PREPARING STUDENTS WITH

DISABILITIES FOR TRANSITION

ALLAN S. BLUME

COURSE OVERVIEW

Introductions
Course requirements
Assignments review
Discussion of readings

DISCUSSION READINGS/PAPER

The essential components of effective transition programs,

Types of services covered under transition services -where
have you witnessed these, or that lack of these in your own
educational experiences.

TRANSITION

Define transition
What IDEA says about transition
Challenges that affect students with disabilities

DEFINE TRANSITION

Create a class definition of transition

Transition
Transition Assessment
Transition Planning
Transition Services
http://ldaamerica.org/transition-planning-requirements-of-idea-2004/
http://www.parentcenterhub.org/repository/transitionadult/#definition

How does our definition compare to what IDEA says about transition?
http://idea.ed.gov/explore/view/p/%2Croot%2Cstatute%2CI%2CA%2C602%2C34%2C

What are challenges that affect all students and how are these
compounded for students with disabilities?

SUCCESS

Themes of success for everyone

Transition to adulthood

THEMES OF SUCCESS

What constitutes success for students? Is this different for

students with disabilities? If so, how?
Doing well is not necessarily about earning the most money, or
being the most famous or popular Success is very personal
happiness, impact of ones life on others

THEMES OF SUCCESS
PERSONAL RESPONSIBILITY
SELF CONTROL, ATTRACTIONS TO OTHERS, FINANCIAL HABITS, ARRIVING TO
WORK ON TIME, ACCEPTING CRITICISM

SELF-DETERMINATION AND SELF-ADVOCACY

CAPACITY TO CHOOSE AND ACT ON THOSE CHOICES, KNOWLEDGE,
COMPETENCY AND OPPORTUNITIES TO EXERCISE FREEDOM AND CHOICE

SOCIAL COMPETENCE, SOCIAL SKILLS

HOW TO BEHAVE IN A VARITY OF CHALLENGING SOCIAL SITUATIONS

VOCATIONAL COMPETENCE
EARNING ABILITY, TYPE OF WORK TO DO, REGULARITY OF EMPLOYMENT,
LONG-TERM WORK POTENTIAL

POST-SECONDARY EDUCATION
ON GOING EDUCATION, LIFE-LONG LEARNING
Wheman, Paul, Life Beyond the Classroom, 4th Edition, 2006

THEMES OF SUCCESS ACTIVITY

CONSIDER YOUR STUDENT

IDENTIFY THE THEMES OF SUCCESS THAT APPLY TO YOUR STUDENT
WHAT SKILLS DOES YOUR STUDENT HAVE AS FOCUS AREAS WITHIN
EACH OF THE THEMES?
WHAT SUPPORTS EXIST FOR YOUR STUDENT TO BE SUCCESSFUL
WHAT SUPPORTS NEED TO BE CREATED

ACT IVI TY

THEMES:
PERSONAL RESPONSIBILITY
SELF-DETERMINATION AND SELF-ADVOCACY
SOCIAL COMPETENCE, SOCIAL SKILLS
VOCATIONAL COMPETENCE
POST-SECONDARY EDUCATION
SKILLS OF YOUR STUDENT:
EXISTING SUPPORTS:
SUPPORTS NEEDED:
INTRODUCE THE CLASS TO YOUR STUDENT

TRANSITION TO ADULTHOOD

EMPLOYMENT
LIVING ARRANGEMENTS AND COMMUNITY PARTICIPATION
GETTING AROUND THE COMMUNITY
FINANCIAL INDEPENDENCE
MAKING FRIENDS
SEXUALITY AND SELF-ESTEEM
HAVING FUN

TRANSITION TO ADULTHOOD

EMPLOYMENT
HOW TO FIND A JOB
VOCATIONAL SKILLS
DEPENDENT ON PARENTS
COMMUNICTION SKILLS AND WORK EXPERIENCE
RECEIVE WAGE AND BENEFITS
VOCATION- SELF-ESTEEM AND DIGNITY
ESTABLISH NEW FREINDSHIPS AND NETWORKS OF SOCIAL SUPPORT

TRANSITION TO ADULTHOOD

LIVING ARRANGEMENTS AND COMMUNITY PARTICIPATION

LIVE WITH PARENTS, LIVE ON OWN, ROOMMATE
SHOPPING
TRAVEL AND MOBILITY
BANKING
RECREATIONAL ACTIVITIES
GOING TO RESTAURANT
ORDERING, PAYING, EATING, TRAVLING, ATTENDING TO SAFETY, SOCIAL ETIQUETTE
LAUNDRY SKILLS
FOOD PREPARATION

TRANSITION TO ADULTHOOD

GETTING AROUND THE COMMUNITY

DRIVE
PUBLIC TRANSPORTATION
RIDE-SHARING (UBER, LYFT, ETC.)
MOBILITY WITHIN AND BETWEEN ENVIRONMENTS
GETTING TO SCHOOL, WORKPLACE, HOME, STORES, PUBLIC AREAS
GETTING AROUND THESE ENVIRONMENTS AS WELL

