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Transition from High School to Adult Life

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by

Rebecca Marckoon

on 6 February 2014

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Transcript of Transition from High School to Adult Life

Programs
-Vocational Exploration Experiences
- Travel Training
- Community Connections
Life after high school
Historically college participation has not been an option for those with intellectual or pervasive developmental disabilities. However, in recent years more postecondary education programs have been established.
Summary
Connections with community start while a student is in school as a part of their transition IEP
There are many different agencies depending on the type of support needed
Each state has their own agencies
the National Dissemination Center for Children with Disabilities is a good resource
Their website has links to all kinds of adult services
Issues
Legislation and Processes
IDEA identifies the transition services needed as a coordinated set of activities the child with disabilities will need to develop to be prepared for adulthood.

Official transition planning begins at age 16.

"Nothing about me without me."

Student is involved in every step along the way.
Transition from High School to Adult Life
Vocational Rehabilitation Agencies
Each state has their own with regional or local offices
Their purpose is to support individuals with disabilities in finding gainful employment, post-secondary educations and living arrangements for financial and personal independence
They receive both state and federal funding
Counselors work one on one with individuals to set goals and reach them
Active Participants
It is important to include students early in the IEP planning, as well as transition planning.
Students should be present for these meetings and also be an
active participant, meaning they should be directly involved in their own planning process, service implementation, and assessment.
Students should ask question, request clarification, and overall speak for themselves and make educated decisions about their futures.
Planning




Early Planning
For most students, planning for life after high school takes at least 2 years, for a student with disabilities making plans for high school takes much longer.
Skills for independent living
Agencies with waiting lists provide another obstacle
Community service agencies: Federal, state, county, or grant-funded services that include support with employment education, living arrangements, community use, and recreation.
Assisted living, job coaching, mobility training, and therapies.
Signing up usually means going through a series of complex pathways, including legally mandated timelines, in order to get an evaluation to become qualified for services.
Community Connections
Advocacy for Self Advocacy
"Nothing about me without me"
Essential to take
early steps
in planning transition in life after and high school
Inclusion
of students in transition planning
Teachers being
advocates
and teaching
self advocacy
Key Points
Prepares students to be active participants.
Teacher begins by helping the student closely and then slowly allowing them to begin to make their own decisions, just as they would teaching a lesson
Self Advocates: Students with disabilities who are able to indicate their own strengths, needs, likes, dislikes, and future plans and goals
Teachers should teacher other educators about student self advocacy and scaffold involvement of the students in the community, and also within their own future transition planning
Teachers should remain aware of the laws for students with disabilities and become involved with advocacy groups of students with disabilities.
As a teacher advocate, opinions and information should be voiced at professional development meetings
Service Agencies for Individuals with Intellectual Disabilities
Also on a state basis
Provide comprehensive support in areas like employment, independent living and adult services
These agencies receive local, federal and state funds
Case managers provide access to local services like therapeutic recreation, competitive employment and placement in group homes or supervised apartments
Independent-Living Centers
Typically run by individuals with disabilities for individuals with disabilities
Their purpose is to help people reach high levels of self-sufficiency and independence within the community
They receive local funds and serve specific areas so they very based on location
Generally provide classes and programs for further education
Social Security Administration (SSA)
Federal agency that provides financial assistance and employment services to individuals whose severe disabilities compromise their abilities to work and support themselves
Some programs include:
Social Security Disability Insurance (SSDI)
Supplemental Security Income (SSI)
Plans to Achieve Self-Support (PASS)
Medicaid and Medicare
Employment services may include Medicaid and Medicare benefits, cash benefits, or financial assistance
9 Critical Life Areas
Vocational training and employment
Continuing Education
Living arrangement
Getting around the community
Socializing and networking
Financial independence
Leisure and recreation
Sexuality and self-esteem
Personal health and medical care
Begin person centered planning-

Questions are presented to children about career choices and living arrangements to identify performance levels. These tests are used later in life to see how well the student can problem solve.

Identify long term adult outcomes-

After the gathering of all the strengths, preferences, and needs of the child, adult outcomes are developed.
Implement the coordinated set of activities-

After the outcomes are found out the team considers the skill building necessary to achieve the goals.

Transition to full inclusion in adult life-

IEP education only lasts until age of 22. Adult service agencies provide aupport for the rest of the person's life.
Personal/Institutionalized help
When will it end?
Advocacy
-Fitness and health
-Self advocacy
-Communication and Interpersonal
-Social opportunities
-Independant living skills
Full transcript