Transition Begins in PreschoolTransition Begins in Preschool

Carol Ruddell

Work Ability Utah, Project Director

Work Ability UtahWork Ability UtahMedicaid Infrastructure Medicaid Infrastructure

Grant Grant # 11-P-92406-8/04# 11-P-92406-8/04

IDEAIDEA

The purpose of IDEA is to ensure that all The purpose of IDEA is to ensure that all children with disabilities have a free children with disabilities have a free appropriate public education (FAPE) that appropriate public education (FAPE) that emphasizes special education and related emphasizes special education and related services designed to meet their unique services designed to meet their unique needs and prepare them further for needs and prepare them further for education, employment, and education, employment, and independent living.independent living.

(34 CFR 300.1(a)) (34 CFR 300.1(a))

IDEAIDEA

Is based on the individual Is based on the individual child’schild’s needs, needs, taking into account the taking into account the child’s strengths, preferences, and child’s strengths, preferences, and interests;interests;

IDEA - Definition of Transition IDEA - Definition of Transition ServicesServices

Results-oriented processResults-oriented process that focuses on that focuses on improving the academic and functional achievement improving the academic and functional achievement of the child’s movement from school to post-school of the child’s movement from school to post-school activities, including:activities, including:

Integrated Employment (includes Supported Integrated Employment (includes Supported Employment)Employment)

Independent LivingIndependent Living Community ParticipationCommunity Participation Postsecondary Education or Vocational EducationPostsecondary Education or Vocational Education

Definition of Definition of Transition ServicesTransition Services

Includes Includes InstructionInstruction Related servicesRelated services Development of Employment Development of Employment Community ExperiencesCommunity Experiences Post School Adult Living ObjectivesPost School Adult Living Objectives Daily Living SkillsDaily Living Skills Functional Vocational EvaluationFunctional Vocational Evaluation

The Expanded Core Curriculum for The Expanded Core Curriculum for Blind and Visually Impaired Blind and Visually Impaired

Self-determinationSelf-determination Assistive technologyAssistive technology Communication modes and compensatory or Communication modes and compensatory or

functional skillsfunctional skills Orientation and mobilityOrientation and mobility Visual efficiency skillsVisual efficiency skills Social interaction skillsSocial interaction skills Independent living skillsIndependent living skills Recreation and leisure skillsRecreation and leisure skills Career educationCareer education

EmploymentEmploymentRehabilitation Act of 1973Rehabilitation Act of 1973

Employment outcome meansEmployment outcome means::

Retaining full-time or, if appropriate, Retaining full-time or, if appropriate, part-time part-time competitive employmentcompetitive employment in the in the integratedintegrated labor market; or a labor market; or a vocational outcome in supported vocational outcome in supported employment.employment.

Supported EmploymentSupported Employment Rehabilitation Act of 1973Rehabilitation Act of 1973

Supported Employment meansSupported Employment means

Competitive work in integrated settingCompetitive work in integrated setting . . . For . . . For individuals with the most significant individuals with the most significant disabilitiesdisabilities for whom competitive employment for whom competitive employment has not traditionally occurred as a result of their has not traditionally occurred as a result of their significant disability; and who, because of the significant disability; and who, because of the nature and severity of their disability, need nature and severity of their disability, need intensive supported employment servicesintensive supported employment services for for the period in order to perform the work.the period in order to perform the work.

Competitive and IntegratedCompetitive and Integrated

Competitive - employment paid at Competitive - employment paid at minimum wage or betterminimum wage or better

Integrated – employment in an Integrated – employment in an environment where the primary peers, environment where the primary peers, customers, etc. do not have disabilitiescustomers, etc. do not have disabilities

Supported Employment is competitive and Supported Employment is competitive and integrated.integrated.

What Skills are What Skills are Important to Employers Important to Employers

& & When do you start teaching When do you start teaching

them in school?them in school?

Self-Advocacy SkillsSelf-Advocacy Skills

Name of disability(ies) and effectsName of disability(ies) and effects Needs, including accommodationsNeeds, including accommodations StrengthsStrengths Preferences Preferences InterestsInterests AbilitiesAbilities Learning stylesLearning styles

Communication SkillsCommunication Skills

WritingWriting Speaking – communicate and share Speaking – communicate and share

information clearly and concisely information clearly and concisely Understanding and responding to Understanding and responding to

communication communication Listening to othersListening to others Following directions Following directions Asking for help when you need it Asking for help when you need it Following rules & proceduresFollowing rules & procedures

Interpersonal SkillsInterpersonal Skills

Obtaining good social skills including good Obtaining good social skills including good mannersmanners

Staying well groomed and cleanStaying well groomed and clean Getting alone with others Getting alone with others Having a positive attitudeHaving a positive attitude Being punctualBeing punctual Maintaining good attendanceMaintaining good attendance Having good self-esteemHaving good self-esteem Being dependableBeing dependable Finishing tasksFinishing tasks

Work SkillsWork Skills Supporting team members or other Supporting team members or other

studentsstudents Staying on taskStaying on task Working independentlyWorking independently Changing and adapting in the work Changing and adapting in the work

environmentenvironment Setting goals and objectives Setting goals and objectives Organizing work Organizing work Prioritizing workPrioritizing work Identifying and solving problemsIdentifying and solving problems

Key KnowledgeKey Knowledge Where are these skills used?Where are these skills used?

In the workplaceIn the workplace In the communityIn the community In the homeIn the home

Inclusive within the State Core Curriculum, Inclusive within the State Core Curriculum, Applied Technology, Computers, Financial Applied Technology, Computers, Financial Literacy, Fine Arts, Health & P.E., Language Literacy, Fine Arts, Health & P.E., Language Arts, Life Skills, Math, Reading, Science, Arts, Life Skills, Math, Reading, Science, Social StudiesSocial Studies

Parallel to the areas of Transition addressed Parallel to the areas of Transition addressed in the IEPin the IEP

Preparing a Student is a Preparing a Student is a Team EffortTeam Effort

ParentsParentsStudentStudent

Local Agency RepresentativeLocal Agency RepresentativeSpecial EducatorSpecial Educator

Regular Educator(s)Regular Educator(s)Related Service ProvidersRelated Service ProvidersOther State Agencies or Other State Agencies or

Service ProvidersService Providers

Schedule for the DaySchedule for the Day

Morning:Morning: Division of Services for People with Division of Services for People with

Disabilities – Disabilities – Tammy DavisTammy Davis Independent Living – Independent Living – Andy CurrieAndy Currie Division of Services for the Blind and Division of Services for the Blind and

Visually Impaired – Visually Impaired – Marnie JefferiesMarnie Jefferies Choose to Work – Choose to Work – Brenda PierceBrenda Pierce Dept. of Workforce Services – Dept. of Workforce Services – Dax Dax

Teuscher and Greg YoungTeuscher and Greg Young

Schedule for the DaySchedule for the Day

AfternoonAfternoon Getting Agencies Involved, Questions & Getting Agencies Involved, Questions &

Answers – Carol RuddellAnswers – Carol Ruddell Applying Transition in the Curriculum – Applying Transition in the Curriculum –

Carol Ruddell & Linda SmithCarol Ruddell & Linda Smith Wrap-UpWrap-Up

Work Ability UtahWork Ability UtahMedicaid Infrastructure Medicaid Infrastructure

Grant Grant # 11-P-92406-8/04# 11-P-92406-8/04