Educational and Vocational Transitions for Late Teens and Adults

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Educational and Vocational Transitions for Late
Teens and Adults
www.cincinnatichildrens.org
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Discussion of Educational/ Vocational
Transition High School Post High School
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Transition Clinic
What do we do?

• Assist young adults (age 16 and over) with
  chronic illnesses and disabilities to generate a
  plan that addresses
• Educational Goals
• Vocational/Training Programs
• Employment Goals

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Employment and Disability
Why are we doing this?
Just over 1/3 of people ages 18-64 with
disabilities are employed compared to more than ¾
of those without disabilities.
2004 National Organization on Disability/Harris
Survey of Americans with Disabilities
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People with disabilities are less likely to have
completed high school than are those without
disabilities.
2004 National Organization on Disability/Harris
Survey of Americans with Disabilities
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Who do we work with?

• Patients 16 years old or older.
• Must have chronic illness or disability.

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How are individuals referred to us?
Patients are referred by a CCHMC physician or
healthcare provider
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What is Transition?

• Transition is a lifelong process, not an event
• Multifaceted, active process.
• Attends to the medical, psychosocial, educational
  and vocational needs.
• Involves adolescents as they move from
  child-oriented to adult-oriented lifestyles and
  systems.
• The adolescent and family must be involved in the
  decision process.
• Families look toward independence.
• Coordination of services and providers is
  essential.

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Creating an Employment Vision for the Future
Age 6-11

• Teach self-care and basic grooming.
• Encourage the child to accept himself.
• Teach personal safety.
• Talk about dreams and aspirations.
• Promote leisure activities.
• Encourage and support friendships and social
  opportunities.
• Paving the Road. LYS

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• Help decision-making by giving structured
  choices.
• Help the child learn to solve problems.
• Let the child learn the consequences of their
• behavior.
• Assign chores appropriate for the ability level.
• Ask What will you want to do when you grow up?
• Avoid the sympathy card.
• Paving the Road. LYS

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Creating an Employment Vision for the Future
Age 12-18

• Continue development of typical self-help skills
  as well as skills related to special health care
  needs.
• Help develop a realistic vision for the future.
• Continue to encourage hobbies, leisure and social
  activities.
• Continue to assign progressively more difficult
  family chores.
• Identify strengths and weaknesses.
• Explore job opportunities.
• Paving the Road. LYS.

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• Encourage work and/or volunteer activities in the
  community.
• Provide opportunities to manage money.
• Encourage participation with peers separate from
  family.
• Explore and understand adult service options.
• Place childs name on appropriate waiting lists.
• Begin to plan for living independently.

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Creating an Employment Vision for the Future
Young Adult

• Develop self-determination skills.
• Explore adult education opportunities and
  training.
• Learn about eligibility for services.
• Set up a personal bank account.
• Plan for living independently.
• Join community clubs, interest groups, support
  groups.
• Learn to cook, clean, wash clothes.

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• Assist the family and patient to look at the
  chronic illness or disability from multiple
  points of view and determine what the patient
  should do.

Specialized Testing
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High School
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High School Education

• IDEA/504/IEP
• Private Schools
• Charter Schools
• Home Schooling
• Deferred Graduation
• College

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Individuals with Disabilities Education Act (IDEA
)
The Individuals with Disabilities Education Act
(IDEA), is the landmark special education
legislation that requires states to provide
special education and related services to
children and youth with disabilities, age 3
through age 21.
CCHMC Special Needs Directory
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504 Plan

• Comes from the Rehabilitation Act of 1973
• The child may receive accommodations and
  modifications even if he or she does not qualify
  for special education.

American Partnership for Eosinophilic
Disorders www.apfed.org/downloads/IEP_and_ 504.pdf
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• IEP
• What is an IEP?
• IEP stands for Individualized Education Program
  (IEP).
• The IEP is a written document that describes the
  educational plan for a student with a disability.
  
• IEP talks about your disability, what skills you
  need to learn, what you'll do in school this
  year, what services your school will provide, and
  where your learning will take place.

http//www.ldonline.org/article/5944
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Progress Meetings vs. IEP Meetings Last two
years should be having progress meetings, along
with your yearly IEP meeting
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What should you be discussing? Self
Advocacy Independence Medical care
issues Deferred Graduation Work-study/life
skills Employment Tours (colleges, vocational
programs) Referrals
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IEPTransition to Adulthood

• School Years vs. Real World
• School Meet IEP Goals and Accommodations
• Real World Employer Expectations and Self
  Advocacy
• Be Clear about Goal!
• Work or Academics?

