Strategies for Successful Transitioning

1. Strategies for Successful Transitioning April 10, 2008 Adolescents and Adults with FASD Conference Vancouver, B.C. Kathi Hughes and Stacey Wakabayashi

3. Purpose • To develop a common understanding of enhanced transitioning practices • To describe successful transitioning strategies • To share challenges, solutions and resources.

4. 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

5. 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)

6. 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)

7. 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)

8. 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”

9. 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

10. Percent of Persons with FASD who had Secondary Disabilities  = Age 6+ = Age 12+ = Age 21+ (Streissguth, 1996)

11. Key Principles • Thoughtful and deliberate • Collaborative • Comprehensive • Supported by ongoing education (Alberta Learning, Individualized Program Planning, Chapter 8, pp.1 - 3)

12. 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

13. 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)

14. 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)

15. 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

16. 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

17. 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

18. “Don’t make me sink or swim” (Anonymous student quote)

19. 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

20. “Please, no surprises” (Anonymous parent quote)

21. 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

22. “Tell us what works” (Anonymous teacher quote)

23. 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

24. 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)

25. 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)

26. 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

27. Know your client • Strengths and Relationship • Ask questions… • Child in care? • Status? • Special advocate? • Special relationships? • Other agencies - special conditions? (eg MCFD; RCMP)

28. 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!

29. Case Study • Introduction • Individual Education Plan (IEP) • Process • Transitioning - community resources • “LEIC T” • Transitioning Planning Form

35. 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

36. 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

37. 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…???

38. Resources • See handout package

39. Thank you POPFASD Prince George, B.C. (250) 564-6574 www.fasdoutreach.ca