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Triumphs of Transition Karen Flippo

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Title: Triumphs of Transition Karen Flippo


1
Triumphs of TransitionKaren Flippo
2
Tales of Transition
  • Transition starts at the time that the disability
    is diagnosed.
  • It grows from the beliefs of the family, the
    child, and the community .
  • A successful transition process is based on high
    expectations and finding the right combination of
    public and private resources.
  • Guiding principles can help chart the transition
    process.

3
Five Guideposts for Youth Programs
4
Tales of Transition-As we now know it.
  • Young people with disabilities are three times
    more likely to live in poverty than their
    non-disabled peers. - (National Collaborative on
    Workforce and Disability for Youth)
  • Jobs that require a college degree or post
    secondary skills training will grow faster than
    those without.
  • National Collaboration on Workforce and
    Disability for Youth

5
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6
How to translate research to practice
7
Implementing recommendations
  • Use guiding principles to write IEP
  • Policy makers use principles to mesh the systems
    for a cohesive and coordinated process
  • Policy makers can use framework for funding
    decisions

8
Values and Expectations
  • ALL youth can benefit from quality transition
    experiences.
  • Youth will disabilities participate in decision
    making and their choices are respected
  • Supports for independent living, skills training
    and employment are provided if needed
  • Universal designed learning principles are used

9
Values and Expectations
  • Teachers are qualified
  • Resources including assistive technology devices
    and training are provided if needed
  • Qualified transitional staff are provided (may or
    may not be educational staff)

10
Values and Expectations
  • Multiple assessments across environments
  • Internships
  • AmericaCorp, Service Corp http//www.serv..gov
  • Volunteer work
  • Exposure to role models (Including Samuel)
  • Exposure to mentors and leadership programs
  • Social capital is stressed, giving back to the
    community

11
Lets start at the beginning
  • Figuring out what inclusion is all about
  • http//www.includingsamuel.com
  • Boston Ready (Institute for Community Inclusion)
    supports include
  • Professional development for teachers and
    paraprofessionals
  • Connect to the Boston Public School Dimensions of
    Effective Teaching.
  • In-person and online support and coaching
    to help teachers implement the three curricula
    (discussion groups, e-portfolios, video, etc.)
  • Assistance using Universal Design to
    support all children's education, especially
    children with special needs and English-language
    learners

12
Boston Ready
  • Four online college courses to increase
    understanding of curriculum content areas
  • Career counseling and mentoring to
    encourage professionals, especially diverse
    learners, to pursue further degrees
  • Professional development for coaches

13
Connectibility-Connecticuts Medicaid
Infrastructure Grant
  • Web based resources for youth and adult job
    seekers and employers
  • Section on youth is read for a young audience,
    provides resources and features peers
  • http//www.connect-ability.com/for_youth/forYouth.
    php

14
Transition Triumphs
  • Cuba High Travel Academy, Cuba, NM
  • Student run business that provides tour guiding
    to tourists of NW New Mexicos historical and
    cultural sites (including Navajo lands).
  • Visitors stay in a Hogan and dine on traditional
    Native American food.
  • Assorted jobs include guides, greeters, cooks,
    housekeepers or accountants.

15
Transition Triumphs
  • Students receive classroom instruction for each
    position.
  • Job shadowing and situational assessment
    opportunities help to gauge interest.
  • Students choose position but if it does not work
    out, they can change positions.
  • Hospitality and tourism is the second highest
    industry in New Mexico and the US.

16
Transition Triumphs
  • TASSEL, Shelby, NC
  • Teaching All Students Skills for Employment and
    Life
  • Provides transition services through interagency
    coordination helping to ensure success.
  • Students with disabilities engage in study that
    corresponds to on-campus and off-campus
    vocational training.
  • Students have the option of going on to
    post-secondary options or others may choose work.
    Supports in living, social and recreational
    facets of live are offered.

