What do you know about TRANSITION planning?€¦ · Kohler, P.D. (1996). Taxonomy for Transition...

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Preparing Students with Special Needs for When the Bus

Stops Coming

Lt. Joseph P. Kennedy Jr. School for Exceptional Children Tinley Park, Illinois IAASE Conference October 1, 2015

Melissa Jasieniecki, Director of Education Chris Bodzianowski, Community Outreach Coordinator

What do you know about TRANSITION planning?

Thinking about Adult Life

• What do you consider to be a successful adult life for students with disabilities?

• What information do you need about a student to support him/her and family to get there?

• Who should be involved in the planning for adult life?

• What should drive the planning for a student’s adult life?

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Some facts to think about…

Source: NOD-Sirota Survey 2013

The Kessler Foundation/NOD 2010 Survey of Americans with Disabilities

Since 1986, the Surveys of Americans with Disabilities have measured the gaps on 10 of these indicators between people with and without disabilities; three new indicators were added in 2010

The 10 indicators that are tracked over the course of the six surveys focus on:

• employment

• poverty

• education

• health care

• access to transportation,

• socializing

• going to restaurants

• attendance at religious services

• political participation

• satisfaction with life

The three indicators added in 2010 include:

• access to mental health services

• technology

• overall financial situation

Summary of Survey

• Among all working-age (18-64) people with disabilities, only 21% say that they are

employed full or part-time, compared to 59% of working-age people without disabilities – a gap of 38 percentage points.

• Among those with disabilities who describe themselves as unemployed, 73% cite their

disability as one of the reasons why they are not working right now.

• Other reasons for unemployment include being unable to find a job in their line of work

(cited by 56%) and being unable to get the accommodations needed to effectively perform in the workplace.

• Employment


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Summary of Survey

• As might be expected due to the low employment rates of people with disabilities, their

personal income is substantially lower than their household income.

• Just about half (48%)report a personal income of $15,000 or less and

only 7% say they have a personal income over $50,000.

• Poverty


Summary of Survey

• A majority (58%) of people with disabilities report that they are struggling to get by, going further into debt each month or living paycheck to paycheck, not going into debt, but not gaining much either, compared to only one-third (34%) of people without disabilities – a gap of 24 percentage points.

• Examining other financial indicators, one-third (34%) of people with disabilities have applied for a loan and been denied.

• On a more positive note, about three-in-five people with disabilities (59%) own their home.

• Financial Situation


Summary of Survey

• Although one-in-six people with disabilities has not completed high school, there has still

been marked progress in the area of education over the past 24 years.

• 19% of people with disabilities have reportedly graduated from college compared to 27% of

their non-disabled counterparts. These figures have increased for both groups (up from 14%

in 2004 for people with disabilities and up from 25% in 2004 for people without disabilities).

• While 82% of people with disabilities have graduated from high school today, this share was

only 61% in 1986.

• Education


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Summary of Survey

Health Care People with disabilities are more likely to say

that they have gone without needed health care on at least one occasion in the past year, when compared to people without disabilities (19% and 10%, respectively) – a gap of 9 percentage points.

Transportation Transportation appears to have become

more of a problem in 2010 for both people with and without disabilities:

• the indicator increased from 30% in 2004 to 34% in 2010 for people with disabilities and

• from 13% in 2004 to 16% in 2010 for people without disabilities.

More than likely there is an economic factor contributing to this increase.


Summary of Survey

Socializing • Significant majorities of people with and without disabilities indicate that they

socialize with friends, family, or neighbors at least twice a month.

• However, people with disabilities appear to socialize less often than people without disabilities (79% versus 90%)

• Younger people with disabilities (ages 18-29) are actually more likely than their nondisabled counterparts to say that they socialize with close friends, relatives, or neighbors at least twice a month (94% versus 91%).


Summary of Survey

Going to Restaurants • People with disabilities are reportedly less

likely to go to restaurants at least twice a month than are people without disabilities

(48% versus 75%) – a gap of 27 percentage points.

Attendance at Religious Services

• Half of people with disabilities (50%) state that they attend religious services at least once per month.

• However, 57% of people without disabilities do the same – a gap of 7 percentage points.


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Summary of Survey

Political Participation • According to The Harris Poll 2008 pre-

election survey, people with disabilities were as likely as those without disabilities to vote in the 2008 Presidential election, with turnout for both of these populations estimated at 59% – a gap of zero percentage points.

Satisfaction with Life • People with disabilities are much less

likely to say that they are very satisfied with life in general than are people without disabilities

• (34% versus 61%, respectively) – a gap of 27 percentage points.


Summary of Survey

Technology • 85% of adults without disabilities claim to

use a computer or other electronic device to access the Internet from home, work or another location,

• whereas only 54% of adults with disabilities report the same – a gap of 31 percentage points.

