Alternate Assessment for Students with Significant Disabilities
College- and Career-Readiness for Students with Significant Disabilities
description
Transcript of College- and Career-Readiness for Students with Significant Disabilities
Heather C. Allcock Ph.D.
College- and Career-Readiness for Students with Significant Disabilities
Research Over 20 years of research has consistently demonstrated
that the inclusion of students with disabilities in general education classrooms results in favorable outcomes. Students with high incidence disabilities (learning
disabilities and other “mild” disabilities) Students with low incidence disabilities (intellectual
disabilities, Autism, and multiple disabilities).
NLTS2More time spent in a general education classroom was positively correlated witha) fewer absences from school b) fewer referrals for disruptive behaviorc) better outcomes after high school in the
areas of employment and independent living
Wagner, M., Newman, L., Cameto, R., and Levine, P. (2006). The Academic Achievement and Functional Performance of Youth with Disabilities: A Report from the National Longitudinal Transition Study-2 (NLTS2). (NCSER 2006-3000). Menlo Park, CA: SRI International
Do Separate Settings Work?
Resource rooms provide primarily whole group reading instruction with little differentiated materials (Vaughn, Moody, & Schumm, 1998)
Few differences in instructional methods across self-contained classes for students w/ various disabilities (Algozzine, Morsink, & Algozzine, 1988)
More instructional time and 1:1 in general classrooms (Sontag, 1997; Logan & Keefe, 1997; Hollowood, et al., 1995)
IEP-specified peer interactions were not implemented in segregated settings (Gelzheiser, McLane, Pruzek, & Meyers, 1998)
Placement & labeling lowered teachers’ perceptions of students’ efficacy (Raudenbush, Rowan, & Cheong, 1992)
Placement MattersFalvey (2004) notes that “no studies
conducted since the late 1970’s have shown an academic advantage for students with intellectual and other developmental disabilities educated in separate settings.”Falvey, Mary A. (Spring 2004) Toward realization of the least restrictive educational environments for severely handicapped students. Research and Practice for Persons with Severe Disabilities. 29(1), 9-10.
Who is taking Alternate Assessments?
Significant
Cognitive
Disabilities
Autism
Intellectual
Disabilities Multiple
Disabilities
We’ve Come a Long Way…
0.00%10.00%20.00%30.00%40.00%50.00%60.00%70.00%
2010 LRE Placement Data-U.S. Age 6-21 All Disabilities
Average Percent Placement-U.S. Age 6-21 All Disabilities 2010
…But Not for All Students with Disabilities
LRE A-Inside General Ed-
ucation <80%
LRE B-Inside General
Education 40%-79%
LRE C-Inside General
Education >40%
Seperate School
Placement
Other0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00% Average Percent Placement-U.S. Age 6-21 All Disabilities 2010
Average Percent Placement-U.S. Age 6-21 Intellectual Disabilities
Average Percent Placement-U.S. Age 6-21 Multiple Disabil-ities
Average Percent Placement-U.S. Age 6-21 Autism
NLTS2 “Secondary school students with mental retardation
took a range of courses in a given semester, including academic, vocational, and other nonacademic
courses, such as study skills. Although courses were taken in both general and special education settings, the overall group of students with mental retardation
were significantly more likely to take courses in special education settings than in general education settings.”
Yu, J., Newman, L., and Wagner, M. (2009). Secondary School Experiences and Academic Performance of Students With Mental Retardation. A Report from the National Longitudinal Transition Study-2 (NLTS2). (NCSER). Menlo Park, CA: SRI International
Meet Susie Meet Jamie
Examples From the Field…
Situational Job
Sampling
Employment Inclusion in General
EducationPaid Employment /
Work ExperienceVocational EducationWork Study
Test, D., Fowler, C. Kohler, P., Kortering, L. (2010). Evidence-based Practices and Predictors in Secondary Transition: What we Know and What we Still Need to Know. National Secondary Transition Technical Assistance Center
Moderate Predictors of Post-school Outcomes
Post-Secondary Education
Independent Living
Inclusion in General Education
Paid Employment / Work Experience
Transition ProgramVocational Education
Inclusion in General Education
Self-care / Independent Living
Moderate Predictors of Post-school Outcomes
Test, D., Fowler, C. Kohler, P., Kortering, L. (2010). Evidence-based Practices and Predictors in Secondary Transition: What we Know and What we Still Need to Know. National Secondary Transition Technical Assistance Center
Best Practices and Transition…Youth Development and Leadership
School Preparation
Career Preparation
Family Involvement
Connecting Activities
Based on: The Guideposts for Success-National Collaborative on Workforce and
Disability-Youth (NCWD-Y)Toolkit for Secondary Transition (Quality Indicators)-National Alliance
for Secondary Education and Transition (NASET)
“New Basic Skills” “Employability Skills”Academic Skills:Basic MathBasic ReadingLife Skills:Problem SolvingTeaming-CollaborationCommunicationComputer Knowledge
Social Skills:DependabilityGetting along with othersAppropriate dress and
groomingInitiativeAsking for helpPositive Attitude
Murnane and Levy (1996). Teaching the new basic skills. Harvard University; The Free Press.
Skills Everyone Needs in the 21st Century
Recommendations for College and Career Readiness
Schooling1. Standards Based IEP’s2. Inclusive placement and opportunities3. Have access to rigorous content in general
education4. Develop communicative competence5. Learn critical social, communication, and
decision-making skills needed to succeed in the workplace
DISCOVERY PROCESS1. Student-Centered
PlanningTransition MAPS
2. Ongoing Transition / Career Assessment
Formal & Informal Assessment3. Self-Determination
Self-awarenessSelf-advocacyGoal setting
Problem solvingStudent-Led IEP
Disclosure
WORK BASED EXPERIENCES
1. Job Shadowing2. Informational
Interviewing3. Service Learning
Opportunities4. Job Sampling
5. Apprenticeships6. Paid or Unpaid ‘On the Job’ Training ExperiencesLinked to program of study
Linked to school creditDuring the summer
7. Opportunities to Practice ‘Soft Skills’
COMMUNITY / SERVICE LINKAGES
1. Adult health services2. Benefits Planning
3. Transportation4. Ongoing Job
Development / Coaching Rehabilitation Services
Developmental DisabilitiesMental Health
5. Post-secondary Supports
6. Assistive Technology7. Independent Living
Ongoing Family Involvement
Thank You!