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Transition: What is it, what do we know now and what constitutes quality transition services?

Transition: What is it, what do we know now and what constitutes quality transition services?. Pat Brown, EdD University of Washington Center for Technology and Disability Studies pabrown@u.washington.edu. What is Transition?.

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Transition: What is it, what do we know now and what constitutes quality transition services?

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  1. Transition: What is it, what do we know now and what constitutes quality transition services? Pat Brown, EdD University of Washington Center for Technology and Disability Studies pabrown@u.washington.edu

  2. What is Transition? A coordinated set of activities for a child with a disability that (A) is designed to be a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child's movement from school to post-school activities, including post-secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation;(B) is based on the individual child’s needs, taking into account the child's strengths, preferences, and interests . . .

  3. What are Transition Services? • Instruction, • Related services, • Community experiences, • The development of employment and other post-school adult living objectives, and, when appropriate, • Acquisition of daily living skills and functional vocational evaluation

  4. Who Benefits? Multiple Disabilities Deafness Hearing Impairments Visual Impairments Deaf-Blindness Autism Traumatic Brain Injury Developmental Delays Communication Disorders Orthopedic Impairment Health Impairment Intellectual Disability Specific Learning Disabilities Emotional/Behavioral Disability

  5. Special Education Students, Age 16-21 Source: OSPI; Washington State Nov. 2011 Federal LRE & Child Count Data

  6. What Happens to our Special Education Students? • Competitively employed: 22% • Enrolled in higher education: 25% • Enrolled in other education: 5% • Employed, not competitively: 14% • Not engaged: 34% 2010 Washington State school leavers (graduated, exited or dropped out) Source: Center for Change in Transition Services

  7. Outcomes by Disability Category Source: Washington State IDEA, Part B, Indicator 14, 2009-2010 School Leavers

  8. Major Issues More likely to experience poverty and related factors Disproportionate numbers drop out of school Few pursue additional education Less likely to achieve residential independence Although youth with disabilities were somewhat less likely than those in the general population to be married, young women with disabilities were more likely than other young women to be mothers

  9. Source: Test, D., Fowler, C., & Kohler, P. (2012) Evidence-Based Practices and Predictors in Secondary Transition: What We Know and What We Still Need to Know. NSTTAC.

  10. Our Best Evidence says…. Across all disability categories, these are predictors of positive outcomes • Inclusion in general education -postsecondary education, employment & independent living • Paid employment prior to school leaving -employment & postsecondary education • Teaching self-care & independent living skills -living independently. • Vocational education -postsecondary education & employment • Work study –employment Source: National Secondary Transition Technical Assistance Center

  11. NASET National Standards • Developed by the National Alliance for Secondary Education and Transition • Research based • Two stated purposes: • (a) to respond to increased requests from states, school districts, and service providers for information on research-based practices, programs, and services and benchmarks for effective secondary education and transition practices and • (b) to address new responsibilities for states to focus on accountability for each and every young person.

  12. NASET National Standards • Schooling • Career Preparatory Experiences • Youth Development • Family Involvement • Connecting Activities

  13. Schooling State Education Agencies (SEAs)/Local Education Agencies (LEAs) • Provide youth with equitable access to a full range of academic and non-academic courses and programs of study. • Use appropriate standards to assess individual student achievement and learning. • Systematically collect data on school completion rates and postschool outcomes and use these data to plan improvements in educational and postschool programs and services. • Offer educators, families, and community representatives regular opportunities for ongoing skill development, education, and training in planning for positive postschool outcomes for all youth. • Establish and implement high school graduation standards, options, and decisions that are based on meaningful measures of student achievement and learning.

  14. Career Preparatory Experiences • Youth participate in career awareness, exploration, and preparatory activities in school- and community-based settings. • Academic and non-academic courses and programs include integrated career development activities. • Schools and community partners provide youth with opportunities to participate in meaningful school- and community-based work experiences. • Schools and community partners provide career preparatory activities that lead to youths’ acquisition of employability and technical skills, knowledge, and behaviors.

  15. Youth Development & Leadership Ensure youth • Acquire the skills, behaviors, and attitudes that enable them to learn and grow in self-knowledge, social interaction, and physical and emotional health. • Understand the relationship between their individual strengths and desires and their future goals, and have the skills to act on that understanding. • Have the knowledge and skills needed to practice leadership and participate in community life. • Demonstrate the ability to make informed decisions for themselves.

  16. Family Involvement • School staff members demonstrate a strong commitment to family involvement and understand its critical role in supporting high achievement, access to postsecondary education, employment, and other successful adult outcomes. • Communication among youth, families, and schools is flexible, reciprocal, meaningful, and individualized. • School staff actively cultivate, encourage, and welcome youth and family involvement. • Youth, families, and school staff are partners in the development of policies and decisions affecting youth and families.

  17. References • NASET National Standards & Quality Indicators: Transition Toolkit for Systems Improvement (http://www.nasetalliance.org) • Center for Change in Transition Services (http://www.seattleu.edu/ccts) • National Secondary Transition Technical Assistance Center (http://www.nsttac.org/) • Office of the Superintendent of Public Instruction (OSPI) (http://www.k12.wa.us/SpecialEd) • National Center for Education Statistics (http://nces.ed.gov/fastfacts)

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