ADA • A majority (61%) of people with

disabilities say that the ADA of 1990 has made no difference in their life,

• while just about one-quarter (23%) report that the ADA has made their life better.

• Only 4% report that it has made their life worse and 7% have not heard of the ADA.


Summary of Survey

• Around three-quarters (72%) say they are treated the same as others when people learn they have a disability

• Half (50%) report that people are surprised to find out about their disability.

• On the other hand, 28% report that people generally act as if they are sorry for the person with a disability,

• 27% say they are treated differently and

• 14% say people tend to avoid further contact with them.

• Perceptions of People with Disabilities


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• Now that we know the facts….how do we improve the lives for our students with disabilities as they move into adulthood?

• Get serious about IEP Development!!!

Focus on student interests and preferences when planning. Not what YOU want for them.

Kohler, P.D. (1996). Taxonomy for Transition Programming. Champaign: University of Illinois.

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When I grow up


Structured Work Experience •Apprenticeships •Work Study •Volunteer •Job Placement


https://www.youtube.com/watch?v=j4S8LnHZuuE

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Family Training •Self-determination •Self-advocacy •Transition planning •Agencies & services •Legal matters

Family Involvement •Participation •Attendance at Meetings •Decision Making •Speak the truth! •Have fierce conversations. •Look at the future

Family Empowerment •Surveys/Pre-planning •Choices •Start transition early •Support network •Info! Info! Info!


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Program Policy •Adult services must be a component •Restructure so everything revolves around Transition planning •All hands on deck (from custodian to school board) •Clear process with resources


Resource Allocation •Creative use of resources •Someone’s trash is someone else’s treasure •Prioritize


Goals exceed seemingly possible results.

When you reach, the students will reach.

You cannot have low expectations for students. You must extend YOUR goals for the students just beyond our reach.

Move beyond regulations and indicators.

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Development of “Courses”

• Senior High Miscellaneous Courses aligned with NILS and IEP goals

22003A000 Study Skills

• Course topics may vary according to the students involved, but typically include reading improvement skills, such as

– scanning, note-taking, and outlining

– library and research skills

– listening and note-taking

– vocabulary skills

– test-taking skills

– courses may also include exercises designed to generate organized, logical thinking and writing.

– Can be aligned to CLERICAL job responsibilities

What activities will support Study Skills?

• Fluency – Money

– Categories

• Universal Vocabulary

• Reading strategies – Follow a pen light on words in a story

– Using a stick to follow reading or pace reading

• Independent writing or tracing

• Sequencing stories, pictures or words

• Working in the library – Organizing space

– Sorting and organizing books

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22251A000 Career Exploration

• Career Exploration courses help students – identify and evaluate personal goals, priorities, aptitudes, and interests with the goal of

helping them make informed decisions about their careers.

• Career and training options and may also assist them in developing job search and employability skills.

What activities will support Career Exploration?

• Interest inventories

• Online searches for jobs

• Occupation matching

• Realistic Capabilities – Instead of unrealistic jobs, what are some jobs you can substitute?

22152A000 Employability Skills

• Employability Skills courses help students match their interests and aptitudes to career options with a focus on

– Using employment information effectively

– Acquiring and improving job-seeking and interview skills

– Composing job applications and resumes

– Learning the skills needed to remain in and advance within the workplace

• Course content may also include consumer education and personal money management topics.

• Can be aligned to domestic and warehouse skills.

• Teach in 1:1 setting where appropriate.

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What activities support Employability Skills?

• Developing a resume

• Completing an application

• Interviewing skills

• Relating to coworkers and boss

• Job lists

• What to wear on an interview

• Tone of voice/response

22202A000 Food & Nutrition

• Food and Nutrition courses provide students with an understanding of – food’s role in society

– instruction in how to plan and prepare meals

– experience in the proper use of equipment and utensils

– background on the nutritional needs and requirements for healthy living

• Some classes place a heavier emphasis on the nutritional components of a balanced diet, while others concentrate on specific types of food preparation.

• Although these courses may present career opportunities in the food service industry, their emphasis is not career-related.

What activities support Food & Nutrition

• Sort/roll napkins with utensils

• Simulated refrigerator, freezer, cabinets, etc.

• Placemats for table setting

• Sorting clean/dirty

• Reading recipes and sequencing

• Healthy v. unhealthy

• Put in/take out

• Food preparation

• Food sanitation

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22206A000 Life Skills

• Life Skills courses provide students with information about a wide range of subjects to assist them in becoming wise consumers and productive adults.

– goal-setting

– decision-making

– setting priorities

– money and time management

– relationships

– development of the self

• Practical exercises regarding – selecting and furnishing houses

– meeting transportation needs

– preparing food

– selecting clothing

– building a wardrobe are often integral to these classes

• In addition, specific topics such as insurance, taxation, and consumer protection may also be covered.

What activities support Life Skills?