17
Transition Triumphs
  • Transition planning is student centered.
  • Business partnerships are developed.
  • Training on self-determination provided.
  • Replicated in 6 states.
  • NC Board of Education mandated that the
    Occupational Course of Study modeled on TASSEL be
    implemented in every school system in NC.

18
Transition Triumphs
  • For students who left school in 1995-1997, over
    70 were employed at sometime since leaving
    school.
  • For students leaving school from 1995-1997, about
    1/3 had enrolled in post-secondary education.

19
Transition Triumphs
  • Whats Next?-Columbus, Ohio
  • 6 week training program that provides education
    and support for young adults with developmental
    disabilities and their families
  • Provide information on systems, supported living,
    individualized service planning, choosing
    providers, housing, supported employment and
    benefits

20
Transition Triumphs
  • Simultaneous sessions
  • Families in workshopsyouth work with staff on
    social skills development and participate in
    activities together.
  • 85 of the parents participating felt better
    about their childs future as a result of training

21
Transition Triumphs
  • C-Tran (Community Transition-Lawrence, Kansas)
  • Based out of a duplex apartment.
  • Person-centered (student identifies, wants, needs
    and then develops individual program).
  • Functional, independent living and financial
    management skills are taught.
  • 100 of the students who were reached in a
    one-year follow up interview were employed.

22
Transition Triumphs
  • Child Care Connection-
  • Towson, University, Maryland
  • Designed for college-aged students with
    developmental disabilities
  • Students take program specific and university
    education courses
  • The Student Child Care Center is available for
    observation and training for students with and
    without disabilities

23
Transition Triumphs
  • Graduates are placed into child care centers in
    the area.
  • Young adults with disabilities have increased
    their literacy skills particularly reading
    skills.
  • Families of young children with disabilities are
    gaining role models.
  • Students increased their independence and
    developed self-confidence.

24
Transition Triumphs
  • Project Search, Cincinnati Childrens Hospital
  • High School Transition Program
  • One year program for students in their last year
    of high school
  • http//www.//cincinnatichildrens.org/svc/alpha/a/s
    earch/transition/default.htm
  • Students learn in a healthcare or business setting

25
Transition Triumphs
  • Classes in employability and independent living
    skills
  • Participate in one or more worksite rotations
  • Lunch with peers and feedback from instructor
  • Individualized job development and placement
    begins after rotations are completed
  • Students are given support through on the job
    coaching and work site accommodations

26
Transition Triumphs
  • Transition Clinic works with youth 14 and above
  • Plan development includes family interview
    coordination of evaluations developing IEP
    (vocational aspects) coordinating services and
    information exchange between the school, medical
    team and other service providers
  • Provides long term follow up and support

27
Transition Triumphs
  • Training program prepares students for two
    high-demand positions
  • A. Health Unit Coordinator
  • B. State Tested Nursing Assistant

28
And in the future
  • Greater emphasis on assistive technology
  • More understanding of financial literacy, asset
    development and benefits planning
  • Increasing success in post-secondary environments
  • Higher expectations of families
  • Increased knowledge of universal learning
    principles attention to learning styles
  • Incorporation of universal design for learning on
    a broader scale
  • Expectation for employment begins with early
    intervention services

29
In their own words
  • I just believe in myself and just keep going.
    Im now a really good artist.. Im me.
  • Deal with it. Im not like everybody else.
  • And that says it all

30
Resources
  • National Collaborative on Workforce and
    Disability (www.ncwd-youthinfo)
  • www.thinkcollege.net
  • Youthhood (www.youthhood.or)
  • National Center on Secondary Educatio and
    Transition (ncset.org)
  • NICHCY (www.nichcy.org) educational resources for
    individuals and family members
  • Career Voyages (www.careervoyages.gov)
  • Entry Point (http//ehrweb.aaas.org) internships
    in science and mathematics fields
  • Youth Leadership Forum for Students with
    Disabilities (http//dol.gov/odep/programs/ylf.htm
    )
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