Improving Transition Outcomes for Young Adults with Complex Disabilities including Deafblindness

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Improving Transition Outcomes for Young Adults
with Complex Disabilities including
Deafblindness An Emphasis on Beliefs, Planning,
Curriculum and Coordination
presented by Jerry G. Petroff, Ph.D.
2008 Transition/Parent-Educator Connection
Conference Reach for Success February 18-19, 2008
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What do we know about the Post-School Lives of
Youth with Complex / Significant Disabilities?
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Historical and Research Context
What are the factors that promote youth with
deafblindness to transition from school to
successful adult lives within their communities?
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Then . . . Now
Prior to 1999 1999 Today
No reliable Post-School Data 1st National Post-School Study NFADB Family Study Pilot 2nd National Post-School Study
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National Transition Follow-up Study of

Youth Identified as Deafblind

• Characteristics of Youth Identified as
  Deafblind
• Post Secondary Experiences
• Post School Experiences

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National Transition Follow-up Study of

Youth Identified as Deafblind
Parent Perspectives (Petroff,
1999)
WHAT THE STUDY REVEALED ABOUT PLANNING AND
EDUCATIONAL PROGRAMS

• The majority of students did not received
  adequate transition planning
• Only 40 of the students and/or parents
  interests and preferences were identified as a
  component of the transition planning process
• Only 12 of youth and their families were
  involved in person- centered planning
• Of those who engaged in transition planning,
  the majority didnt begin until one year prior
  to school exit
• A very few number of students received
  community based experiences (vocational or
  otherwise)

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The Post-School Lives of Youth with
Deafblindness by Families Across America
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National Transition Follow-up Study of

Youth Identified as Deafblind
Parent Perspectives (Petroff,
1999)
WHAT THE STUDY REVEALED ABOUT PLANNING AND
EDUCATIONAL PROGRAMS

• The majority of students did not received
  adequate transition planning
• Only 40 of the students and/or parents
  interests and preferences were identified as a
  component of the transition planning process
• Only 12 of youth and their families were
  involved in person- centered planning
• Of those who engaged in transition planning,
  the majority didnt begin until one year prior
  to school exit
• A very few number of students received
  community based experiences (vocational or
  otherwise)

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2nd National Transition Follow-up Study of

Youth Identified as Deafblind
Parent Perspectives Petroff,
2008

• Research question(s) remain the same, with the
  exception that there is further inquiry into the
  effects of education under No Child Left Behind
  and related federal policies
• The study structure remains the same with some
  updates related to terms and inclusion of
  characteristics
• The reporting process is expanded through an
  on-line survey response in-person interviews
  and telephone interviews

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National Transition Follow-up Study of

Youth Identified as Deafblind 2007
Pilot Study

• Data suggests that there is an improvement in
  the secondary educational experiences of youth
  with deafblindness (access to the general
  education curriculum as compared to the original
  1999 study
• Data suggests that there is no improvement in
  employment outcomes for youth with deafblindness
  as compared to the 1999 study
• Data suggests that more youth are volunteering
  than working
• Data suggests that there youth remain primarily
  living with their parents
• Data suggests youth who are deafblind continue
  to be isolated within their communities.
• Transition planning is much more deliberate yet
  maybe yielding similar results
• Parents and others are aware of the concepts of
  transition planning

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Transition Survey 2007

• Ranking of Important Aspects of Post-School
  Lives
• Areas that parents would want control
• Barriers and Challenges
• General Data regarding current living and
  employment

RESULTS
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Why are we here?
To find the KEYs to successful transition from
school to adult life for youth with complex needs
. . .
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The Key Solution
Transition Planning and compatible Educational
Programs and Services
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ORIGMAI Activity Lessons in Making Transitions
What did we learn?
Its not easy! Its difficult to get it perfect,
if not impossible. Its easier with help. It
looks different each time. You need the right
kind of paper (resources). Some are more
difficult to make than others. It takes time! You
need the directions.
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Transition
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Exploring Our Values / Beliefs And Assumptions
Practices will not change until beliefs, values
and skills change. National Transition
Network, 1997
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Clarifying our Beliefs and
Articulating our Assumptions
regarding the transition from School to Adult
Life
Why is this a critical first step for engaging in
planning and provision of support for youth with
significant and complex disabilities?
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• Beliefs and Assumptions
• regarding the
• Transition and Post-School Lives of Youth with
  Disabilities
• All students should leave school equipped to
  be successful, interdependent
• adults.
• Adult Life is more than work and care.
• All students can and have the right to
  become adult citizens of their
• community.
• Each students voice must guide the
  transition process.
• Families are a critical component to the
  planning and success of any youths
• transition from school to adult life.
• Each family has its own unique culture that
  must be respected as factor in the
• planning and support of youth in
  transition.

