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Strategies for Successful Transitioning. April 10, 2008 Adolescents and Adults with FASD Conference Vancouver, B.C. Kathi Hughes and Stacey Wakabayashi. Purpose. To develop a common understanding of enhanced transitioning practices To describe successful transitioning strategies

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strategies for successful transitioning

Strategies for Successful Transitioning

April 10, 2008

Adolescents and Adults with FASD Conference

Vancouver, B.C.

Kathi Hughes

and

Stacey Wakabayashi

purpose
Purpose
  • To develop a common understanding of enhanced transitioning practices
  • To describe successful transitioning strategies
  • To share challenges, solutions and resources.
agenda
Agenda
  • Introduction 3:30 - 3:40
  • Developing an Understanding 3:40 - 3:50
  • Successful Strategies 3:50 - 4:20
  • Case Studies 4:20 - 4:35
  • Challenges and Solutions 4:35 - 4:45
  • Resources 4:45 - 5:00
definition
Definition
  • “a change or passing from one condition, place, thing, activity, topic, etc to another”
  • “sound preparation + adequate support

= quality of life” (C. Grove)

  • “students who are experiencing a process of change from a familiar environment and known support network to an unfamiliar environment with an unknown support network”(K. Hughes, 1993)
definition continued
Definition - continued
  • “Transition planning is the (necessary) preparation, implementation and evaluation required to enable students to make major transitions during their lives - from home to pre-school, from class to class, from school district to school district, and from school to post secondary, community or work situations.” (Ministry of Education, IEP Planning)
definition continued1
Definition - continued
  • “students who are experiencing a process of change from a familiar environment and known support network to a different environment with a continued support network”(K. Hughes, 2008)
why transitioning planning
Why Transitioning Planning?
  • Enhance quality of life
  • Increase success
  • Focus on strengths and abilities
  • Provide accommodations for primary disabilities
  • Prevent/decrease secondary disabilities
  • Share “what works” to create a “good fit”
linking mental health fasd
Linking Mental Health & FASD
  • Streissguth (1996)
    • Mental health problems (more than 90%)
    • Disrupted school experience (60%)
    • Problems with employment (79% of 90 individuals)
  • Clark (2004)
    • At least one mental health diagnosis (92%)
    • Primary diagnoses:
      • Depression, ADD, ADHD, panic disorder
percent of persons with fasd who had secondary disabilities
Percent of Persons with FASD who had Secondary Disabilities

 = Age 6+ = Age 12+ = Age 21+

(Streissguth, 1996)

key principles
Key Principles
  • Thoughtful and deliberate
  • Collaborative
  • Comprehensive
  • Supported by ongoing education

(Alberta Learning, Individualized Program Planning,

Chapter 8, pp.1 - 3)

conceptual understanding
Conceptual Understanding
  • Preparing for transition is essential for all students; for students with diverse needs…
  • Career life transition planning can be integrated into existing individual planning activities
  • Students’ needs and interests should be the primary determinants in selecting the goals
conceptual understanding cont
Conceptual Understanding- cont.
  • Career / life transition planning should enhance student empowerment and self- determination
  • Students and, if relevant, their parents or guardians should be helped to become effective self-advocates and knowledgeable users of service

(Ministry of Education, Career Life Transitions, p. 2)

best practice
Best Practice
  • Person-centered planning
  • Youth involvement
  • Family involvement
  • Community involvement
  • Identification and use of a Transition Coordinator
  • Interagency collaboration

(MCFD: Transition Planning for Youth with Special Needs, p. 5)

strategies for success
Strategies for Success
  • Start “early”- transitioning is a process
  • Form a team
  • Gather and share information
  • Develop the transitioning plan
  • Implement the transitioning plan
  • Assess the plan… and change as required
  • Develop an ongoing support process
students strategies for success
Students: Strategies for Success
  • Know my strengths
  • Provide support and structure
  • Let me choose my team
    • 5 W-H
  • Give me work experience
  • Let me develop a relationship
  • Give me one key person - (advocate)
  • Give me 1 step at a time - do not overwhelm me
students strategies for success1
Students: Strategies for Success
  • Let me choose what I want to share
  • Let me choose what I want to work on …but guide me
  • Let me visit… many times!
  • Help me make lists, draw maps, practice…
  • Tell me (or write down) what you expect
  • Give me lots of time
  • Help me figure out the system
slide18
“Don’t make me

sink or swim”

