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Independent Living Assessments: More Than Just Cooking

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Title: Independent Living Assessments: More Than Just Cooking


1
Independent Living Assessments More Than Just
Cooking Cleaning
  • Amy Gaumer Erickson, Ph.D.
  • University of Kansas
  • Department of Special Education
  • June 2008

2
  • If a student floated in a lifejacket for 12
    years, would he/she be expected to swim if the
    jacket were jerked off?

3
Independent Living
  • Independent living includes the skills and
    knowledge an individual needs to direct his or
    her life at home and in the community.

4
IDEAs Definition of Transition Services
  • Coordinated set of activities for a child with a
    disability that-
  • (A) is designed to be within a results-orientated
    process, that is focused on improving the
    academic and functional achievement of the child
    with a disability to facilitate the childs
    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 childs needs,
    taking into account the childs strengths,
    preferences, and interests and
  • (C) includes 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.

5
Components of Independent Living
  • Home Living
  • Household Money Management
  • Transportation
  • Law Politics
  • Community Involvement
  • Personal Safety
  • Recreation Leisure
  • Interpersonal Relationships
  • Self-Advocacy / Self-Determination

6
Home Living
7
Household Money Management
8
Transportation
9
Law Politics
10
Community Involvement
11
Personal Safety Health
12
Interpersonal Relationships
13
Recreation Leisure
14
Self-Determination / Self-Advocacy
15
Self-Determination/Self-Advocacy
  • Self-determination refers to an individuals
    awareness of personal strengths and weaknesses,
    the ability to set goals and make choices, to be
    assertive at appropriate times, and to interact
    with others in a socially competent manner.
  • A self-determined person is able to make
    independent decisions based on his or her ability
    to use resources, which includes collaborating
    and networking with others.
  • The outcome for a self-determined person is the
    ability to realize his or her own potential, to
    become a productive member of a community, and to
    obtain his or her goals without infringing on the
    rights, responsibilities, and goals of others.
    (Serna Lau-Smith, 1995)

16
Teaching Students to be Involved in Transition
  • Skill Development
  • Self Awareness
  • Problem Solving Decision Making
  • Goal Setting
  • Communication Skills
  • Providing Opportunities

17
Skill Development for Self-Determination
  • Self Awareness
  • Identify strengths, needs, preferences
    interests
  • Knowledge of disability, learning styles
    accommodations
  • Understand legal rights responsibilities
  • Take responsibility for actions

18
Self-Awareness
19
Skill Development for Self-Determination
  • Problem Solving Decision Making
  • Define the problem
  • Gather information
  • Identify pros and cons
  • Make an informed decision
  • Communicate preferences

20
Problem Solving
21
Skill Development for Self-Determination
  • Goal Setting
  • Identify vision and long range goals
  • Identify all possible resources
  • Develop a plan of action to reach goals
  • Evaluate outcomes

22
Goal Setting
23
Skill Development for Self-Determination
  • Communication Skills
  • Body image and posture
  • Clearly express ideas feelings
  • Listen to what others say
  • Ask questions
  • Plan and organize thoughts
  • Accept comments and criticism

24
Communication Skills
25
Self-Determination Model
Environment
Know Yourself Your Environment
Value Yourself
Plan
Act
Experience Outcomes Learn
Environment
Adapted from Field Hoffman, 1994
26
IDEAs definition of Postsecondary Goals
  • appropriate measurable postsecondary goals based
    upon age appropriate transition assessments
    related to training, education, employment, and
    where appropriate, independent living skills

27
Exercise
  • Chases IEP
  • Example

28
The Dignity of Risk
  • What if you got into trouble and were sent away
    and you couldnt come back because they always
    remember youre trouble.
  • What if you worked and got paid .46 an hour.
  • What if you had to wear your winter coat when it
    rained because it was all you had.
  • What if you had no privacy.
  • What if you could do part of the grocery shopping
    but werent allowed to do any because you werent
    able to do all of the shopping.
  • What if you spent three hours every day just
    waiting.
  • What if you grew old and never knew adulthood.
  • What if you never got a chance.
  • (From a parent whose son is in a support work
    program in Richmond, VA published by The Arc.)
  • What if you never got to make a mistake.
  • What if your money was always kept in an envelope
    where you couldnt get at it.
  • What if you were never given a chance to do well
    at something.
  • What if you were always treated like a child.
  • What if your chance to be with people different
    from you was with your own family.
  • What if the job you did was not useful.
  • What if you never got to make a decision.
  • What if the only risky thing you could do was to
    act out.
  • What if you couldnt go outside because the last
    time you went it rained.
  • What if you took the wrong bus once and now you
    cant take another one.

29
So its importantWhen is there Time
  • 18-21 Programs
  • Community-based transition programs are
  • public school programs operated entirely in the
    community and designed specifically for
  • students ages 18-21 to help facilitate the
  • movement from school to adult life through a
  • comprehensive approach to community
  • integration.

