OCALI Transition Focus Groups

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OCALI Transition Focus Groups
OCALI 5220 North High Street Columbus, OH
43214 www.ocali.org
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Focus Group Topic Areas

• School Age Transition/ Services/ Outcomes
• Employment/Vocational Options Services
• Residential Options Services
• Other Community Services

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NO
Yes
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Do the IEP transition plans provide an effective
tool to understanding the process of transition
prior to leaving high school?

• Not enough time to complete.
• Just completing paperwork, rather than thinking
  about the process.
• Teachers and parents need training and knowledge
  about resources to create a meaningful transition
  plan.
• Isolated instances of good transition planning.

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Do the transition activities during the school
years prepare the individual with ASD for the
desired post-secondary outcomes in education,
employment, and community living?

• Too much emphasis on academics and not enough on
  social and functional skills needed for post
  secondary success.
• Often not able to enroll in tech prep, not
  eligible for VR.
• No uniformity in services because of variable
  resources.
• Staff need training about ASD and supports for
  learning.

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Are the appropriate adult services and supports
included in the process in a timely manner?

• Often VR, MRDD not invited to IEP meeting. Stigma
  of MRDD for some parents.
• Variable services according to region.
• Confusion about when to refer
• and what is offered.
• MRDD waiting lists for residential, confusion
  about funding.

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How to improve services

• Look at the students as individuals. Try to
  create a transition program that suits the
  individual interests.
• Expand the vocational options so that those that
  wish to go a vocational route have more to choose
  from.
• Build relationships between the school and
  agencies early.
• Have a staff person dedicated to transition in
  every district.

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Employment Post secondary Responses
Other
Yes
NO
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Employment for individuals with ASD

• Difficult to figure out and assess the challenges
  of ASD for their employment.
• often under-employed or not placed in the field
  they study.
• I wish they all had a job coach foreverjust to
  have someone to check in.
• Need individualized job placement that builds on
  strengths.

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Supports for maintaining Employment

• Work environment and supports are inconsistent or
  not available.
• Need long term support for social issues.
• Dual diagnosis of depression and ASD requires
  services or individual with ASD gives up or quits
  job

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Post Secondary Training Options

• Some colleges have services and supports in
  place, but variable.
• Students must disclose to get service
• Parents and self advocacy of student important
  for success.
• Some instructors dont understand ASD or are not
  willing to accommodate.

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Funding to train support individuals with ASD

• Confusion about Waivers from MRDD and how to
  qualify and use.
• Lack of funds for job coaches.
• Different messages about what and how VR and MRDD
  services can provide services.

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Other
No
Yes
Yes
Other
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Residential Services

• emergency situations (aging parents) get action
  but no time to prepare individual for new setting
  
• Waiting lists and limited funding
• Some individuals with HFA do not meet eligibility
  for waivers, needs are not demonstrated in acuity
  assessments.
• Parents need to be informed and advocate.

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Different Residential supports for individuals
with ASD

• Need to address sensory, sexuality, social skill
  issues
• A broader range of residential options e.g.
  supervised apartments
• Training for staff on ASD

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Yes
No
Other
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Leisure Recreation For Individuals with ASD

• Often attend recreation programs for all
  disability groups
• Recreations programs that are specialized for
  ASD, are usually organized by parents

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Health Care for Individuals with ASD

• Very few providers are knowledgeable about ASD
• Dentists are most difficult to find (Sensory
  issues?)

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Transportation Continuing Ed.

• Need for mobility training so when there is
  available public transportation it can be used.
• Very few adult continuing education programs used
  or available for individuals with ASD.

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Families and Individuals with ASD need
information

• High need for ongoing information about funding
  and eligibility for services with a single
  contact.
• Law enforcement agencies and safety agencies
  (fire and paramedics), the courts, health care
  providers, need to be educated about autism.

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Regional Differences in Responses

• Southern Ohio
• more individuals with ASD living with families,
• fewer work options, more placement in MRDD
  workshops.
• Transportation very limited in rural areas
• Northern Ohio
• More program resources for ASD