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Building Your Future Intensive Training. Meeting Mechanics & Guiding Principles. WELCOME & INTRODUCTIONS. Presenters Visitors. Today’s Itinerary. Morning: Meeting Mechanics: Dave Schoemer Teaming Process: Kelly Dunlap Afternoon :
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Building Your Future Intensive Training Meeting Mechanics & Guiding Principles
WELCOME & INTRODUCTIONS Presenters Visitors
Today’s Itinerary • Morning: • Meeting Mechanics: Dave Schoemer • Teaming Process: Kelly Dunlap • Afternoon: • Guiding Principles to Inform Practice: Kelly Dunlap & Maureen Ziegler
Improving the Journey • Wait for Team Time to Talk • Write / share notes • Cell Phones on Silent • CONTRIBUTE • Everyone has a contribution to make
Improving Outcomes through Improved Educational Practices GUIDING
Guiding Principle • NO OPINIONS • ALL DECISIONS INFORMED BY…. • THE LAW • THE RESEARCH • THE DATA EBPs
What is FAPE?IDEA 2004 An educational program that is individualized to a specific child, designed to meet that child's unique needs, provides access to the general curriculum, meets the grade-level standards established by the state, and from which the child receives educational benefit. 20 U.S.C. §1401(9). To provide FAPE, schools must provide students with an education that prepares the child for further education, employment, and independent living 20 U.S.C. §1400(c)(5)(A)(i)
National Outcome Data: Housing • 2008 Easter Seals Study: • More than 80% of adults with ASD ages 19-30 live at home with their parents; may of these parents aging. • Adults 19-30 with Autism • With parents or guardian 81% • Independently, with spouse or partner 3% • With other family member/spouse/partner 0% • Supported residence for individuals with special needs 14% • Other 2% • Adults 19-30 with Asperger • With parents or guardian 71% • Independently, with spouse or partner 9% • With other family member/spouse/partner 5% • Supported residence for individuals with special needs 7% • Other 7% Easter Seals, 2008
National OUTCOME DATA: Employment • A University of Wisconsin-Madison 2002 study of 405 adolescents and adults with ASD found that only 10% were in competitive employment. • Barnard, et.al. 2001 • As few as 6% of individuals with ASD have fulltime employment • 12% of individuals with Asperger Syndrome are employed despite having average or high than average IQs • 2008 Easter Seals Study (Living with Autism): About 6 in 10 children with ASD aged 16 or older have not looked for work, yet 75% of typical children are already working. • Even compared to individuals with other disabilities, the employment outcomes for individuals with ASD is significantly lower.
What predicts post-school employment? Students who had the highest degree of integration with age-appropriate peers were more likely to engage in post-school employment IQ, behavior problems, physical disability, and individual demographics did not correlate with integrated employment outcome White, J. & Weiner, J.S. (2004). Influence of least restrictive environment and community based training on integrated employment outcomes for transitioning students with severe disabilities. Journal of Vocational Rehabilitation, 21, 149–156.
Do Sheltered Workshops Help Prepare Individuals with ASD? • Two groups compared: • a) 215 supported employees who were in sheltered workshops prior to entering supported employment • b) 215 supported employees who were not in sheltered workshops • Groups were matched on primary diagnosis, secondary diagnosis (if present), and gender. • Results showed that there were no differences in rates of employment between the groups. • Individuals who participated in sheltered workshops earned significantly less ($129.36 versus $191.42 per week), and cost significantly more to serve ($6,065.08 versus $2,440.60), than their non-sheltered workshop peers. • Results suggest that individuals with ASD achieve better vocational outcomes if they do not participate in sheltered workshops prior to enrolling in supported employment. Cimera, R. E., Wehman, P., West, M., & Brugess, S. (2012). Do sheltered workshops enhance employment outcomesfor adults with autism spectrum disorder? Autism, 16(1) 87–94.
Michigan’s Unique Opportunity: 26Where are students without disabilities receiving their education / preparation? Education Independent Living Employment
“Results will no longer take a back seat to compliance.” Eleanor White Michigan State Director of Special Education (8-13-11)
Accurate? / Reliable? Aligned with Principles of Person-Centered Planning / Self-Determination? Unemployable vs. Conditions for Employment
Primary Goals for Students with ASD: What about Academics & Life Skills?
Skills do not develop without opportunities! Two Primary Reasons Students with ASD Excluded from Integrated Environments?