• Working as a team/building relationships

• School store

• Safety signs

• Dressing for weather

• Preparing for your day

• Grocery/bagging

• Making a bed

• Sorting laundry

• Time

• Sequencing

• Personal schedules/calendar

• Dressing (tying shoes, buttoning, zipping)

22207A000 Self Management

• Self-Management courses introduce students to the skills and strategies helpful in becoming more focused, productive individuals.

• These courses typically emphasize – goal-setting

– decision-making

– managing time, energy, and stress

– and identifying alternatives and coping strategies

• They may also allow students to explore various career and lifestyle choices.

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What activities support Self-Management?

• Managing time – Schedules

– First/Then

– Work boards

• Identifying alternatives – Problem solving

• Coping with changes – Alternatives to getting frustrated or upset

22209A000 Personal Development

• Similar to Family Living courses, but more focused on the individual – strengthening self-esteem

– recognizing and resisting negative peer pressure

– developing coping skills for dealing with changes within one’s self and within others

• These courses may also have a substance-abuse prevention component.

What activities support Personal Development?

• Social Emotional Skills (social worker)

• DARE

• Healthy v. Unhealthy

• Coping skills

• Peer pressure

• Sex Education – Body Changing

– Hygiene/Grooming

– Basic Facts

• Health shoe box – “Get Fresh”

• Schedule

• Sequence of morning or evening routines

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22210A000 Consumer Economics/ Personal Finance

• Consumer Economics/Personal Finance courses provide students with an understanding of the concepts and principles involved in managing one’s personal finances.

– savings and investing – credit

– insurance

– taxes

– social security

– spending patterns

– budget planning

– contracts

– consumer protection

• These courses may also provide an overview of the American economy.

What activities support Consumer Economics/Personal Finance?

• Logical consequences

• School Store

• Bank

• Getting paid for work/class work

• Bulldog Bucks

• Writing checks

• Deposit slips

• Grocery store list – How much? Do I have enough?

• Dollar Up

• Shopping

• Budget

22251A000 Community Living

• Community Living courses place a special emphasis on the student’s relationship to the surrounding community.

• Instruction varies with the students and their needs; however, these courses provide the skills necessary for independent functioning within the surrounding environment.

• Course topics may also include available community resources and how to access them, emergency skills, and independent living strategies.

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What activities support Community Living?

• Life skills

• Outings in public

• Identify community helpers

• Practice 911

• Each student has personal information binder – Identify name, address, phone, parent/guardian, etc.

22252A000 Communication Instruction

• Communication Instruction courses are typically individualized according to each student’s condition and needs.

• Increasing the student’s communication skills—oral expression, listening comprehension, reading, and writing—is emphasized.

• Communication techniques in several areas (educational, social, and vocational) are often explored.

• Can be aligned with students receiving speech language as a related service

What are activities to support Communication Instruction?

• Comprehension related to tasks – Spatial concepts

– Sequencing

• Social groups

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22253A000 Social Development Instruction

• Social Development Instruction courses teach students the social skills needed for independent functioning within the community.

– self-control

– self-expression

– obeying rules

– decision-making

– appropriate situational behavior

– interacting with others

– maintaining relationships

• Students may develop independence, self-confidence, and self-reliance.

What are activities to support Social Development?

• Rules

• Behavioral situations and role play

• Successful completion of assignments

22254A000 Developmental Support

• Developmental Support courses are customized according to each student’s condition and needs, emphasizing an increase in skill or control of body and mind function.

• Examples of support may include refinement of gross and fine motor skills, development of visual perception, and improvement in eye-hand coordination.

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What are activities to support Developmental Support?

• Align with OT – Fine motor

– Gross motor

• Identifying body parts

• Yoga

• Balancing

• I Spy

• Where’s Waldo?

• Find differences

• Five senses

• Exercise and movement

• Match objects in hidden box

Curriculum and Supplemental Supports

• Unique Learning System

• n2y

• Boardmaker Online

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File Folders

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Work Stations

Work Tasks

• Need a holistic approach – Letting go of electives such as metal shop affects

the work force

– We can’t be one size fits all….not all are college bound

– Vocational education should NOT be an elective

– More time should be spend on job than in classroom

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References & Resources

• Kohler, P.D. (1996). Taxonomy for Transition Programming. Champaign: University of Illinois.

• The ARC of Illinois (2010). Family Manual: Transition to Employment and Adult Services for Youth

with Developmental Disabilities in Illinois.

• The Kessler Foundation/NOD 2010 Survey of Americans with Disabilities

• NOD-Sirota Survey 2013

Contact Information

• Melissa Jasieniecki, Principal/Director of Education

• [email protected]

• Phone: 708.342.5278

• Chris Bodzianowski, Community Outreach Coordinator

• [email protected]

• Phone: 708.342.5200 x343

mailto:[email protected]

mailto:[email protected]

What do you know about TRANSITION planning?€¦ · Kohler, P.D. (1996). Taxonomy for Transition...

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