(Anonymous student quote)

parents strategies for success
Parents: Strategies for Success
  • Involve me in the planning
  • Give me the information ahead of time
  • Help me figure out the system
  • Give me lots of warning of meetings
  • Listen to me
  • Ask me who should be involved
  • Orient me to the new environment and

new people

• I may be the advocate - or I may ask for an advocate

slide20
“Please,

no surprises”

(Anonymous parent quote)

teachers strategies for success
Teachers: Strategies for Success
  • Inform me about the student’s strengths and needs
  • Tell me what works … what motivates…
  • Educate me -about FASD and mental health
  • Give me strategies for success
  • Let me meet the student, listen to the student and let me explain my program / expectations
  • Plan transitioning “early”!
  • Keep paper flow to a minimum
  • Connect me with one advocate
slide22
“Tell us what works”

(Anonymous teacher quote)

synopsis
Synopsis
  • Developing an understanding of FASD
  • Building relationships - both ways
  • Being student-centered - build on strengths
  • Forming a planning team - who is advocate?
  • Providing structure
  • Sharing information - specific and succinct
  • Organizing visits, orientation (expectations)
  • Starting planning as early as possible
ministry of education graduation transitions 2007 for a grade 12 dogwood
Ministry of Education Graduation Transitions (2007) for a Grade 12 “Dogwood”
  • Personal Health
  • Community Connections
  • Career and Life
    • Transition plan

(Ministry of Education: Program Guide for Graduation)

ministry of education school completion portfolio for the bc school completion certificate
Ministry of Education School Completion Portfolio for the “BC School Completion Certificate”
  • Requirements:
    • Completion of Individual Education Plan Goals
      • Transition plan
    • Completion of Personal Development Criteria
    • Presentation of Portfolio

(Ministry of Education: Program Guide for Graduation)

an effective planning tool
An Effective Planning Tool….
  • Identifies team members
  • Uses strengths and interests
  • Acknowledges youth’s goals
  • Maps out the steps for achieving goals
  • Acknowledges the needs
  • Provides accommodations to support those needs
know your client
Know your client
  • Strengths and Relationship
  • Ask questions…
    • Child in care?
    • Status?
    • Special advocate?
    • Special relationships?
    • Other agencies - special conditions? (eg MCFD; RCMP)
know your client cont
Know your client…cont…
  • Who is the peer group? Mentors?
  • Awareness of stressors of “ageing out”

• Other issues

• re attachment and…

• healthy choices

• Acceptance of abilities and disabilities?

• Legal rights?

• Validation, inclusion BUT “directed interventions”, relationship and structure!

• Include the caregiver!

case study
Case Study
  • Introduction
  • Individual Education Plan (IEP)
  • Process
  • Transitioning - community resources
  • “LEIC T”
  • Transitioning Planning Form
how do i make community connections
How do I make community connections?
  • Community Resources / Agencies
  • Supports
  • FASD Action Funds
  • Key Worker and Parent to Parent Support
  • MCFD and CLBC
  • Adult Mental Health Services
challenges
Challenges
  • Understanding the system
    • Acronyms
  • Eligibility for supports / services
  • Assessment and diagnosis
  • Locating and accessing quality services
  • Ongoing support and involvement
  • Continuity of services and human resources
where to
Where to…
  • Representative for Children and Youth

• two reports

  • MCFD

• FASD: Building on Strengths: A Provincial

Plan for BC 2008 - 2018

  • CLBC

• impact of Fahlman appeal; new eligibility process

  • FASD Action Funds (Victoria Foundation)
  • Key Workers and Parent to Parent Support
  • Other…???
resources
Resources
  • See handout package
thank you
Thank you

POPFASD

Prince George, B.C.

(250) 564-6574

www.fasdoutreach.ca

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