TRANSITION FROM SCHOOL TO ADULTHOOD FOR YOUTH WITH DISABILITIES: WHERE ARE WE IN 2009? October 27, 2009 U. S. Department of Education Washington, D.C. Meet the Faces of Transition Teresa Teresa & Work • Workplace Supports • Job coach • Notebook of process instructions • To-do lists & alarm reminders • Copy request forms Age 22 • Completed high school • Job experience: brief employment in food service • Began working at RRTC in August 2009 to assist with clerical needs (making books, copies, presentation packets, etc.) • Challenges- talking frequency & subject matter, checking work for completion, remembering steps in a process, & staying professional Bess Bess & Work Workplace Support: Personal Assistant After 3 ½ years of work • Increased confidence & independence • Increased work scope due to mobility improvements • Initiates coworker interaction • Less need for instant gratification Age 20 • Multiple Pterygium Syndrome • Syndrome characteristics: webbing of elbows & knees, joint & muscle contractures • Began working at RRTC in Fall 2006 on an internship basis--assists with clerical needs (making copies, sorting mail, CD copying & packaging, etc.) • Challenges in the beginning- dependence on aide for communication, instruction, toileting, trust in others, & need for instant gratification Mona Mona & Work • After 12 years of work • Increased independence, comprehension, & computer skills • Inclusion into a workplace & creation of friendships • Development of goal setting & planning for the future • Financial benefits Age 45 • Did not complete high school, went to adult day care, & had no job before age 33 • Began working at RRTC in 1997 as her 1st job- does data entry to update the mailing list • Challenges in the beginning- getting on a work schedule, coworkers’ comprehension of speech, mobility, & office location • Accommodations • Head stick, computer software and desk design for accessibility, change of office location Seamless Transition from School to Adulthood : Is There Such a Thing? Certo et al., 2008 Pervasive Unemployment and UnderemploymentTeenage Unemployment: A Huge Problem “…Study after study reveals that there are long-term career benefits to working as a teenager and that these benefits go well beyond the pay that these youths receive. A study by researchers at Stanford found that those who do not work as teenagers have lower long-term wages and employability even after 10 years. A high-wage society can only come by making workers more productive, and by destroying starter jobs the minimum wage may reduce long-term earnings…” Importance of Work High school students (with and without disabilities) who participated in two or more work-related experiences in high school were more likely to obtain competitive employment one year after graduation, than their peers who did nor have work-related experiences during high school. • 65% unemployed • Harris Poll (2004) • Employment levels vary according to disability and definitionStudents with Disabilities Employed Since School Exit Transition and IDEA Amendments of 1997 IDEA eliminated separation between Individual Transition Plan and IEP "Implicit in this requirement is the national policy.....that publically supported education for students with disabilities should culminate in postschool employment and independent living” (Certo et al., 2008, p 86). Rehabilitation’s Role • Interrelate public schools with VR's role in assisting with transition • Big difference though is IDEA is entitlement driven and VR is eligibility driven. Vocational Choices for Young People with Disabilities When Will Competitive Employment Be the First Choice? Long Term Support: Who Will Pay? Long Term Funding: The Bane of Transition Recent Transition Models of Interest Transition Service Integration Model (TSIM) Data from TSIM indicate successful transition outcomes for 293 youth with disabilities exiting school at 21 as demonstrated by the majority (89%) who experienced a seamless continuation of support and more than half (60%) having obtained competitive employment averaging 14 hours a week. Transition Support Model The Transition Support Model offers more than 600 applications of empirically sound and practitioner tested transition strategies aimed at developing individual support in the environment and increasing student competence leading to positive post school outcomes. Girls at Work Model Girls at Work offers young women with disabilities a self-directed computerized curriculum built on best practice strategies of self-determination, supported and customized employment, and gender awareness that guides them through an eight step goal-oriented problem solving process to achieve the intended outcome of employment or post-secondary education. Transition for Youth with Behavioral Disorders The Transition into Independence, the TIP Model Transition: What Does Research Tell Us? Efficacy of Transition Planning 31 studies reviewed involving 859 youth Not enough studies have sufficient methodological design Findings Findings from a Qualitative Metasynthesis of Transition Planning • Transition more of a promise than a reality • Uneven transition expertise, low levels of parent/student involvement • Influence of families and extended families on career choices and job acquisition • Restrictive views on post-school outcomes • Lack of cognitive clarity and systematic instruction • Lack of respect and understanding by some teachers A review of 399 IEP’s