Class-Lecture+Notes+061811



**EEX 6759 Transition Planning & Interdisciplinary Teaming for Students with Disabilities Lecture Notes** June 18th, 2011

**Vocational Rehab Agency-** **Agency for Person’s with Disabilities: APD** Autism Spectrum
 * federally funded.
 * Under Rehab Act.
 * Anyone with a documented disability.
 * Mental health assessment
 * Asperger’s & PDD NOS
 * NOT Autism

**VOCATIONAL OPTIONS:** **I. Day Programs or Activity Center** **II. Traditional Day Program or Adult Activity Center (Services)** **III. Traditional Day Programs or Adult Activity Center (Reality)**
 * In the U.S. today, approximately 5000 adult activity/day programs serve people with mental, physical, and emotional disabilities (Braddock, Rizzolo, & Hemp, 2004)
 * Studies have repeatedly shown that people who are placed into these centers do not leave them and never graduate to workshops or into competitive employment
 * Adults with severe disabilities
 * They learn skills in a facility setting
 * Theories of independent skills are taught (w/some hands-on practice)
 * Aimed at __fixing someone____’____s disability__
 * Generalizations across settings can be difficult for individuals w/disabilities to make
 * Funding drawbacks/issues
 * Most agree that these programs should be shut down or phased out & funding transferred to providing support to people in more productive & dignified community pursuits

**IV. Sheltered Workshops** **Positives:** **Negatives:**
 * Segregated vocational & non-vocational programs
 * Employment component
 * Activity Centers/Classes (Daily Living)
 * Day Treatment Center (Working w/counselors)
 * Generally differ in mission, services provided, & funding
 * Gives individuals w/more severe disabilities a place to go
 * Socialization purposes
 * May teach greater overall Life Responsibilities
 * Fails to provide meaningful employment outcomes
 * Low earnings – remain system dependent
 * Isolates individuals from public sector
 * Allows little to no advancement
 * Little to no future positive impact on individual (Wehman, 2006)

**Sheltered Workshops (SW)-** they pay to go to facility and PAY to work

**V. Supported Employment (SE)-** earned 30%- 40% more than folks in SW. A rehabilitation method that has created over 150,000 jobs for people with cognitive, physical, and psychiatric disabilities. The critical elements of SE are performance of meaningful work for pay, working in __integrated community-based settings__, and the use of ongoing supports tailored to the needs of the worker and the business **-** (**Federal Register, 1987**)

**Tenants of Supported Employment:** **VI. Competitive Employment**
 * Assessment of individual’s preferences
 * Assessment of individual’s skills
 * Community Business Needs
 * Establishing employers willingness to work w/ the SE program/individual
 * Placement of SE individual
 * Learning on-the-job skills (w/job coach)
 * Creating Natural Supports
 * Maintaining follow-up services
 * Fade supports to Independence of the individual
 * Community-based employment (traditional settings)
 * Assistance from others to help find and maintain employment (usually not as intensive as Supported Employment)
 * Teachers, V.R. Counselors, Employment Specialists may assist

**JOB FINDING:**
 * Also known as **“****Job Development****”**
 * The process of assisting others in locating/finding jobs
 * Individuals helping to find jobs are usually called**,** **“****Employment Specialists****”** (w/variations)
 * Individuals who help others learn on-the-job skills/tasks &/or how to navigate the work environment are generally referred to as a **“****Job Coach****”**

**__JOB FINDING PROCESS: 8 STEPS__**

1. Target Candidates w/Range of Skills and Support Needs
 * Target more than one potential candidate
 * Target higher and lower functioning individuals
 * Target individuals who can perform one job’s specific duties
 * Target individuals who can share one job’s overall duties

2. Develop an Ideal Job Match Vision to Guide Job Development (P.A.T.H., MAPS) **Person-Centered Career Planning**
 * Use “Person-Centered Career Planning” (Callahan & Garner, 1997)
 * Include all who work closely w/individual (parents, siblings, friends, staff, etc.)
 * Use Career-life Planning to help construct a lifestyle envisioned by individual
 * Suitable Job Tasks
 * Desirable Social Climate
 * Degree of Sameness/Variety in Duties
 * Extent of judgement Skills
 * Optimal Work Pace
 * Desired Degree & Type of Co-worker involvement
 * Preferred Job Location
 * Optimal Training/Support Strategies - (Everson, Reid, Marrone, Huff, & Helm, 1997)