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Get Velcro Shoes!!!
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Differences between Public School and Private
School

• Private school children with disabilities do not
  have an individual right to receive some or all
  of the special education and related services
  that the child would receive if enrolled in a
  public school.
• Public Schools are required by law to provide
  services.
• Typically, Private Schools are not aware of
  transition services available.

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Home Schooling

• Dramatic increase in the number of students with
  disabilities and chronic illnesses who are being
  home schooled.
• MUST be set up through local school district or
  state in order to be valid.
• Rules vary from state to state

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Charter Schools

• State-funded public schools that operate outside
  of the traditional public school system.
• Fewer rules and regulations to follow in such
  areas as curriculum, grade levels and length of
  school year.
• They must follow all state and federal laws
  related to special education, including IDEA and
  Section 504.

CCHMC Special Needs Directory, http//www.cincinna
tichildrens.org/svc/alpha/c/special-needs/resource
s/education/private-schools.htm
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Deferred Graduation

• Can receive services until they reach age 22 as
  long as the students have the required high
  school credits
• They can "walk through" graduation with the rest
  of their class but defer receiving their diploma
  until they complete transition classes, job
  training programs or vocational school.
  This should be part of the IEP transition plan.
• The advantage to the student is the
  continued support for a free appropriate public
  education, special education and related
  services. These protections will not be provided
  after graduation.
• Requirements differ from state to state.

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Deferred Graduation OPTIONS
Vocational School Transition Program Individualize
d Program (1-3 years) Can accept diploma
anytime/academics are completed
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• Kent State University Research
• 1999
• Students with disabilities and chronic illnesses
  who completed vocational training programs are
  nine times more likely to report being employed.
• Bob Baer

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College (Preparing the High School student for
College)

• Senior Year
• Evaluate IEP goals
• Make sure that student is prepared to enter
  college
• Self Advocacy
• ACT/SAT
• Placement Test (2 year colleges)
• FAFSA (Must be completed for admission to
  college)
• Referral to BVR
• Testing
• College Tours

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• College Disability Services
• Each college/university has an office
• Eligibility Criteria
• Application
• Professional documentation of disability
• List of HS accommodations
• HS transcript

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ACT/SAT Accommodations School must fill out
paperwork to get accommodations Some
accommodations include scribe extended
time breaking up the testing days separate
testing room
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Placement Test Every 2 year college requires
taking an placement test to help you and your
advisor to choose classes that meet your
educational needs.
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• College Tours
• What are your needs?
• housing
• transportation (on and off campus)
• Accessible room
• Think reasonable for yourself
• What works best for you?

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Post High School
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• College-2 year
• Placement Test required
• Developmental classes
• Smaller classes
• Smaller campus

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• College-4 year
• ACT/SAT required
• Larger classes
• Larger campus

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Office of Disability ServicesRequested
Information

• Current documentation from Health Care provider
• Clearly state the diagnoses
• Explain the limitations
• Historical information
• Medications and Treatments
• Recommendations for accommodations

Southern M et al. 2007
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College

• Why is it important to declare yourself to
  disability services?

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Office of Disability ServicesRequested
Information

• Current documentation
• Clearly state the diagnoses
• Explain the limitations
• Gross Motor
• Mobility
• Accessibility (dorm room, class room)
• Transportation
• Dexterity/Fine motor
• Attention/Learning
• Social/Psychological
• Historical information
• School IEP
• Most recent testing
• Previous services

• Medications and Treatments
• Potential impact in educational setting
• Recommendations for accommodations
• Physical/structural issues
• Learning issues
• Note takers
• Books on tape
• Proofreader
• Scribe
• Extended time on tests
• Individual room for tests
• Tutoring

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In college, if the student doesnt ask for help,
they are not going to get help. And they must
declare themselves to the Disability Services
Office before the first day of class in order to
receive accommodations throughout the year.
Waiting until the day of the test wont work.
Self Advocacy
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In College Accommodations-YES Modifications-NO
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Lessons Learned College

• www.heath.gwu.edu/index.htm
• National Clearinghouse on Postsecondary Education
  for Individuals with Disabilities
• www.thinkcollege.net
• Searchable database postsecondary education
  programs that support youth with intellectual
  disabilities

www.ed.gov/about/offices/list/ocr/transition.html
US Dept of Education Office for Civil Rights
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GED

• Almost twice as many students with disabilities
  and chronic illnesses drop out as compared to
  students without disabilities. Such students are
  less likely to ever return to school and are more
  likely to be unemployed.
• National Council on Disabilities, 2000.

