NYS DCDT Conf 2014
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Transcript of NYS DCDT Conf 2014
New York Deaf-Blind Collaborative
“Preparing Students and Systems for Multiple Pathways
to Graduation”
NYS Division for Career Development and Transition
March 26-28, 2014 Saratoga, NY
Interdisciplinary Transition Team Initiative (ITTI)
An Intensive Transition Planning
Approach for Young Adults
who are Deaf-Blind
Susanne Morrow
NYDBC Project Coordinator
New York Deaf-Blind Collaborative (NYDBC)
-Grant Award 2013-2018
Early Identification & Referral
Instructional Practice
Families
Related Services -Interveners
-Hearing & Vision Providers
Transition
To increase the number of children who are identified as deaf-blind between the ages of 0-3, and to improve their developmental and functional outcomes.
To increase the number of students receiving instruction from educational teams using evidence based practices that will lead to improved academic and functional outcomes.
To increase productive partnerships between families & service providers and to support family advocacy efforts leading to the increased use of evidence based practices in home, school, and community.
To increase the number of certified interveners in NYS working in educational settings and to increase the number of vision and hearing providers implementing evidence based practices with children and youth who are deaf-blind.
To increase the ability of educational and adult service systems to be responsive to the unique transition needs of deaf-blind youth and their families, supporting them in achieving valued life outcomes.
NYDBC INITIATIVES
Transition
To increase the ability of educational and adult service systems to be responsive to the
unique transition needs of deaf-blind youth and their families, supporting them in achieving
valued life outcomes.
• dissemination and distance trainings to build basic knowledge, increase identification and awareness
General/ Universal
• training activities delivered both in-person and through distance technologies based on affirmed statewide initiatives
Targeted/ Specialized
• personalized TA to identified and committed stakeholders delivered across all five initiatives
Intensive/ Sustained
NYDBC 3-Tiered Technical Assistance Model
Deaf-Blind Deafblind Deaf, Visually
Impaired Hard-of-Hearing,
Visually Impaired
Dual sensory loss Dual sensory impaired Combined hearing & vision loss Your term?
The federal government defines deaf-blindness as:
"concomitant hearing and visual impairments, the combination that creates such severe communication and other developmental and educational needs that they cannot be accommodated in special education in programs solely for children with deafness or children with blindness."
FR Dept. of Education, 34 CFR Parts 300 & 303. Vol. 64, No. 48.3/12/99
The Faces of Deaf-Blindness
Hearing Vision
deaf-blindness
+ X
=
Significant variability in life experience, communication and overall development:
Congenitally Deaf, Adventitiously Blind
Congenitally Blind, Adventitiously Deaf
Adventitiously Deaf-Blind
Congenitally Deaf-Blind
All students have diverse vision and hearing loss, with the presence or absence of additional disabilities.
Some individuals go on to college and/or live independently while others will require varying degrees of lifelong support.
What binds people who are deaf-blind are the
unique communication needs and the
challenges experienced with limited access to
the social and physical world that surrounds
them.
Who Are Deaf-Blind Young Adults?
Best practices in transition planning for young adults who are
deaf-blind
Transition Planning for
Young Adults who
are Deaf-Blind
Student & Family Centered
Planning Process Begins Early
Long-Term & Evolving
Comprehensive & Interdisciplinary
Build Social Capitol
Student & Family Centered
The set of activities for each student needs to be based on the student's individual needs, preferences, and interests.
Person Centered Planning
Develops a vision of a person’s future, based
on what is important and positive for that person and the family
Is a process to identify a person’s skills, capabilities, preferences and gifts
Seeks to identify a person’s needs, and the
supports that can be provided to meet those needs
This student demonstrated
interest in working outside. Thus, a
placement was found for him at a local
farm.
“The success of the Person Centered
Planning process is not measured by the content of the plan,
but by the quality of the life that a person
experiences as a
result of the plan.” Evelyn Popper
Comprehensive & Interdisciplinary
Edited by Susanne Morgan Morrow from “Transition Planning Guidebook for Young Adults who are Deafblind” drafted by the New York State Transition
Partnership for Children and Youth who are Deafblind
Successful
transition teams adopt an
interdisciplinary teaming
philosophy.
Long-Term & Evolving
Any transition plan should be viewed as a live, every-changing document
Preferences change
New resources become available
Life situations shift
Professionals come & go
Monitoring status and progress is critical
Think of building social capital as similar to creating a bank account, readily available for withdrawals when they are needed.
Build Social Capitol
Instead of depositing money into the bank you are adding resources of people and networks from which to draw upon in times of need.
Having social capital allows you to draw upon previously established relationships and networks. The relationships are reciprocal in nature.
Need a pick-up from the after school
program? -Call Sally down the
block
Need a transition counselor in the adult
service agency? -Call the HKNC
Regional Representative
Need a job experience?
-Call your contact at the local rotary club & town hall
Need a weekend leisure activity?
-Call your contact at the YMCA &
Girls Scouts
Planning Process Begins Early
Due to the complex needs of students who are deaf-blind, multiple people and various systems must come together to form a comprehensive, person-centered, clearly stated plan with action steps
This takes a lot of planning time
Students who are deaf-blind have complex needs
&
Families move from a system of entitlement to a system of eligibility.
Where to begin?
Interdisciplinary Transition Team Initiative
(ITTI)
~An Intensive Transition Planning Approach for Young
Adults who are Deaf-Blind
The Interdisciplinary Transition Team Initiative (ITTI) is a transition planning initiative that incorporates evidence based practices for young adults who have combined hearing and vision loss, their families and educational team members.
Began as a pilot project in 2012-2013 with a limited number of teams in downstate New York, now evolved into a multi-state initiative
17 states have signed a multi-state, multi-year partnership agreement
The ITTI is a muti-year long process with a hybrid design
Two large-scale face-to-face sessions
Webinars for content
Monthly web-based meetings
Monthly transition planning task
Face-to-face transition team meetings as needed
Online Community of Practice
Technical Assistance Agreement
Requirements: The team is centered around a student who is
deaf-blind between 14-21 Commitment on behalf of the family,
transition team members, and administrator. Permission to use school/agency technology Access to high-speed internet, webcam &
computer Participation in online Community of
Practice
ITTI Community of Practice
ITTI Transition Planning Timeline
Ages 12-14
ITTI Transition Planning Timeline
Ages 15-16
ITTI Transition Planning Timeline
Ages 17-18
ITTI Transition Planning Timeline
Ages 19-21
Benefits to Participation
Enhanced interdisciplinary collaboration
Smoother IEP planning process
Person-centered goals designed to meet the student and family’s wishes
Enhancement of self-determined behaviors
Increased knowledge for families of the planning process and services outside of the educational environment
Enhanced quality of life for the student
We need your
help in identifying
transition age
students who are
deaf-blind to
participate in the
ITTI
RECRUITMENT
PHASE:
APRIL-MAY-
JUNE 2014
Contact:
Susanne Morgan Morrow
– NYDBC Project Coordinator
Email: [email protected]
Phone: 718-997-4854
Website: www.nydbc.org
www.qc.cuny/edu/nydbc
Sign-up for our e-newsletter
New York Deaf-Blind Collaborative
NYDBC Staff Samuel Morgan, Director Susanne Morrow, Coordinator Clara Berg, Family Specialist Eneida Lamberty, Assistant Dr. Patricia Rachal, Principal Investigator
For more information please
contact us at the number
or email below.
Queens College 65-30 Kissena Boulevard PH 200 - NYDBC Flushing, NY 11367 [email protected] www.qc.cuny.edu/nydbc 718-997-4856