3. Target Businesses that Might Match Hypotheses
 * Get to know the local business market
 * Join local business-related groups/associations
 * Establish local business-related relationships
 * Visit with local business owners/companies
 * Get to know individual business operations & needs

4. Use Referrals to Access More Receptive Employers
 * Satisfied Past Employers
 * Parents of Past Job Seekers
 * Past Job Seekers Themselves
 * Agency Contacts (Local Org. contacts)
 * Friends, Family, Co-workers
 * Social-related Contacts

5. Meet w/Employer to Learn Their Need & Gauge Their Interest
 * View the Potential Employer as a customer
 * Listen to Their Business/Company Needs
 * Help Employers Trouble Shoot
 * Make Positive Suggests as to How You Can Help Their Business
 * (Once Repoire is Established) Ask Employer if you can Observe Business Operations

6. Observe & Interview Operations Staff to Identify Duties 7. Match Duties to Candidates
 * Meet w/Key Staff in Each Area of Interest
 * Help Staff to Breakdown Job Tasks (Task Analysis) if necessary
 * Document Important Interview Information for Later Reflection &/or Possible Candidate Job Matching Purposes
 * Begin comparing duties to possible candidates
 * Decide on whether one or more candidates may be a good fit into job duties
 * Decide on whether it may be a straight placement or job carve
 * Make a proposal to the potential employer

8. Develop & Present Hiring Proposal - (Nietupski & Nietupski, 2001)
 * Present a written Proposal – gives businesses time to react, reflect, and decide
 * Present positive info. on individual(s) selected, desired hours & wages, timelines of potential face to face mtg. & start potential
 * If accepted by potential employer, set up a face to face mtg./interview between them and individual candidate

**__Below Notes from 6.11.11__** __TRANSITION & EARLY EDUCATION; TRANSITION & SCHOOL-AGED STUDENTS; SCHOOL TO WORK; COLLEGE-BOUND STUDENTS__ **IDEA- Part C** (pro-active stance)
 * Program for Infants and Toddlers – **ages birth to 36 months**
 * Each State – designated “lead” Agency (Florida - Early Steps/Children’s Medical Services
 * In place to address developmental delays – proactive stance

**IDEA- PART B (all ages)**
 * **36 months to 22 years** – children and youth special (Florida – usually, this begins with a DD label)
 * All educational services (per IDEA) for students 2 – 22 years of age
 * Pre-K in Florida – 3 to 5 or 6 years of age (dismiss by the age of 6)
 * Issues related to C to B transition include: diagnostics, treatment determinations, eligible determinations

*main difference is **WHERE** svcs are provided *IEP’s only cover up to high school, beyond that, students are covered by ADA. ***Diagnosis= medical** ***School-based eligibility=** school-based on criterion

**Writing a sound IEP Objective:** **__Be Careful with the ff:__** **‘bad attitude’** **‘lazy’** **‘disrespectful’** **‘unorganized’** **‘aggressive’** **‘sexual’** **__LITMUS TEST__-** I HAVE TO SEE IT WITH MY EYES

**__Notes from GUEST SPEAKER: Michelle Patterson__** 1. Sunshine State Standards 2. Pacing Guides 3. Access Points- SSS modified (to work on alternative FCAT) to access gen. ed. Broken down in 3 levels) 4. Building a Schedule  5. Incorporating IEP Goals  6. Assessments

__Role of Paraprofessionals:__ Who are your assistants? Ask Questions!

**Below Notes are from 6/4/11:**

__Transition Assessments:__ Should Address **Three Areas** 1. Employment 2. Education/Training 3. Independent

__Goals of Transition Assessment:__ 1. Make informed choices 2. Take charge of the transition process 3. Understand Skills Specifically Needed for post school environments

**__Types of Transition Assessments:__ use both**

**Formal**- to learn a wide variety of skill levels in various areas (ie. vocational) Examples: 1. Learning styles inventories 2. Academic achievement tests (Woodcock Johnson) 3. Adaptive behavior scales (Vineland) 4. Aptitude tests (Differential Aptitude)

**Informal-** Examples: 1. Observation 2. Interviews/Questionnaire 3. Environ. Analysis 4. Curriculum based assessments
 * observe student in various academic and work experiences
 * likes/dislikes
 * setting up experiences to try something new

Examples of Assessment:

TTAP Assessment (lower)

TPI Assessment (higher functioning)