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Purchase Access| Learning Objectives: · The various stages of transition will be described and essential elements of each stage will be highlighted to begin adaptive/pre-vocational skills and engage the audience in the discussion. · The participants will be introduced to “active” transition planning that is functional and can be implemented through the student’s learning outcomes based on transition skills that are generalizable, e.g., Person-Centered Planning, Futures Planning or the use of a parent assessment such as the Choosing Outcomes for Children (COACH) (Giangreco). · The audience will be engaged and empowered throughout this “building” process as legal precedents are shared and applied to “real-life” situations. · Adults with autism spectrum disorders whom have had various outcomes will be discussed by applying a retrospective analysis of the opportunities for adaptive/pre-vocational skills, applicable transition planning throughout their school career, and legal implications based on actual case-studies. (As time permits, we will also involve the audience in an active discussion of the implications of co-morbid disorders, i.e., cognitive impairments, secondary autism, psychiatric disorders, etc.) Most parents, general educators, and (unfortunately) many special educators believe that “transition planning” now begins at age 16, instead of 14, since the reauthorization of IDEA 2004. In fact, this has never been true except that the Individual Education Program (IEP) requires the formalization of the plan by the student’s 16th birthday. The various stages of transition will be described and essential elements of each stage will be highlighted to begin adaptive/pre-vocational skills and engage the audience in the discussion. The participants will be introduced to “active” transition planning that is functional and can be implemented through the student’s learning outcomes based on transition skills that are generalizable, e.g., Person-Centered Planning, Futures Planning or the use of a parent assessment such as the Choosing Outcomes for Children (COACH) (Giangreco). For those advocates familiar with Person-Centered Planning, Futures Planning or the use of a parent assessment such as the COACH, the goal is to begin setting goals for the child’s future as soon as possible. Consistent with the curriculum and the student’s ability, the IEP team should immediately begin to set learning outcomes that are functional. Real-life case studies will be used to illustrate these learning outcomes. For example, if you have an individual with secondary autism, cognitive impairments, and associated medical and psychiatric disorders, parents will want to focus on the skills that are achievable for their child, such as alphabetizing and dismiss or insist on accommodations to other deficits, like learning the multiplication tables – provide a calculator! With focused social skills and problem-solving training, linked with real-life work experiences, this child may be able to become a librarian, work for Blockbusters, catalogue, etc. If this same child’s academic, plan becomes so diffused and he never develops expertise in any skill area, the student may never become proficient in any academic goal but mildly capable in several benchmarks. The audience will be engaged and empowered throughout this “building” process as legal precedents are shared and applied to “real-life” situations. Each time there is a natural or forced transition (such as a move) transition planning should be re-evaluated. This may be as complex as using formal planning procedures or a review of the IEP by the school-based team, including the family. Often parents need help setting realistic goals for their children. Likewise, schools may require professional assistance to understand the importance of parents protecting their loved ones with autism and the relation to the school-based processes. Five to six years prior to the age of 21, a more independent adult may be appropriate for independent living, residential group homes, or supported apartments may be available for application. However due to legal issues, there are waiting lists years long for many of these options; the age of application can vary from 16-18 years of age; and, if an adult does not have an cognitive impairment, many states will not provide financial assistance. When choosing a living option parents have to ensure the appropriateness of the facility, lifestyle options and determine accreditation. Often, parents have to write down their child’s guardian in case of emergency. Legal and financial planning is extremely difficult in addition, the caregivers have to emotionally deal with the fact that you will outlive and no longer be able to “care for your child.” Parents have to navigate various government departments and complete social security forms, Medicaid benefits, and Home Care Allowances. Often a “special needs trust” is established. Many Americans do not realize that services for adults with autism spectrum disorders are not guaranteed. For those adults without caregivers or that live in states’ without appropriate educational services and adult options, the importance of a child’s education and transition planning is critical. Parents, teachers, and caregivers must all be re-educated regarding the importance of the transition process and IEP. There is little opportunity for a positive living outcome as an adult, as our case studies will illustrate, without a positive academic background or learning traits. Adults with autism spectrum disorders whom have had various outcomes will be discussed by applying a retrospective analysis of the opportunities for adaptive/pre-vocational skills, applicable transition planning throughout their school career, and legal implications based on actual case-studies. (As time permits, we will also involve the audience in an active discussion of the implications of co-morbid disorders, i.e., cognitive impairments, secondary autism, psychiatric disorders, etc.) |
Learning Objectives:
· The various stages of transition will be described and essential elements of each stage will be highlighted to begin adaptive/pre-vocational skills and engage the audience in the discussion.