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Assumptions related to competency require
attention to the developing of skills in self
efficacy or self-determination
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BALANCE
CONTROL
Opportunities / Choices
Honor Preferences
Acknowledge Communication
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Self Determination An Underlying Concept for
Successful Transition
? The inherent right of individuals to assume
control of and make choices that have an impact
on their lives ? The right to assume control of
ones life
? Refers to personal attitudes and abilities that
facilitate an individuals identification and
pursuit of goals. The expression of self
determination is reflected in personal attitudes
of empowerment, active participation in decision
making, and self-directed action to achieve
personally valued goals
Powers et. Al., 1996
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What factors can influence a childs growth in
self-determination?
Balancing Risk with Challenge Building
Competencies and Strengths Increasing
Opportunities for Personal Mastery and
Independence Providing Positive and High
Expectations Assuring meaningful Roles within the
Home, School and Community Support and Encourage
Friendships Building
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How do your young adults self-determine?
Skills Linked to Self-Determination
Choice Making Decision Making Problem
Solving Goal Setting /Attainment Self-Awa
reness
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What are the challenges to Self-Determination for
Students and Young Adults with Complex and
Significant Disabilities ?
? Communication ? Access to the Environment ?
Freedom and Independent Control
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Transition Mandates

Changes and Implications of the Recently
REAUTHORIZED IDEA 2004 regarding Transition from
School to Adult Life for Youth with Severe
Disabilities
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Transition Mandates

(1)(A) to ensure that all children with
disabilities have available to them a free
appropriate public education that emphasizes
special education and related services designed
to meet their unique needs and prepare them for
further education, employment, and independent
living.
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Transition Mandates
PLANNING
The 2004 reauthorized IDEA( H.R 2004) requires EA
required transition planning as part of the IEP
process for all students with disabilities who
are 16 and older.
For each student with a disability (VII)
beginning not later than the first IEP to be in
effect when the child is 16, and updated
annually, thereafter- (aa) Appropriate
measurable postsecondary goals based up age
appropriate transition assessments related to
training, education, employment and, where
appropriate independent living skills (bb) the
transition services (including courses of study)
needed to assist the child in reaching those
goals .
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Transition Mandates
Definition of
Transition Services
(34) The term transition services means a
coordinated set of activities for a child with a
disability that (A) is designed to be within a
results-oriented process, that is focused on
improving the academic and functional achievement
of the child with a disability to facilitate the
childs movement from school to post-school
activities, including pose-secondary education,
vocational education, integrated employment
(including supported employment), continuing and
adult education, adult services, independent
living, or community participation (B) is
based on the individual childs needs, taking
into account the childs strengths, preferences,
and interests and (C) includes instruction,
related services, community experiences, the
development of employment and other post-school
adult living objectives, and when appropriate,
acquisition of daily living skills and functional
vocation evaluation.
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Making Sense of the Mandates
Transition Services
Course of Study
Coordinated Set of Activities
Results-Oriented Process
and then assessing for transition with the
mandates and values in mind
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Transition Assessment
What is the purpose of Assessment for Transition
from School to Adult Life?
? To determine a students preferences and
interests ? To determine long term post-school
outcomes Living, Work Community
Participation ? To determine the support and
services needed ? To identify the priorities of
the family
Other Assessment Objective ?
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What do you Assess ?