TRANSITION TO ADULTHOOD

FINANCIAL INDEPENDENCE
FINANCIAL PLANNING
INVESTEMENT STRATEGIES
BASIC KNOWLEDGE TO EVAULATE RETAIL SALES AND PURCHASES
SOCIAL SECURITY PAYMENTS
MEDICAL ASSISTANCE
MONEY MANAGEMENT
SAVING MONEY
ESTATE PLANNING
USING CREDIT

TRANSITION TO ADULTHOOD

MAKING FRIENDS
DEVELOPING NEW FRIENDSHIPS
MAINTAINING OLD FRIENDSHIPS
PEER RELATIONSHIPS
ONLINE SOCIAL NETWORKS
BATTLING LONELINESS AND ISOLATION

TRANSITION TO ADULTHOOD

SEXUALITY AND SELF-ESTEEM

EXPRESSING SEXUALITY
STRAIGHT, LESBIAN, GAY, TRANS, QUESTIONING
SEX EDUCATION AND SAFE SEX PRACTICES
DATING (FACE TO FACE AND ONLINE APPS)
CLOTHES
HAIRSTYLES

TRANSITION TO ADULTHOOD

HAVING FUN
RECREATIONAL INTERESTS
OPPORTUNITIES FOR HAVING FUN AT HOME OR IN THE COMMUNITY

SELF-DETERMINATION

COMPONENTS OF SELF-DETERMINATION
SELF-DETERMINED LEARNING MODELS OF INSTRUCTION

COMPONENTS OF SELFDETERMINATION
WHAT ARE THE COMPONENTS?
http://www.ncset.org/publications/viewdesc.asp?id=962

WHAT ARE SELF-DETERMINED

LEARNING MODELS OF
INSTRUCTION?
PHASE 1 SET A GOAL
PHASE 2 TAKE ACTION
PHASE 3 ADJUST GOAL OR PLAN

Wheman, Paul, Life Beyond the Classroom, 4th Edition, 2006

PHASE 1 SET A GOAL

WHAT IS MY GOAL
WHAT DO I WANT TO LEARN
WHAT DO I KNOW ABOUT IT NOW
WHAT MUST CHANGE FOR ME TO LEARN WHAT I DONT KNOW
WHAT CAN I DO TO MAKE THIS HAPPEN

WHAT IS MY GOAL?

EDUCATIONAL SUPPORTS
WHAT SELF-DETERMINATION COMPONENTS COME INTO PLAY HERE?
STUDENT SELF-ASSESSMENTOF INTERESTS, ABILITIES, AND INSTRUCTIONAL
NEEDS
AWARENESS TRAINING
CHOICE-MAKING INSTRUCTION
PROBLEM-SOLVING INSTRUCTION
DECISION-MAKING INSTRUCTION
GOAL-SETTING INSTRUCTION

PHASE 2 TAKE ACTION

WHAT IS MY PLAN
WHAT CAN IT DO TO LEARN WHAT I DONT KNOW
WHAT COULD KEEP ME FROM TAKING ACTION
WHAT CAN I DO TO REMOVE THESE BARRIERS
WHEN WILL I TAKE ACTION

WHAT IS MY PLAN?

EDUCATIONAL SUPPORTS
WHAT SELF-DETERMINATION COMPONENTS COME INTO PLAY HERE?
SELF-SCHEDULING
SELF-INSTRUCTION
CHOICE-MAKING INSTRUCTION
GOAL-ATTAINMENT STRATEGIES
PROBLEM-SOLVING INSTRUCTION
DECISION-MAKING INSTRUCTION
SELF-ADVOCACY TRAINING
COMMUNICATION SKILLS TRAINING
SELF-MONITORING

PHASE 3 ADJUST GOAL OR PLAN

WHAT HAVE I LEARNED

WHAT ACTIONS HAVE I TAKEN
WHAT BARRIERS HAVE BEEN REMOVED
WHAT HAS CHANGED ABOUT WHAT I DONT KNOW
DO I KNOW WHAT I WANT TO KNOW

WHAT HAVE I LEARNED?

