the transition to adulthood supporting the dreams of youth and families with complex needs
TRANSCRIPT
The Transition to Adulthood
Supporting the Dreams of Youth and Families with Complex Needs
I have spread my dreams under your feet; tread softly because you tread on my dreams. -W.B. Yeats
The Transition to Adulthood is a Natural Process “If you live long enough, you cease being a
child and become an adult, with all the attendant privileges (often fewer than hoped) and responsibilities (often more than imagined) conferred by that status”.
(Ferguson& Ferguson)
Transition Defined
Refers to a change in status from behaving primarily as a student to assuming adult roles in the community
Involves the participation and coordination of school programs, adult agency services and natural supports within the community
(Halpern)
The Role of Educators in Transition Assisting youth and their families to make
informed choices about the future Anticipating the demands of future roles
and environments and helping youth prepare for them
The Focus on Transition
Has resulted in significant gains in most domains of adult life for youth with disabilities
However, to some degree, we have separated the transition to adulthood from it’s natural processes by making it “special”
We have made transition our process
Part of the problem..
Educators become prisoners of accountability
In the case of transition, youth and families become spectators of their own process
The Historical Context
Independent Living Movement Career Education Movement OSERS Federal Transition Programs IDEA (PL101-476)
Genesis of the problem
Progressive disability movements supported by government funding
Government funding attached to procedural regulation
Result: an obsessive focus on regulations and procedures
Multiple intiatives schools are confronted with (NCLB, etc.)
The result…
Regulatory compliance trumps practice
Yet experience tells us…
Compliance does not necessarily produce quality
The Big Ideas
All students leave school systems equipped to be successful, interdependent adults
Schools cannot possibly be responsible
for all the activities necessary to achieve the successful transition from childhood to adult roles
Involve students and families
Planning should begin no later than age 14 Students should encouraged to the fullest
extent of their ability to assume responsibility for their transition planning
Family participation should be encouraged Educators facilitate this process Use person centered planning processes
Collaboration
NetworkingCoordinationCooperationOngoing activities that save
time and resources
Networking
Gain awareness of available resources (community asset mapping)
Learn how to access or refer individuals to services
Leverage generic resources through typical community groups (Rotary, Elks, C of C)
Coordination
Assisting in the selection and scheduling of services
Communication between agencies with responsibility for transition services
Cooperation
Finding ways to support and complement each other’s roles
Example: Schools conduct assessments that are useful in determining adult agency eligibility
It’s about relationships
Schools with quality transition service programs have strong linkages to community resources
School personnel establish and nurture personal connections with families, local business, post-secondary institutions, and adult service agencies
Transition Coordination
Reflects the connection between knowledge and skills domains and the range of services and supports a student may need
Requires a team effort
Knowledge and Skills
Communication and Academic Performance
Post-Secondary Education and Training Employment Leisure and Recreation Independent Living Health and Fitness
Knowledge and Skills
Community Participation Interpersonal Relationships Self Determination
Transition Services: A Shared Responsibility Instruction Related Services Community Experiences Development of Employment Post-School Adult Living Daily Living Skills Functional Vocational Evaluation
Transition Teams
Education serves as the lead agency By generating ideas, tackling barriers, and
opening doors, local transition teams provide the mechanism through which successful student outcomes are achievable
(Blalock & Benz)
Benefits of Teams
Team approach distributes work across many instead of a few
Many minds generate more and better ideas Design unique delivery systems that meet
local needs Share responsibility and ownership Improve accountability and follow through
Benefits of teams
Team composition affords “reality checks”, dispels myths, and offers firsthand information
Encourage local employers to become school to career advocates
Team Activities
Involve students and former students
Self advocacy conferences
Host a futures conference where students can learn about post-school options
Team Activities
Actively involve family members
Establish a parents as partners program, or parents as faculty
Encourage parent participation in organization of events, networking
Conduct topical parent training
Team Activities
School and Employer Partnerships
Host career talks and fairs, set up workplace tours, job shadowing, internships or mentoring
Student Self Advocacy
Learn about their strengths and skills and be able to tell others
Learn about their disability, including how to talk about to to others
Learn what accommodations are, and what types benefit them
Learn how to express themselves
Student Self Advocacy
Learn about the IEP and how this forms the basis of their education
Understand their rights Develop a future focus
Insanity is…
Doing the same thing again and again and expecting a different result.
-Einstein
Some Final Thoughts
Transition is a shared responsibility Educators need to learn skills of
collaboration Transition should drive the secondary
curriculum Knowledge and skills areas should be
infused within GE curriculum Students and families own the process