The Transition to Adulthood

Supporting the Dreams of Youth and Families with Complex Needs

I have spread my dreams under your feet; tread softly because you tread on my dreams. -W.B. Yeats

The Transition to Adulthood is a Natural Process “If you live long enough, you cease being a

child and become an adult, with all the attendant privileges (often fewer than hoped) and responsibilities (often more than imagined) conferred by that status”.

(Ferguson& Ferguson)

Transition Defined

Refers to a change in status from behaving primarily as a student to assuming adult roles in the community

Involves the participation and coordination of school programs, adult agency services and natural supports within the community

(Halpern)

The Role of Educators in Transition Assisting youth and their families to make

informed choices about the future Anticipating the demands of future roles

and environments and helping youth prepare for them

The Focus on Transition

Has resulted in significant gains in most domains of adult life for youth with disabilities

However, to some degree, we have separated the transition to adulthood from it’s natural processes by making it “special”

We have made transition our process

Part of the problem..

Educators become prisoners of accountability

In the case of transition, youth and families become spectators of their own process

The Historical Context

Independent Living Movement Career Education Movement OSERS Federal Transition Programs IDEA (PL101-476)

Genesis of the problem

Progressive disability movements supported by government funding

Government funding attached to procedural regulation

Result: an obsessive focus on regulations and procedures

Multiple intiatives schools are confronted with (NCLB, etc.)

The result…

Regulatory compliance trumps practice

Yet experience tells us…

Compliance does not necessarily produce quality

The Big Ideas

All students leave school systems equipped to be successful, interdependent adults

Schools cannot possibly be responsible

for all the activities necessary to achieve the successful transition from childhood to adult roles

Involve students and families

Planning should begin no later than age 14 Students should encouraged to the fullest

extent of their ability to assume responsibility for their transition planning

Family participation should be encouraged Educators facilitate this process Use person centered planning processes

Collaboration

NetworkingCoordinationCooperationOngoing activities that save

time and resources

Networking

Gain awareness of available resources (community asset mapping)

Learn how to access or refer individuals to services

Leverage generic resources through typical community groups (Rotary, Elks, C of C)

Coordination

Assisting in the selection and scheduling of services

Communication between agencies with responsibility for transition services

Cooperation

Finding ways to support and complement each other’s roles

Example: Schools conduct assessments that are useful in determining adult agency eligibility

It’s about relationships

Schools with quality transition service programs have strong linkages to community resources

School personnel establish and nurture personal connections with families, local business, post-secondary institutions, and adult service agencies

Transition Coordination

Reflects the connection between knowledge and skills domains and the range of services and supports a student may need

Requires a team effort

Knowledge and Skills

Communication and Academic Performance

Post-Secondary Education and Training Employment Leisure and Recreation Independent Living Health and Fitness

Knowledge and Skills

Community Participation Interpersonal Relationships Self Determination

Transition Services: A Shared Responsibility Instruction Related Services Community Experiences Development of Employment Post-School Adult Living Daily Living Skills Functional Vocational Evaluation

Transition Teams

Education serves as the lead agency By generating ideas, tackling barriers, and

opening doors, local transition teams provide the mechanism through which successful student outcomes are achievable

(Blalock & Benz)

Benefits of Teams

Team approach distributes work across many instead of a few

Many minds generate more and better ideas Design unique delivery systems that meet

local needs Share responsibility and ownership Improve accountability and follow through

Benefits of teams

Team composition affords “reality checks”, dispels myths, and offers firsthand information

Encourage local employers to become school to career advocates

Team Activities

Involve students and former students

Self advocacy conferences

Host a futures conference where students can learn about post-school options

Team Activities

Actively involve family members

Establish a parents as partners program, or parents as faculty

Encourage parent participation in organization of events, networking

Conduct topical parent training

Team Activities

School and Employer Partnerships

Host career talks and fairs, set up workplace tours, job shadowing, internships or mentoring

Student Self Advocacy

Learn about their strengths and skills and be able to tell others

Learn about their disability, including how to talk about to to others

Learn what accommodations are, and what types benefit them

Learn how to express themselves

Student Self Advocacy

Learn about the IEP and how this forms the basis of their education

Understand their rights Develop a future focus

Insanity is…

Doing the same thing again and again and expecting a different result.

-Einstein

Some Final Thoughts

Transition is a shared responsibility Educators need to learn skills of

collaboration Transition should drive the secondary

curriculum Knowledge and skills areas should be

infused within GE curriculum Students and families own the process