EDUCATIONAL SUPPORTS
WHAT SELF-DETERMINATION COMPONENTS COME INTO PLAY HERE?
SELF-EVALUATION
CHOICE-MAKING INSTRUCTION
GOAL-SETTING INSTRUCTION
PROBLEM-SOLVING INSTRUCTION
DECISION-MAKING INSTRUCTION
SELF-REINFORCEMENT STRATEGIES
SELF-RECORDING STRATEGIES
SELF-MONITORING

SO WHAT - WHY IS ALL OF THIS

IMPORTANT?
THE GOAL OF SELF-DETERMINED MODELS OF INSTRUCTION
PROMOTE STUDENT LEARNING AND GROWTH
SOME WILL BE STUDENT-DIRECTED
SOME WILL BE TEACHER-DIRECTED
EFFECTIVE IN ENABLING STUDENT TO ATTAIN EDUCATIONALLY
VALUED GOALS CAN BE APPLIED TO TRANSITION AND OTHER
AREAS

STUDENT INVOLVEMENT

STUDENT INVOLVEMENT IN TRANSITION

http://idea.ed.gov/explore/view/p/%2Croot%2Cregs%2C300%2CD%2C3
00%252E321%2Cb%2C
STUDENTS GENERATE OWN IEP GOALS AND OBJECTIVES
TRACKING PROGRESS ON GOALS AND OBJECTIVES
RUNNING THEIR OWN IEP MEETING
EQUAL PARTNER
CONTROL PLANNING
https://www.youtube.com/watch?v=dLBDtRygE3Y
https://www.youtube.com/watch?v=iv7IS6NLcng

STUDENT INVOLVEMENT ROLE-PLAY

ACTIVITY
Imagine the student will NOT attend the IEP meeting, yet that students
voice is going to be heard
Create three questions about transition to ask the student
Pair up
Part 1 - One take role of student, other take role of educator, - educator
ask the questions and engage the student,; person in the student role
respond as if you are your student then switch roles and role play again
Part 2 Video record the interview as if this were a real situation
Part 3 Share one of the video recordings with the class
Part 4 After seeing the recordings from class consider how this could
work for you , what would you do in a real situation, what would you do
differently?

PLANNING

Person-Centered Planning
WHO IS INVOLVED
WHERE IT IS DONE
WHEN IT IS DONE
TOOLS NEEDED
STEPS IN DOING IT
http://
www.pacer.org/transition/learning-center/independent-community-liv
ing/person-centered.asp

MAPS- MAKING ACTION PLANS

HISTORY
DREAMS
FEARS
WHO IS____
____ NEEDS

WHOLE LIFE PLANNING

CIRCLES OF SUPPORT
COMMUNITY PRESENCE MAP
PREFERENCES
GIFTS AND CAPACITIES
DESIRED FUTURE LIFESTYLE
ACTION STEPS

LAW

What laws say about transition

Dracut decision
Transition from adolescence

WHAT LAWS SAY ABOUT TRANSITION

IDEA, ADA, SECTION 504 - http://dredf.org/advocacy/comparison.html

WHO IS PROTECTED
FAPE
FUNDING
PROCEDURAL SAFEGUARDS
EVALUATION AND PLACEMENT
DUE PROCESS

CARL PERKINS ACT - https://www.acteonline.org/perkins/#.VsSgyBNViko

SCHOOL TO WORK ACT https://www.doleta.gov/programs/factsht/pdf/schooltowork.pdf
SECTION 504 - http://www2.ed.gov/about/offices/list/ocr/transition.html

DRACUT DECISION

BSEA HEARING IN MA - http://www.doe.mass.edu/bsea/decisions/08-5330.pdf

INTRODUCTION
ISSUES
PROFILE
IEPS
DISCUSSION INTRODUCTION TO FAPE STANDARDS
DRACUTS TRANSITION PLANS
FINDINGS AND CONCLUSIONS
ORDER

DISCUSSION SO WHAT? IMPLICATIONS?

TRANSITION FROM ADOLESCENCE

MASSACHUSETTS http://www.doe.mass.edu/sped/cspd/mod3.html

INDICATOR 13 FIND YOUR OWN DISTRICT

TRANSITION PLANNING FOR (TPF)

TRANSITION ASSESSMENT
POST-SECONDARY GOALS
VISION STATEMENT
IEP GOALS

PROCESS AND PRODUCT

Ecological Assessment, Interview, Observation

IEP 1,
PLEP Statement
Transition goals/objectives
Service Delivery
Summary of Performance
Chapter 688
Overview of State Agencies

ASSESSMENTS

OBSERVATION, ECOLOGICAL, INTERVIEW https://www.google.com/webhp?sourceid=chrome-instant&i

on=1&espv=2&ie=UTF-8#q=ecological%20assessment%20examp
le%20special%20education
[PPT]assessment in special education - naset
IEP FORMS IN MA - http://www.doe.mass.edu/sped/iep/
IEP 1 (PARENT/STUDENT CONCERNS, VISION STATEMENT)
PLEP STATEMENT
GOAL(S), OBJECTIVES
SERVICE DELIVERY

SUMMARY OF PERFORMANCE

SOP
http://www.doe.mass.edu/sped/secondary-transition/resourcesmaterials.html
ANOTHER EXAMPLE - SOP ANOTHER LEVEL OF DETAIL

CHAPTER 688 AND STATE AGENCIES

TURNING 22 LAW - http://www.doe.mass.edu/sped/iep/688/

STATE AGENCIES http://www.doe.mass.edu/sped/secondary-transition/state-agen
cies.html

WRAP UP

Course Evaluation
Attendance/Participation Rubric