Supporting the Transition Years By Brenda Smith Myles, Sheila M. Smith, and Terri Cooper Swanson...
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Transcript of Supporting the Transition Years By Brenda Smith Myles, Sheila M. Smith, and Terri Cooper Swanson...
Supporting the Transition Years
By Brenda Smith Myles, Sheila M. Smith, and Terri Cooper Swanson
Chapter 11
Schools Are Failing to Prepare Students with ASDs
Even though IDEA mandates transition planning as part of all IEPs for students 16 and over …
Research shows that students with ASDs leave school without the social and communication skills necessary for life success
One Symptom of Poor Transition Planning: Unemployment
Only 6% of adults with autism are in paid employment situations
Only 12% of higher functioning adults with ASDs are in paid employment situations
Necessary Skills for Adult Life Job-related skills, while frequently
targeted in transition planning, are only one aspect of transition to adult life.
Schools must also equip students with ASDs with:Social skillsSafety skillsInformation on appropriate sexual
behavior
Effective Transition Planning Is … Ongoing Outcome-oriented Student-centered Based on collaboration among:
Students Their families School personnel Adult service personnel The community
When Should Transition Planning Begin? IDEA requires that an ITP
(Individualized Transition Plan) be in a student’s IEP by his 16th birthday
Many experts recommend the transition process begin no later than the child’s 14th birthday
Best Practice: Involve the student in the process as early as possible
The Transition TeamKey Members:
Student & parentsTransition
coordinatorGen ed teacherSpecial ed teacherDept of Vocational
Rehabilitation repSchool
administratorPsychologist
Optional Members:Advocacy repBusiness education
partnership repGuidance
counselorResidential
services repMental health
agency repPostsecondary
education rep
Student with ASD Needs to Know
Who is involved in his ITP What his rights are in school under
IDEA What his rights will be after graduation
under Section 504 and the Americans with Disabilities Act (ADA)
What Does an Appropriate ITP Address? Career goals
Academics, career awareness, career development, work habits and behaviors
Self-advocacy goals Decision making, self-awareness
Independent living goals Taking care of personal needs, community
participation, household responsibilities, leisure activities, managing finances
A Solid Transition Plan May Include:
An assessment of the student’s needs, interests, and abilities
A statement of preferences for education, employment, and adult living
Steps to be taken to support achievement of these goals
A Solid Transition Plan May Include:
Specific methods and resources necessary to meet transition goalsAccommodationsServicesSkills
Instruction on academic, vocational, and living skills
A Solid Transition Plan May Include: Identification of community
experiences and skills related to future goals
Exploration of service organizations or agencies to provide services and support
Methods for evaluating success of transition activities (e.g., a video portfolio)
Logistical Info to Include in a Transition Plan
Timeline for achieving goals People or agencies responsible for
helping with the goals Clarification of how roles will be
coordinated Plan for identifying post-graduation
services, supports, and funding
In Other Words …
The ITP should address all aspects of the individual’s life after high school
Assessment
Team must assess whether services and supports match the student’s characteristics
Underlying Characteristics Checklist*
Socialization differences
Restricted patterns of behavior, interests, and activities
Communication differences
*From The Ziggurat Model: A Framework for Designing Comprehensive Interventions for Individuals with High-Functioning Autism and Asperger Syndrome (AAPC, 2008)
Cognitive differences
Sensory differencesMotor differencesEmotional
vulnerabilityMedical or other
biological factors
The UCC assesses common ASD traits:
Assessment Questions to Consider Are there topics or activities that:
particularly interest the student?the student particularly dislikes/can’t
tolerate? What are his current
strengths/talents? To what extent does his current skill
set match the demands of desirable activities or environments?
Assessment Questions to Consider
What are the student’s dreams? Where does the team see the student
in 5, 10, and 20 years? What does the team (and the student)
want the student’s life to be like? What needs to be put in place to get
there?