· The participants will be introduced to “active” transition planning that is functional and can be implemented through the student’s learning outcomes based on transition skills that are generalizable, e.g., Person-Centered Planning, Futures Planning or the use of a parent assessment such as the Choosing Outcomes for Children (COACH) (Giangreco).
· The audience will be engaged and empowered throughout this “building” process as legal precedents are shared and applied to “real-life” situations.
· Adults with autism spectrum disorders whom have had various outcomes will be discussed by applying a retrospective analysis of the opportunities for adaptive/pre-vocational skills, applicable transition planning throughout their school career, and legal implications based on actual case-studies. (As time permits, we will also involve the audience in an active discussion of the implications of co-morbid disorders, i.e., cognitive impairments, secondary autism, psychiatric disorders, etc.)
Most parents, general educators, and (unfortunately) many special educators believe that “transition planning” now begins at age 16, instead of 14, since the reauthorization of IDEA 2004. In fact, this has never been true except that the Individual Education Program (IEP) requires the formalization of the plan by the student’s 16th birthday. The various stages of transition will be described and essential elements of each stage will be highlighted to begin adaptive/pre-vocational skills and engage the audience in the discussion.
The participants will be introduced to “active” transition planning that is functional and can be implemented through the student’s learning outcomes based on transition skills that are generalizable, e.g., Person-Centered Planning, Futures Planning or the use of a parent assessment such as the Choosing Outcomes for Children (COACH) (Giangreco). For those advocates familiar with Person-Centered Planning, Futures Planning or the use of a parent assessment such as the COACH, the goal is to begin setting goals for the child’s future as soon as possible. Consistent with the curriculum and the student’s ability, the IEP team should immediately begin to set learning outcomes that are functional. Real-life case studies will be used to illustrate these learning outcomes. For example, if you have an individual with secondary autism, cognitive impairments, and associated medical and psychiatric disorders, parents will want to focus on the skills that are achievable for their child, such as alphabetizing and dismiss or insist on accommodations to other deficits, like learning the multiplication tables – provide a calculator! With focused social skills and problem-solving training, linked with real-life work experiences, this child may be able to become a librarian, work for Blockbusters, catalogue, etc. If this same child’s academic, plan becomes so diffused and he never develops expertise in any skill area, the student may never become proficient in any academic goal but mildly capable in several benchmarks. The audience will be engaged and empowered throughout this “building” process as legal precedents are shared and applied to “real-life” situations.
Each time there is a natural or forced transition (such as a move) transition planning should be re-evaluated. This may be as complex as using formal planning procedures or a review of the IEP by the school-based team, including the family. Often parents need help setting realistic goals for their children. Likewise, schools may require professional assistance to understand the importance of parents protecting their loved ones with autism and the relation to the school-based processes.
Five to six years prior to the age of 21, a more independent adult may be appropriate for independent living, residential group homes, or supported apartments may be available for application. However due to legal issues, there are waiting lists years long for many of these options; the age of application can vary from 16-18 years of age; and, if an adult does not have an cognitive impairment, many states will not provide financial assistance. When choosing a living option parents have to ensure the appropriateness of the facility, lifestyle options and determine accreditation. Often, parents have to write down their child’s guardian in case of emergency.
Legal and financial planning is extremely difficult in addition, the caregivers have to emotionally deal with the fact that you will outlive and no longer be able to “care for your child.” Parents have to navigate various government departments and complete social security forms, Medicaid benefits, and Home Care Allowances. Often a “special needs trust” is established.
Many Americans do not realize that services for adults with autism spectrum disorders are not guaranteed. For those adults without caregivers or that live in states’ without appropriate educational services and adult options, the importance of a child’s education and transition planning is critical. Parents, teachers, and caregivers must all be re-educated regarding the importance of the transition process and IEP. There is little opportunity for a positive living outcome as an adult, as our case studies will illustrate, without a positive academic background or learning traits. Adults with autism spectrum disorders whom have had various outcomes will be discussed by applying a retrospective analysis of the opportunities for adaptive/pre-vocational skills, applicable transition planning throughout their school career, and legal implications based on actual case-studies. (As time permits, we will also involve the audience in an active discussion of the implications of co-morbid disorders, i.e., cognitive impairments, secondary autism, psychiatric disorders, etc.)
Learning Objectives:
Content Area: Transition Planning and Options for Adulthood
Karen Bowen Dahle, Ed.D., NCC, CCMHC, NCSP, LPC
Associate Professor of Special Education
Education Building 102
Joe Carter, M.A.
Vice President of Adult Services
Glenwood, Inc The Autism and Behavioral Health Center of Alabama