Sue HayesCBIRT Webinar October 2017

POST-SECONDARYTRANSITION & STUDENTS WITH TBI:HEARING THE STUDENT VOICE

Are you ready?•ToolkitThanks to CBIRT, Pat Sublette, Robin Harwick and Donald Hood•Handouts•Engage and interact

(The Toolkit is developed for individuals that have a receptive and expressive language base)

Give yourself the gift of being present.

If tomorrow you were asked to support a student with a brain injury in planning their post secondary transition, where would you rate yourself on the scale?

Comfort-----Stretch------Danger

One more question • What would move you into a comfort zone?

Where do we start?We must create coordinated services between agencies. Person Centered Planning is an integral part of this planning.

We know:Individuals with TBI may experience:Cognitive, Behavior, Physical, Social and Emotional challenges

Getting started….Transition planning can become difficult when an individual struggles with:InitiationMotivationExecutive functioningLack of self-awareness

Getting started….•Understand that:•Teaching in the natural context promotes generalization

•Environmental set up is key to the success of plans

•Transition planning can be full of emotion for families and students

•Students are answering the questions: What will I be as an adult? and also Who am I since my injury?

When we go through trauma, you and I and those we serve all desire to have meaning and purpose to our life.

AND…..Most of us love to talk about ourselves!

AND…..Many of us could use a coach!

Challenges for Family Involvement andStudents with TBI

•Rapidly changing abilities •Pursuing pre-injury transition plans•Family and student unaware of student’s new set of strengths and challenges

•Grief/adjustment process•Families may feel protective and may find it difficult to promote autonomy

•Student wants autonomy and needs ongoing family support

Today•Our goals for today:•To refresh ourselves on the research that supports transition

•Get a feel for the Transition Toolkit•To look more deeply at 2 tools and touch lightly on 2 tools

•Get comfortable so that we can try it out tomorrow!

Your life has changed, you will now be working with people to support you in planning your future.

• Disempower• Empower

Listen with the intensity that others save for talking-Edith Ann

THE TOOLS

What is in the Toolkit?There are Core tools and Specialized or supporting tools, page 16

The format:•When to use the tool•Purpose of the tool•Directions•Sample•Blank tool in the appendix

Student Map, page 19

http://www.youtube.com/watch?v=NSw1F-E_M2A

Task ListPage 41

Talent is the multiplier. The more energy and attention you invest in it, the greater the yield. The time you spend with your best is, quite simply, your most productive time.”

Marcus Buckingham

Some key differences between how we routinely look at strength and weakness•What you’re good at isn’t always something you love to do

•Imbalance your life with the tasks that make you feel strong

•One way to look at it: I’m at my best when _________

I feel strong or empowered when __________

Goal ProcessingPage 51

Sociogram Planner, Page 27

Summarize • Take a blank piece of paper and create a box for each tool you used. • Pull key elements, often summarized at the bottom of the tool and place

the information in the box.• Massage these ideas into a plan.

You might:• Changing schedule if necessary• Place supports that the individual believe work for them• Create more opportunities to work in their strength or empowered state• Add in leisure and fun• Generate your vocational plan• This information should be used to guide an IEP

Summarize• Use the action plan in the appendix to really nail down next steps.

• If you used the Map as your key tool, set up a system for check the map on a frequent basis and review how the plan is working.

• More fun than you might think• Set aside time• Break it up over time• Fluid process• Sit back and listen• Watch out that your perspective doesn’t blind you• Too valuable to waste• Must have concordance• Must have a champion!

A Reflection