Available Tools for Person-Centered Planning
Making Action Plans (MAPS) Planning Alternative Tomorrows with
Hope (PATHS) Both help assess where the student
is, focus on strengths and challenges, develop goals for the future, and maximize student involvement
Self-Determination Skills
Must be specifically taught to individuals with ASDs
Tools can include (for example):Scripting dialogueVideo modeling Printed list of needed
accommodations or modifications
Select Meaningful Coursework
Tailor coursework to address skills that need remediation and/or are necessary for future goals
Incorporate special interests to infuse motivation
Customize the Setting
Choose the learning environment that will best enable the student to acquire and generalize the new skills:One-on-oneSmall groupLarge groupVirtual environment
Employment Challenges
Individuals with ASDs have difficulties with:Sustaining employmentSocial successAppropriate job skillsCommunicating with supervisors and
colleaguesLevel of income
To Maximize Chances of Employment Success Provide appropriate experiences
during high school Match job placement to student’s
strengths, skills and interests Address physical and social aspects
of the job when determining an appropriate match
Prepare the employer
Physical Job Match
Look at:HoursNoise levelsPay, leave, and other benefitsAcceptable activity levelsPhysical requirements (e.g., lifting)Acceptable margin of error (quality
control)Production requirements
Social Job Match
Look at: Acceptable level of interaction with
coworkers and supervisors Clarity of job expectations Demands on communication skills Personal space available Phone/vending machine/cafeteria Coworker training and support Community status
Categories of Employment
Competitive EmploymentNo support providedWide variety of jobs, settingsUsually suited to higher-functioning
individuals with ASDs
Categories of Employment
Supported EmploymentWorking alongside neurotypical
coworkers while receiving support on the job
Settings often include hotels, restaurants, office buildings, and schools/universities
Categories of Employment
Secured or Segregated EmploymentSeparate work environment that is
usually self-containedEmployees are not integrated with
neurotypical workersTypically involves repetitive tasks
(collating, packaging, assembly)Usually for individuals on lower-skilled
end of spectrum
Preparing Employers
Transition teams must determine what they will need to teach future employers and coworkers About ASDsAbout the individual
• Including what accommodations might be needed
Successful Supervision Strategies for Employees with ASDs
Job modification:Maintain a consistent schedule and
job dutiesKeep the social demands of the job
manageable and predictable Provide organizers that help
structure/track workAdd activities to reduce or eliminate
unstructured time
Successful Supervision Strategies for Employees with ASDs
Supervision:Be direct and specific when giving
directionsVerify that communications are
correctly understoodAssist the employee with social rules
and cues on the jobExplain and help the employee deal
with changes on the job
Successful Supervision Strategies for Employees with ASDs
Coworker relationships and social interactions:Encourage workers to initiate
interactionsEnsure that one or two coworkers play
a role in helping to give job-related suggestions and “keep an eye out” for the employee with ASDs
Successful Supervision Strategies for Employees with ASDs
Support servicesProvide a sense of familiarity and support
until the employee and other staff get to know one another
Transfer relationships and supports to company employees
Check in and remain on call in case problems arise
Maintain a liaison role for nonwork issues that may affect the job
Developing a Support Network
Research shows that students with ASDs typically leave school without the social and communication skills necessary for life success
These issues should be addressed in high schoolTeachers may need guidance on
which skills to prioritize
Basic Yet Vital Social Skills
General cleanliness and hygiene Grooming Age-appropriate clothing Social greetings Issues related to sexual orientation
and safety
Other Social Skills to Be Addressed
Transition planning needs to address a wide range of social skills, such as:Voice modulationObtaining help when necessaryTable mannersPersonal spaceWhat to do on a breakThe difference between private and public
behavior
Postsecondary Education
Options for some students with ASDs include:Vocational schoolCommunity collegeTechnical schoolUniversityOnline college courses
Self-Advocacy Is Vital in College
Students are required to request the help they needTo qualify for accommodations or
services, students must generally• Provide documentation in advance to the
college’s disability office• Meet with staff to arrange accommodations• Talk individually with professors to let them
know of their specific needs for a given class
Services/Accommodations Available in College Available services vary by institution.
Common services include:Tutoring services for required coursesTest-taking accommodationsNote-takingAlternative printAssistive technology (large-screen
computers, scanners, audio or video recorders)
Conclusions
Effective transition planning must be ongoing, outcome-oriented, and collaborative.
Conclusions
If students with ASDs are to reach their potential as satisfied and productive members of society, they need training not just in job skills, but in all areas of independent living