Dignity of Risk: Not a “Readiness” Model • Were YOU Ready? • Risk Management: • Know the Risks • Plan for Risks • Opportunities
High Expectations Leads to Better Outcomes The Pygmalion Effect (Rosenthal & Jacobson, 1968) Later research: Expectancy Effect Madon et al (1997) - teacher perceptions and expectations have a greater relative impact on achievement among low achievers than among high achievers.
CONGRESSIONAL FINDINGS Understanding Federal Law U.S. Code (U.S.C.) 50 Titles Title 20: Education 78 Chapters Chapter 33: IDEA — IV Subchapters Subchapter I: General Provisions 82 Sections -- denoted as § § 1400: Findings / Purpose …the implementation of this chapter (33 : IDEA) has been impeded by low expectations, and an insufficient focus on applying replicable research on proven methods of teaching and learning for children with disabilities.
CONGRESSIONAL FINDINGS • “Almost 30 years of research and experience has demonstrated that the education of children with disabilities can be made more effective by – • having high expectations for such children and ensuring their access to the general education curriculum in the regular classroom, to the maximum extent possible, in order to - • (i) meet developmental goals and, to the maximum extent possible, the challenging expectations that have been established for all children; and • (ii) be prepared to lead productive and independent adult lives, to the maximum extent possible; “
IDEA Congressional Findings (C) FINDINGS - Congress finds the following: • (1) Disability is a natural part of the human experience and in no way diminishes the right of individuals to participate in or contribute to society. Improving educational results for children with disabilities is an essential element of our national policy of ensuring equality of opportunity, full participation, independent living, and economic self-sufficiency for individuals with disabilities.
Post-Secondary Transition OutcomesEMPLOYMENT GUIDING PRINCIPLES • Allen Anderson: www.employmentoutcomes.com • “Abandon no one to unemployment.” • Griffin – Hammis Associates: • “All people have contributions to make in the marketplace.” • Mark Gold & Associates: • “All people have interests that provide motivation for employment.”
The Spectrum of ASDInclusive Employment Options Callahan, Michael (2009). Supported Employment / Customized Employment Matrix: Is “Competitive the new “Independent.” Mark Gold & Associates Customized Employment / Self-Employment Competitive / Demand Employment Natural Supports / Reasonable Accommodations Does not need either SE or CE to become / stayed employed. Needs CE to become employed; Does not need SE to stay employed Needs both CE to become employed and SE to stay employed. Does not need CE to become employed; Needs SE to stay employed Supported Employment / Natural Supports
“The potential of individuals with ASD to become employed and engaged adults is limited more by the failure of the systems charged with supporting them than by the challenges associated with being on the spectrum.” Peter Gerhardt; Current State of Services for Adults with Autism 2009
IN THE NEWS…July 2012Unfinished Business: Making Employment of People with Disabilities a National Priority COMMITTEE ON HEALTH, EDUCATION, LABOR & PENSIONS Tom Harkin, Chairman http://harkin.senate.gov/documents/pdf/500469b49b364.pdf
Employment First… • Everyone can work and there is a job for everyone • Not working should be the exception - all individuals, schools, families and businesses must raise their expectations • People will be hired because of their ability not because they have a disability • Communities embrace people who contribute • People are healthier safer and happiest with meaningful work
Employment First… • True employment is not a social service • Employment is a win/win for everyone
Employment First – New Jersey http://www.state.nj.us/governor/news/news/552012/approved/20120419a.html
Employment First - Minnesota “Expecting, encouraging, providing, creating, and rewarding integrated employment in the workplace as the first and preferred option for youth” Minnesota - Employment First Manifesto, 2007
Employment First - Oregon Asking “What will it take?” http://www.youtube.com/watch?v=slj1ZA8_A6k
Employment First – How? Better public education High Expectations for all stakeholders Policy advocacy Awareness and education of families
What are students saying about Employment First? http://www.youtube.com/watch?v=_qLMuBTEEHs&list=PL04149A8F40E0B0A0&index=3&feature=plpp_video Campaign for Disability EmploymentJAKE JOHNSON WINNER 2012
Establishing Guiding PrinciplesACTION PLAN • What are the team’s guiding principles relative to post-secondary outcomes for students with ASD? • Higher Education • Employment • Independent Living • Community Involvement • Does your behavior & attitude and current practices and procedures align with those guiding principles?
