation
College
Individuals with Disabilities Education Act (IDEA )
The Individuals with Disabilities Education Act (IDEA), is the landmark
special education legislation that requires states to provide special
education and related services to children and youth with disabilities,
age 3 through age 21.
CCHMC Special Needs Directory
504 Plan
•
Comes from the Rehabilitation Act of 1973
•
The child may receive accommodations and modifications
even if he or she does not qualify for special education.
American Partnership for Eosinophilic Disorders
www.apfed.org/downloads/IEP_and_ 504.pdf
IEP
What is an IEP?
•IEP stands for Individualized Education
Program (IEP).
•The IEP is a written document that describes
the educational plan for a student with a
disability.
•IEP talks about your disability, what skills you
need to learn, what you'll do in school this year,
what services your school will provide, and
where your learning will take place.
http://www.ldonline.org/article/5944
Progress Meetings vs. IEP Meetings
Last two years should be having progress
meetings, along with your yearly IEP meeting
What should you be discussing?
Self Advocacy
Independence
Medical care issues
Deferred Graduation
Work-study/life skills
Employment
Tours (colleges, vocational programs)
Referrals
IEP
Transition to Adulthood
School Years vs. Real World
• School: Meet IEP Goals and
Accommodations
• Real World: Employer Expectations
and Self Advocacy
• Be Clear about Goal!
• Work or Academics?
Get Velcro Shoes!!!
Differences between
Public School and Private School
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Private school children with disabilities do
not have an individual right to receive some
or all of the special education and related
services that the child would receive if
enrolled in a public school.
Public Schools are required by law to
provide services.
Typically, Private Schools are not aware of
transition services available.
Home Schooling
• Dramatic increase in the number of students with
disabilities and chronic illnesses who are being
home schooled.
• MUST be set up through local school district or
state in order to be valid.
• Rules vary from state to state
Charter Schools
•State-funded public schools that operate outside of the traditional public
school system.
•Fewer rules and regulations to follow in such areas as curriculum, grade
levels and length of school year.
•They must follow all state and federal laws related to special education,
including IDEA and Section 504.
CCHMC Special Needs Directory,
http://www.cincinnatichildrens.org/svc/alpha/c/specialneeds/resources/education/private-schools.htm
Deferred Graduation
•Can receive services until they reach age 22 as long as the
students have the required high school credits
•They can "walk through" graduation with the rest of their class but
defer receiving their diploma until they complete transition classes,
job training programs or vocational school. This should be part of
the IEP transition plan.
•The advantage to the student is the continued support for a free
appropriate public education, special education and related services.
These protections will not be provided after graduation.
**Requirements differ from state to state.
Deferred Graduation
OPTIONS
Vocational School
Transition Program
Individualized Program (1-3 years)
Can accept diploma anytime/academics are completed
Kent State University Research
1999
Students with disabilities and chronic
illnesses who completed vocational
training programs are nine times
more likely to report being employed.
Bob Baer
College
(Preparing the High School student for College)

Senior Year
• Evaluate IEP goals
• Make sure that student is prepared to enter
college
• Self Advocacy
• ACT/SAT
• Placement Test (2 year colleges)
• FAFSA (Must be completed for admission to
college)
• Referral to BVR
• Testing
• College Tours
College Disability Services
• Each college/university has an office
• Eligibility Criteria:
• Application
• Professional documentation of
disability
• List of HS accommodations
• HS transcript
ACT/SAT Accommodations
School must fill out paperwork to get accommodations
Some accommodations include:
scribe
extended time
breaking up the testing days
separate testing room
Placement Test
Every 2 year college requires taking an placement
test to help you and your advisor to choose classes
that meet your educational needs.
College Tours
What are your needs?
•housing
•transportation (on and off campus)
•Accessible room
Think reasonable for yourself
What works best for you?
Post High School
College-2 year
•Placement Test required
•Developmental classes
•Smaller classes
•Smaller campus
College-4 year
•ACT/SAT required
•Larger classes
•Larger campus
Office of Disability Services
Requested Information
Current documentation from Health
Care provider
 Clearly state the diagnoses
 Explain the limitations
 Historical information
 Medications and Treatments
 Recommendations for
accommodations

Southern M et al. 2007
College
Why is it important to declare yourself to
disability services?
Office of Disability Services
Requested Information
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Current documentation
Clearly state the diagnoses
Explain the limitations
 Gross Motor
 Mobility
 Accessibility (dorm
room, class room)
 Transportation
 Dexterity/Fine motor
 Attention/Learning
 Social/Psychological
Historical information
 School IEP
 Most recent testing
 Previous services


