OCALI Transition Focus Groups

OCALI5220 North High StreetColumbus, OH 43214

www.ocali.org

Focus Group Topic Areas

1. School Age Transition/ Services/ Outcomes2. Employment/Vocational Options &

Services3. Residential Options & Services4. Other Community Services

Focus Groups School Age Transition Responses

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Do the IEP transition plans provide aneffective tool to understanding the

process of transition prior to leaving highschool?

Do the transition activities during theschool years prepare the individual w ith

ASD for the desired post-secondaryoutcomes in education, employment, and

community living?

Are the appropriate adult services andsupports included in the process in a

timely manner?

Res

po

nse

s

Yes

No

NO

Yes

Do the IEP transition plans provide an effective tool to understanding the process of transition prior to leaving high school?

• Not enough time to complete.• Just completing paperwork,

rather than thinking about the process.

• Teachers and parents need training and knowledge about resources to create a meaningful transition plan.

• Isolated instances of good transition planning.

Do the transition activities during the school years prepare the individual with ASD for the desired post-secondary outcomes in education, employment, and community living?

• Too much emphasis on academics and not enough on social and functional skills needed for post secondary success.

• Often not able to enroll in tech prep, not eligible for VR.

• No uniformity in services because of variable resources.

• Staff need training about ASD and supports for learning.

Are the appropriate adult services and supports included in

the process in a timely manner?

• Often VR, MRDD not invited to IEP meeting. Stigma of MRDD for some parents.

• Variable services according to region.• Confusion about when to refer

and what is offered.• MRDD waiting lists for residential,

confusion about funding.

How to improve services• Look at the students as

individuals. Try to create a transition program that suits the individual interests.

• Expand the vocational options so that those that wish to go a vocational route have more to choose from.

• Build relationships between the school and agencies early.

• Have a staff person dedicated to transition in every district.

Topic Two Adult Services Summary

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Are students w ith ASD findingjobs, w here?

Are there supports formaintaining employment?

Are there post secondarytraining or college options?

Is there suff icient funding totrain/support individuals w ith

ASD

Res

po

nse

s Yes

No

Other

Yes

NO

Other

Employment & Post secondary Responses

Employment for individuals with ASD• Difficult to figure out and

assess the challenges of ASD for their employment.

• often under-employed or not placed in the field they study.

• “I wish they all had a job coach forever…just to have someone to check in”.

• Need individualized job placement that builds on strengths.

Supports for maintaining Employment

• Work environment and supports are inconsistent or not available.

• Need long term support for social issues.

• Dual diagnosis of depression and ASD requires services or individual with ASD gives up or quits job

Post Secondary Training Options

• Some colleges have services and supports in place, but variable.

• Students must disclose to get service

• Parents and self advocacy of student important for success.

• Some instructors don’t understand ASD or are not willing to accommodate.

Funding to train & support individuals with ASD• Confusion about Waivers

from MRDD and how to qualify and use.

• Lack of funds for job coaches.

• Different messages about what and how VR and MRDD services can provide services.

Residential Services

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Are the residential options that exist appropriate for individualsw ith ASD?

Do individuals w ith ASD require different living supports andoptions other than those that exist?

Res

po

nse

s Yes

No

Other

Yes

No

Other

Yes

Other

Residential Services

• emergency situations (aging parents) get action but no time to prepare individual for new setting

• Waiting lists and limited funding

• Some individuals with HFA do not meet eligibility for waivers, needs are not demonstrated in acuity assessments.

• Parents need to be informed and advocate.

Different Residential supports for individuals with ASD• Need to address sensory,

sexuality, social skill issues

• A broader range of residential options e.g. supervised apartments

• Training for staff on ASD

Community Services

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Leisure/Rec approp &avail for individuals w ith

ASD

Health Care adequate &accessible for individuals

w ith ASD

Transportation approp &reliable for individuals

w ith ASD

Options for AdultContinuing Ed available in

community

Information for families &individuals w ith ASDregarding funding,

eligibility

Series1

Series2

Series3

Yes

No

Other

Leisure & Recreation For Individuals with ASD• Often attend recreation

programs for all disability groups

• Recreations programs that are specialized for ASD, are usually organized by parents

Health Care for Individuals with ASD

• Very few providers are knowledgeable about ASD

• Dentists are most difficult to find (Sensory issues?)

Transportation & Continuing Ed.

• Need for mobility training so when there is available public transportation it can be used.

• Very few adult continuing education programs used or available for individuals with ASD.

Families and Individuals with ASD need information……… • High need for ongoing

information about funding and eligibility for services with a single contact.

• Law enforcement agencies and safety agencies (fire and paramedics), the courts, health care providers, need to be educated about autism.

Regional Differences in Responses

Southern Ohio• more individuals with

ASD living with families,

• fewer work options, more placement in MRDD workshops.

• Transportation very limited in rural areas

Northern Ohio• More program

resources for ASD