30
18-21 Programs ARE
  • In age-appropriate setting
  • Designed for students ages 18-21
  • Funded by the Local Education Agency
  • Individualized for each student
  • Interagency endeavors

31
18-21 Programs Description
  • They ARE located in age-appropriate setting in
    the community, such as colleges, houses,
    apartments, businesses, or offices.
  • They are NOT high school classes that go out into
    the community every once in a while (or even part
    of every day) for instruction.

32
18-21 Programs Description
  • They ARE created for students (young adults ages
    18-21) who need support to increasing their
    independence as adults. This could include
    students with any disability.
  • They are NOT work programs, sheltered workshops,
    or enclaves.

33
18-21 Programs Description
  • They ARE designed for students who are served by
    the Local Education Agency (i.e. still enrolled
    in high school). They may also include young
    adults who are supported by adult service
    providers.
  • They are NOT strictly accommodations or training
    provided by colleges, vocational rehabilitation,
    or adult service providers.

34
18-21 Programs Description
  • They ARE individualized for each student based on
    the students IEP goals which take into account
    interests, preferences, and desired postschool
    outcomes.
  • They are NOT self-contained classes with all
    student having the same schedule or experiences.

35
18-21 Programs Description
  • They ARE interagency collaborations with the goal
    of creating a smooth transition from school
    services to services from adult agencies.
  • They are NOT referrals to Vocational
    Rehabilitation or other adult service providers
    without follow-up linkages.

36
C-Tran is more hands-on and real life. You
can actually do what youre learningI like it
better. Theres not very many people, and you
can work with the teacher one-on-one.
  • Everyone could use a little practice dealing with
    the Big Bad Wolf.

37
Components of 18-21 Programs
  • Employment experience
  • Postsecondary education and training
  • Community mobility
  • Interagency linkages
  • Social communication opportunities
  • Self-determination independent living skills
  • Peer friendships
  • Leisure recreation activities

38
Online Independent Living Assessments
  • Independent Living Skills Assessment Tool,
    http//www1.dshs.wa.gov/pdf/ms/forms/10_267.pdf
  • Ansell Casey Life Skills Assessment,
    http//www.caseylifeskills.org/pages/assess/assess
    _aclsa.htm
  • The Learning Clinics Transition Independent
    Living Skill Assessment, http//www.thelearningcli
    nic.org/PDF/TILSAInstructionsandForm.pdf
  • Transition to Community Living Self-Assessment,
    http//www.hcbs.org/files/112/5587/Transition_Guid
    e_to_Community_Living.pdf (assessment starts on
    pg. 20)

39
Other Related Assessment
  • Functional Behavioral Assessment,
    http//cecp.air.org/fba/
  • North Central Regional Resource Centers List of
    Assessments, http//www.transitionassessment.north
    centralrrc.org/methodsTools.aspx
  • Quickbook of Transition Assessments,
    http//doe.sd.gov/oess/specialed/forms/tacklebox/d
    ocs/tb07/QuickbookIEP20Checklist20Final.pdf

40
IEP Team Decision Assistance Form
  • Option 1 Go to www.transitioncoalititon.com
  • Choose the Best Practices online learning module
  • Go to My Library
  • Option 2 Go to the Missouri Department of
    Education Website http//www.dese.mo.gov/divspeced
    / Compliance/specedpost-sectransition.html

41
Free Self-Determination Assessments
  • American Institutes for Research. (1994). AIR
    Self-Determination Scale. Available on the Zarrow
    Center website, http//www.ou.edu/zarrow/AIR20Use
    r20Guide.pdf
  • Wehmeyer, M.L., Kelchner, L. (1995). The Arcs
    self-determination scale. Arlington, TX The Arc
    of the United States. Available online at
    www.beachcenter.org.

42
Self-Determination Websites
  • Self-Determination Synthesis Project. Charlotte,
    NC University of North Carolina. Web
    http//www.uncc.edu/sdsp
  • Self-Determination Technical Assistance Centers.
    Colorado Springs, CO Fountain, CO Overland
    Park, KS Monroe County, NY. Web
    http//www.sdtac.uncc.edu/project_description.asp
  • Self-Determination Educational Materials.
    University of Oklahoma, Zarrow Center
    http//education.ou.edu/zarrow/
  • Taking Charge Stories of Success
    Self-Determination. University of Washington,
    DO-IT Self-Determination Videos
    http//www.washington.edu/doit/Video/

43
C-Tran Manual
  • This manual is based on the development and
    operation of a community-based transition program
    in Lawrence, Kansas. The teachers reveal their
    insights and share many of their resources,
    programming, and curricula to help others develop
    community-based transition programs.
    http//transitioncoalition.org/transition/section.
    php?pageId72

44
Learn more about Community-Based 18-21 Programs
  • See the Database of 18-21 Programs at
    www.transitioncoalition.org under RESOURCES for
    the most comprehensive list and description of
    18-21 Programs in the United States.

45
Contact Information
  • Amy Gaumer Erickson, Ph.D.
  • Transition Coalition
  • KU Department of Special Education
  • 521 JR Pearson Hall, 1122 W. Campus Rd.
  • Lawrence, KS 66045
  • aerickson_at_ku.edu
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