Medications and Treatments
 Potential impact in
educational setting
Recommendations for
accommodations
 Physical/structural
issues
 Learning issues
 Note takers
 Books on tape
 Proofreader
 Scribe
 Extended time on
tests
 Individual room for
tests
 Tutoring
In college, if the student doesn’t ask for
help, they are not going to get help. And
they must declare themselves to the
Disability Services Office before the first
day of class in order to receive
accommodations throughout the year.
Waiting until the day of the test won’t
work.
Self Advocacy
In College:
Accommodations-YES
Modifications-NO
Lessons Learned: College
www.heath.gwu.edu/index.htm
National Clearinghouse on
Postsecondary Education for
Individuals with Disabilities
www.thinkcollege.net
Searchable database
postsecondary education
programs that support youth
with intellectual disabilities
www.ed.gov/about/offices/list/ocr/transition.html
US Dept of Education Office for Civil Rights
GED
Almost twice as many students with
disabilities and chronic illnesses drop
out as compared to students without
disabilities. Such students are less
likely to ever return to school and are
more likely to be unemployed.
National Council on Disabilities, 2000.
GED Issues
•Must be 18 years of age or have school
superintendent signature (varies by state)
•Program Location
•Pre-GED test
•Difficulty of test
•Diploma jobs vs. non-diploma job
(hospitals require GED or High school
diploma)
Community Resources/Agencies
Rehabilitation Services Commission (RSC)
Bureau of Vocational Rehabilitation (BVR)
BVR=WORK
must have barrier to employment
*name varies from state to state*
BVR
•Funding source
•Contract with agencies to provide services
•Individualized Program
What are some things BVR can do to assist?
•Assessments/Evaluations
•Educational Evaluation
•Community Based Assessment
•Job Shadowing
This process is to evaluate each
individual’s skills and interests.
BVR
Job Development
Employer Education
•Resume
•Job search
•Job interview
BVR
Job Coaching
•onsite/offsite
•fading
BVR
Rehabilitation Technology Services
•tools and equipment, including assistive technology or
adaptive devices
•Vision aids
•Special chair
•Specialized equipment as needed
BVR
Benefits analysis
How are benefits affected
when working?
BVR
Drivers Training
•Must be related to employment
•Must have car that meets state
specifications
•Drivers evaluation/OT evaluation
BVR-Training
Employment Training Programs
• Clerical
• CNA
• Health Unit Coordinator
BVR
Adult Vocational/Technical Schools
Examples Include:
•Nursing
•Cosmetology
•Mechanics
•HVAC
•Plumbing
•Mortuary
BVR-College
BVR can assist with college, however, requirements vary from state to
state. There is a process each student must go through before receiving
this assistance.
•FAFSA/EFC
•SSI/SSDI
•Educational Evaluation
•Tour College/Visit Disability Services Office
•Informational interviews
•Monthly reports
•Report card
•Maintain minimum 2.0 GPA
•Complete 1 year within 18 months
BVR-Time Limited
Close Case
•90 days successful on the job
•Not progressing towards employment
Re-open Case
•Job changes
•Job duties change
•Unable to perform existing job due to disability (i.e.
too physically demanding)
Mental Retardation/Developmental Disability (MR/DD)
*name varies from state to state*
What services can they provide?
• Life long services
• Service coordination
Independent living/Supportive living
Job follow along services
Funding
• Workshop/Enclave
• Day Program/Volunteer
• Varies by state
SSI
Medicaid
Consider applying as an independent adult
The Best Predictors of Success
are . . .
• History of work experience in school
• Number of years in school
• Parental attitude in the early years of
life
Cohen et al, 1979; Machek et al, 1961; Murphy et al, 2000;
Pollack et al, 1969.
Deficits in job-related social skills
are the major cause of loss of
employment for people with
disabilities and chronic illnesses.
• Wehman et al, 1985. Of 107 job
terminations only 24% were attributable to
work skills. Most were related to employee
attitudinal problems, behavioral deficits,
poor money management skills, lack of
conversational skills, and poor appearance.
People with disabilities have the
right to choose a path toward
education and employment.
However, while freedom of choice
is given, the right to work is
earned. Earning the right to work
is dependent upon the student’s
preparation.
Simon, Stephen, ADA Quarterly. Fall 1998
Project SEARCH
A collaboration creating innovative solutions for
workforce and career development

Adult Employment Program

High School Transition Program

Transition Clinic
Project SEARCH High School
Transition Program
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One year program
Designed for students with
disabilities
Last year of HS eligibility
Adults could be accepted into
the class when openings occur
Benefit from career exploration
Individualized job development
Outcome of employment
12 students per site each year
Adult Employment
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Nontraditional jobs
Competitive Salaries
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Average hourly rate $9.63
Part time and full time
positions
Ongoing support for
employee and supervisor
provided by Project
SEARCH staff
Must follow all rules and
performance standards of
the department and
hospital.
Educational and
Vocational Transitions
for Late Teens and
Adults
www.cincinnatichildrens.org