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• GED Issues
• Must be 18 years of age or have school
  superintendent signature (varies by state)
• Program Location
• Pre-GED test
• Difficulty of test
• Diploma jobs vs. non-diploma job (hospitals
  require GED or High school diploma)

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Community Resources/Agencies

• Rehabilitation Services Commission (RSC)
• Bureau of Vocational Rehabilitation (BVR)
• BVRWORK
• must have barrier to employment
• name varies from state to state

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• BVR
• Funding source
• Contract with agencies to provide services
• Individualized Program

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• What are some things BVR can do to assist?
• Assessments/Evaluations
• Educational Evaluation
• Community Based Assessment
• Job Shadowing
• This process is to evaluate each individuals
  skills and interests.

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• BVR
• Job Development
• Employer Education
• Resume
• Job search
• Job interview

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• BVR
• Job Coaching
• onsite/offsite
• fading

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• BVR
• Rehabilitation Technology Services
• tools and equipment, including assistive
  technology or adaptive devices
• Vision aids
• Special chair
• Specialized equipment as needed

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BVR Benefits analysis How are benefits affected
when working?
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• BVR
• Drivers Training
• Must be related to employment
• Must have car that meets state specifications
• Drivers evaluation/OT evaluation

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BVR-TrainingEmployment Training Programs

• Clerical
• CNA
• Health Unit Coordinator

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• BVR
• Adult Vocational/Technical Schools
• Examples Include
• Nursing
• Cosmetology
• Mechanics
• HVAC
• Plumbing
• Mortuary

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• BVR-College
• BVR can assist with college, however,
  requirements vary from state to state. There is
  a process each student must go through before
  receiving this assistance.
• FAFSA/EFC
• SSI/SSDI
• Educational Evaluation
• Tour College/Visit Disability Services Office
• Informational interviews
• Monthly reports
• Report card
• Maintain minimum 2.0 GPA
• Complete 1 year within 18 months

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• BVR-Time Limited
• Close Case
• 90 days successful on the job
• Not progressing towards employment
• Re-open Case
• Job changes
• Job duties change
• Unable to perform existing job due to disability
  (i.e. too physically demanding)

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• Mental Retardation/Developmental Disability
  (MR/DD)
• name varies from state to state
• What services can they provide?
• Life long services
• Service coordination
• Independent living/Supportive living
• Job follow along services
• Funding
• Workshop/Enclave
• Day Program/Volunteer
• Varies by state

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SSI Medicaid Consider applying as an independent
adult
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The Best Predictors of Success are . . .

• History of work experience in school
• Number of years in school
• Parental attitude in the early years of life
• Cohen et al, 1979 Machek et al, 1961 Murphy et
  al, 2000
• Pollack et al, 1969.

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Deficits in job-related social skills are the
major cause of loss of employment for people with
disabilities and chronic illnesses.

• Wehman et al, 1985. Of 107 job terminations only
  24 were attributable to work skills. Most were
  related to employee attitudinal problems,
  behavioral deficits, poor money management
  skills, lack of conversational skills, and poor
  appearance.

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• People with disabilities have the right to
  choose a path toward education and employment.
  However, while freedom of choice is given, the
  right to work is earned. Earning the right to
  work is dependent upon the students preparation.
• Simon, Stephen, ADA Quarterly. Fall 1998

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Project SEARCH
A collaboration creating innovative solutions for
workforce and career development

• Adult Employment Program
• High School Transition Program
• Transition Clinic

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Project SEARCH High School Transition Program

• One year program
• Designed for students with disabilities
• Last year of HS eligibility
• Adults could be accepted into the class when
  openings occur
• Benefit from career exploration
• Individualized job development
• Outcome of employment
• 12 students per site each year

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Adult Employment

• Nontraditional jobs
• Competitive Salaries
• Average hourly rate 9.63
• Part time and full time positions
• Ongoing support for employee and supervisor
  provided by Project SEARCH staff
• Must follow all rules and performance standards
  of the department and hospital.

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Educational and Vocational Transitions for Late
Teens and Adults
www.cincinnatichildrens.org