Enhancing Transition Services for Students with Disabilities
This webinar by the National RAISE Technical Assistance Center delves into the transition requirements of the Individuals with Disabilities Education Act (IDEA). Led by Ron Hager, the session aims to improve adult outcomes for students with disabilities by discussing the principles and tools necessary for securing better transition services. Explore key aspects like transition background, overview, and essential service areas to consider. Join in to enhance support for young people with disabilities transitioning to life after school.
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IDEA & Transition A Webinar by the National RAISE Technical Assistance Center Resources for Advocacy, Independence, Self-determination & Employment August 18, 2015 The National Resources for Access Independence Self-determination and Employment (RAISE) Technical Assistance Center is funded by the U.S. Department of Education, Office of Special Education and Rehabilitative Services, Rehabilitative Services Administration
Some webinar etiquette: Your phone line should be muted. Use *6 to mute and unmute your line. Ron and the RAISE Team will answer questions following the presentation. You can post them in the chat box during his presentation and we will open the lines during the Q&A portion
Presented by Ron Hager Senior Staff Attorney National Disability Rights Network (NDRN) http://ndrn.org
Todays webinar Review the transition requirements of the Individuals with Disabilities Education Act (DEA). Look at some of the basic principles underlying these requirements Hear from you about the tools young people with disabilities and their families need to secure better transition services.
Transition Background Begins no later than year student turns 16 Not added to IDEA till 1990 Legislative history not really new provisions of law Goal-improve adult outcomes for students with disabilities
Transition Overview Schools must develop a long range plan to prepare students for life after school Schools begin to make connections with adult service providers while students still in school Schools may look to others, such as VR, to begin providing services
Transition Services Definition: Coordinated set of activities Designed within a results-oriented process Facilitates movement to post-school activities Live, learn, work and play Based on student s needs, preferences and interests
Transition Services Areas to consider preparation for: Postsecondary education Vocational education Integrated employment Continuing and adult education Adult services Independent living Community participation
Transition Services Specific services to be offered (not an exhaustive list): Instruction Community experiences Development of employment and other post-school adult living objectives Daily living skills, if appropriate Functional vocational evaluation Financial planning (?)
Transition Services Course of study includes specific examples such as vocational education and AP classes. If a State considers postsecondary (college) courses to be "secondary education" then they may be considered transition services and paid with Part B funds. Letter to Dude, (OSEP).
Transition Services Yankton School District v. Schramm Student with orthopedic impairment desiring to attend college Driver s education Self-advocacy Independent living skills Cooking cleaning
Transition Services Social Work Services Added to related services definition in 1990 Provided based on student need, not perceived availability Includes helping develop linkages to other community supports May include counseling, assessment and case management
Transition Services Rehabilitation Counseling Services Added to related services definition in 1990 May be provided by school or VR Focus Career development Employment preparation Achieving independence in workplace and community An important component of transition services
Transition Services Rehabilitation Counseling benefits: Discipline embodies the wide range of knowledge needed for successful school to work transition vocational implications of disability career development career counseling job placement, and job modification
Transition Services Rehabilitation Counseling benefits: Professionally prepared to: Provide appropriate counseling services Coordinate services of special education disciplines, adult services providers, and postsecondary education agencies Ensure effective, planned transition services for students with disabilities
Developing Transition IEP Begins no later than year student turns 16 May begin earlier where nature of disability may require more time to develop essential skills May begin earlier for students at risk of dropping out Consider curricular modifications to reduce risk of dropping out and motivate student to complete education
Developing Transition IEP Must invite student If student does not attend, must take other steps to get student input Must invite agencies with likely responsibility to provide or pay for transition services If agency does not attend, must take other steps to obtain agency input
Developing Transition IEP Based upon age appropriate transition assessments related to: Training Education Employment Independent living skills, where appropriate Develop measurable goals Identify services to meet goals
East Penn School District Case Failed to ID any post-school goals for student Did not perform any transition evaluations other than a vocational evaluation Did not provide the full panoply of services to prepare him for life outside school in personal needs, community travel and recreation Did not meet his individual unique needs but placed him in an existing program with minor adaptations
Dracut School District Case Transition IEP procedurally defective Not conducted until after two years into the process No assessment in functional language pragmatics which cut across all areas of transitional planning for this student No appropriate measurable transition goals
Dracut School District Case Transition IEP substantively defective No meaningful instruction in the area of pragmatic language skills, a central component of student s ability to transition No community-based employment experiences No services to address independent living outside of school, particularly self-hygiene and transportation skills
Gibson v. Forest Hills School Dist. Case Transition IEP procedurally defective and denied student FAPE School district did not invite student to transition IEP and did not take other steps to consider her preferences and interests School district did not conduct adequate assessments to determine her transition needs, particularly her employment needs Court ordered compensatory services for student, post age 21
Now, lets hear from you! Please raise your hand, using the icon at the top of your screen or, type your question/comment in the Chat box.
Coming events: September 21st RAISE Webinar: Rehabilitation Act and accessing vocational rehabilitation services. October debut of www.raisecenter.org October 20th RAISE Webinar: Sheltered Workshops and WIOA
Thank you for joining us! We appreciate your commitment to improving outcomes for people with disabilities! We want to hear from you. Please complete the evaluation. From the RAISE Center Team Debra Jennings Josie Badger Peg Kinsell