• Preferences Interest of the Youth
• Strengths Talents
• Communication Social Skills
• Assistive Technology
• Past Experiences
• Health and Physical Limitations
• Support Needs
• Home, School and Community FUTURE Environments
  Opportunities
• Functional Skills
• Barriers

What Else ? ? ? ?
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How do you put this all together for youth with
complex / significant disabilities?
Lets try to go through the process
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Who is Helen? A 16 year old young woman who uses
tactile American Sign Language Braille literacy
on grade level (High School) enjoys quiet nights
at home reading talented speaker demonstrates a
thirst for knowledge.
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What are Helens Support Needs ? Uses an
intervenor (Annie) has relatively good O M
Skills with the use of a cane and sighted guide
has excellent personal care skills but has become
accustom to people assisting her (so has a
tendency toward prompt dependence reads and
writes in Braille has a very supportive family
needs some level of assistance in skills of daily
living especially in the dining room.
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What is Helens Educational and Service
History? Has had a one-to-one teacher trained in
the education of children with deafblindness
educated in a variety of natural settings all
related services were provided by her teacher a
highly academic curriculum supported by a
functional activities based instructional program
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Comprehensive Transition Protocol
Identify Post-School Outcomes
Transition Services
Course of Study
Strengths Preferences Interest
Goals and Objectives
Student Instructional
Curriculum Needs
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Comprehensive Transition Protocol
STEP 1
Identify Post-School Outcomes
Transition Services
? Interview / Survey Student ? Conduct Career
Inventory ? Conduct a PATH
Course of Study
Strengths, Preferences Interest
? _________________ ? _________________ ?
_________________
? _________________ ? _________________ ?
_________________
? MAPs involving Parents/Annie ? Develop Video
Resume ? Portfolio of Accomplishments to
date
Goals and Objectives
Student Instructional
Curriculum Needs
? _________________ ? _________________ ?
_________________
? Direct Assessment of Academic ? Battery of
Situational Assessment ? Related Services
Assessments
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Comprehensive Transition Protocol
STEP 1
Identify Post-School Outcomes
Needed Transition Services
? Get Accepted to an Ivy College ? Develop a
Vaudeville Act ? Develop a Social Network
Transition Service Needs
Strengths Preferences Interest
? _________________ ? _________________ ?
_________________
? _________________ ? _________________ ?
_________________
? Great Literary Skills ? People Person ? Well
Spoken
Goals and Objectives
Student Instructional
Curriculum Needs
? _________________ ? _________________ ?
_________________
? Alternate Format Materials ? One-to-One
Instruction / Intervenor ? OM Services and
other
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STEP II
Comprehensive Transition Protocol
Identify Post-School Outcomes
Needed Transition Services
? _________________ ? _________________ ?
_________________
Transition Service Needs
Skills, Abilities, Talents Preferences
Interest
? Begin Exploring Colleges ? Enroll in SAT Prep
Course ? Explore the Demands of Independent
College Living
? College Prep Course ? Technical Consult from
DVR ? Independent Living Training
? _________________ ? _________________ ?
_________________
Goals and Objectives
Student Instructional
Curriculum Needs
The Above are Infused with a IEP that represents
a Multi- Year Plan leading toward the
Identified Post-School Outcomes
? _________________ ? _________________ ?
_________________
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Comprehensive Transition Protocol
Identify Post-School Outcomes
Transition Services
? _________________ ? _________________ ?
_________________
Course of Study
Strengths Preferences Interest
? _________________ ? _________________ ?
_________________
? _________________ ? _________________ ?
_________________
? _________________ ? _________________ ?
_________________
Goals and Objectives
Student Instructional
Curriculum Needs
? _________________ ? _________________ ?
_________________
? _________________ ? _________________ ?
_________________
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How do I know? What do we look for?
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Collaborative School and Community
Teams supporting the Transition from School to
Adult life
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ASSUMPTIONS
Whereas . . . the link between deliberate
planning, appropriate educational programs and
services and a system of coordinated linkages
with adult services and the community is well
defined within the research, accepted effective
practices and regulations as critical to the
successful transition of students with
disabilities from school to adult life Whereas
. . . self-advocacy and the movement toward
appropriate and equitable supports and services
for individuals with disabilities continues to
mandate change and requires substantial effort
for all those involved
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Whereas . . . schools and communities struggle
with the responsibilities, skills and
understandings regarding the expectations of
youth with disabilities and their families toward
full citizenship Whereas . . . the efforts
to enhance, develop and support effective
transition programs and services for all students
is a formidable and complex process Whereas . .
. The primary goal for all youth with
disabilities is to assure that the last day of
school is no different than the day after.
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Therefore . . .
The promotion of effective coordination of
transition services and the implementation of
transition sensitive programs requires the
efforts of a TEAM that includes students,
parents, community members and professionals from
schools and adult agencies.