for 16 to 22 year olds revealed that almost two thirds of the plans did not address or provided inadequate detail for mandated transition goal areas. Most plans lacked career planning and indicated a disconnect between an individual’s career interests and the type of work experiences they participated in. Evidence Based Practices in Transition Test et al., 2009 Overall Findings • Taxonomy for Transition Programming created • 32 secondary transition evidenced based practices were identified • Two had strong level of evidence - life skills; purchasing skills (e.g. use of phone, travel, training, & cooking) • 28 had moderate level of evidence – primarily instructional skills Selected Predictors of Postsecondary Education and Employment Success Indicator #13 Previous Language • Indicator 13 requires states to report data on the percent of youth aged 16 and above with an IEP that includes coordinated, measurable, annual IEP goals and transition services that will reasonably enable the child to meet the post-secondary goals. • Indicator 13 is a compliance indicator • Target for each state is 100% Indicator #13 Outcomes 2007-2008: Analysis of Annual State Performance Reports • For 2007-2008, 15 (25%) states and territories met the compliance criteria (an increase of 8.3% from 2006-2007). • Two most frequently stated Improvement Activities continue to be provide training/professional development/technical assistance and improve data collection and reporting/examine policies and procedures. Indicator #14 Post School Follow-UP Previous Language Percent of youth who had IEPs, are no longer in secondary school and who have been competitively employed, enrolled in some type of postsecondary school, or both, within one year of leaving high school. Virginia’s Post School Outcome Data 2006-2007 Self-Determination and Employment Employment outcomes were better for workers who received self-determination at job placement vs. those who only received job placement. Diplomas and Work • Employers consider occupational diplomas more desirable than other diploma options • Students who receive certificates of completion or attendance are more likely to be considered for menial jobs. Efficacy of Life Skills 50 studies reviewed involving 482 youth Findings Promising Practices and Service Delivery Models with Businesses Project Search Cincinnati Children's Hospital Key Concepts • Collaboration with business, education, rehabilitation (VR) and DD • Braided funding • Immersion and impact • Training in real work settings • Low risk, low cost for business • Hiring students who are “good fit” • Goal of employment Sample Jobs • Specialty Equipment (Isolettes) • Pediatric Dental Clinic • Clinical Sterilization • ES Technician I School Day: Business Based 8:00 Employability Skills 9:00 Worksites 11:30 Lunch 12:15 Worksites 2:00 Review, Plan, Journaling 2:30 Depart Walgreens Program Design • 15 Distribution Centers • Two new ones are in Anderson, SC (700 employees) and Windsor Conn. (300 employees) • Individuals with disabilities work at same productivity rate, receive same pay, and work side by side with other workers Walmart The ARC of the US and the Walmart Foundation: School to Community Transition Project • The ARC received 3year, 3 million dollar grant • Purpose of funding to identify & fund innovative & best practices in school-to-community transition services • Grants will be funded nationwide Marriott: The Bridges Program Bank of America Bank of America- Card Center, Wilmington DE. (used to be MBNA) • Has a long history of employing individuals with cognitive disabilities. • Has hired over 300 individuals with disabilities in Wilmington, DE and Bangor, ME. U. S. Business Leadership Network Business Leadership Network • Business to Business Approach! • 55 BLN Affiliates in 32 states! • BLN promotes best practices in hiring, retaining, & promoting people with disabilities! Employment Intervention Strategies Supported Employment Origins with Intellectually Developmentally Disabled in 1980 Individual Placement System (IPS) Application to those with psychiatric impairment IPS: Individualized Placement and Support for Persons with Severe Mental Illness Evidenced Based Practice • Competitive employment • Team approach • Client choice • Work Incentives Planning and Assistance • Rapid job search • Job matching based on preferences • On-going supports Competitive Employment Rates in 13 RCTs Vocational Integrated Program (VIP) Application to Veterans with SCI: The Dallas VA Hospital RCT Supported Employment for Persons With TBI Supported Employment Closures FY 91 – FY 07 Extended Services Extended Employment Services • Ongoing support services in supported employment after individual has made transition from VR funding • Significant limiting factor to supported employment in many states • Minimal Growth in Total Expenditures for Supported Employment by State Developmental Disabilities Agencies: • FY 2003: $674 mil • FY 2006: $709 mil Improving Quality of Supported Employment Services • Movement to Funding Based on Fidelity to Evidenced Based Practices • Oregon State MH Authority: Reimbursement Based on High Fidelity • Kansas: 13 high fidelity supported employment programs reimbursed at a higher rate • Maryland: Programs reaching fidelity benchmark reimbursed at higher rate Self Employment in the Federal & State VR System Revell, Smith, & Inge, 2009 VR Status 26 Closure Rates: Self Employment- FY03-07 Status 26 Closures: Self Employment (SE) & Total 2003: 4,067 in SE of 206,764 2005: 3,388 in SE of 196,733 2007: 3,246 in SE of 195,805 National Average Weekly Earnings in Self Employment: VR Closures Postsecondary Models Postsecondary Education Options Three main types of postsecondary education programs (Hart et al., 2006): Mixed/hybrid Model: Students involved in social activities and/or academic classes with students without disabilities (for audit or credit). Also participate in classes with other students with disabilities—such classes as life skills or transition programs. Employment experiences are offered both on and off campus. Postsecondary Education Options Substantially Separate: Students are on campus, but are in classes only with other students with disabilities. Access to socializing with students without disabilities is part of the model. Employment experiences typically in pre-established employment settings on and off campus. Postsecondary Education Options Inclusive Individual Support Model: Students receive individualized services—educational coach, tutor, technology-in college classes, certificate programs and/or degree programs (for credit or audit). It is not program based—courses are selected on students’ career goals and employment experiences (internships, apprenticeships, work-based learning). Interagency team (including student and family) identify range of services and share costs. Dual Enrollment Supported Education Higher Education Opportunity Act (PL 110-315) • Enacted August 14, 2008 • Contains new provisions to improve access to postsecondary education for students with intellectual disabilities (ID) • Language in the legislation covers: • Financial aid provisions for students with ID • Creation of a model demonstration program for students with ID • Creation of a coordinating center for students with ID George Mason University’s LIFE Program • Program began in 2002 • Program’s Mission: • Provide young adults with disabilities an inclusive university experience to further literacy skills and prepare for employment and independent living • Provide Mason graduate and undergraduate students with practical experience working with individuals with disabilities • Students commute or live on campus. Two-thirds attending LIFE Program are on campus • Receive certificate upon completion of 4 year program • Program developed for students with intellectual and developmental disabilities VR and Community College Workforce Model Flannery et al., 2007 Cutting Edge Transition Issues Employment Before Exit Policy (Rusch & Braddock, 2004) (Wehman et al, 2002; 2006b) No More Subminimum Wages! SSI for 18-35 year olds- Let them keep it while they work! Functional Curriculum vs Literacy Based Curriculum (see Bouck, 2008) Long Term Funding Policy for Extended Employment and Independent Living (see Certo et al., 2008) Greater Early On Transition Planning with Student, Family and Self-Determination Transition Research: What Do We Need to Know? School Based • We need to know the EFFECTS (not relationships) of different service delivery models on post school employment/education outcomes. Specifically: • Does inclusive education in high school lead to greater likelihood of successful postsecondary education? • Do functional curriculum/life skills taught in "community immersion" settings lead to successful postsecondary employment? • What models are most effective in promoting successful graduation of student labeled with high incidence disabilities such as behavior disorders and learning disabilities? • What expectations should there be of schools in promoting mental health treatment of students with behavior disorders? • How do we best move from the discrete model of 1 on 1 instruction for students with autism to a more normalized type of instruction as students grow into transition age? Transition Planning and Post 18/21 School Research • We need to know which models AND policies work best for which populations and how replicable they are across localities. Specifically: • What is the FIDELITY of transition of business partnership models? • Does holding at least a part time or full time job/paid internship for at least a year before graduation influence long term post employment outcome and by how much? • Who needs to be responsible for the implementation of the Transition IEP given that students are leaving one system which is an entitlement system into a community system that has no entitlements nor legal responsibility? • What are the best models for leveraging the variety of funding sources already available, especially for long term support? • Does the Certo et al (2008) proposal to require schools to contract with community rehabilitation programs for long term employment services have merit? • What is the best way to leverage the multiple businesses and public private partnership models that exist already --in short, how do we get these opportunities and resources connected to local school districts? • How do we bridge more students into community and 4 year colleagues while they still have IEP entitlement? • What role can Social Security play in perhaps allowing all individuals under 35 who qualify for SSI gain and keep this subsidy and work without any penalty similar to the >65 retirement SSA plan? • How do we teach students to be sufficiently self determined to utilize 504 Plans and ADA to help them in college and the workplace? 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