Transition Planning -- Responsibilities and Strategies

This meta-synthesis of the literature, on transition planning for youth with disabilities, examines several important facets that impact the post school outcomes for students with disabilities. Eight specific areas have been highlighted that point out the common theme areas of this metasynthesis. Research recognizes the responsibilities of the regular and special education teachers to the secondary transition process and the roles of the student and parent are not minimized at all. Professional development and continuous training are needed and highlighted for teachers, counselors, administrators, parents and students. There are specific successful strategies and methods to apply to the transition planning process. Raising expectations will likely result in positive post school outcomes as well. However, it is only too often that teachers, counselors, parents, and students are ill prepared for secondary transitions from high school to employment or further training. Expectations are too low and students are not prepared to make decisions about their employment or training in spite of the fact that self determination and self advocacy are strong tools that can and will promote positive outcomes for students. Indeed, individualized transition planning and person centered planning are valuable tools

Supported Employment in Maine: Youth in Foster Care

This report describes the employment experiences of 35 Maine youth in foster care. The study methods used included a quantitative analysis of the employment experiences of youth in care and a qualitative component that included interviews with five youth from the sample and four adults (a program job coach, a vocational case manager, a foster/adoptive parent, and a representative from a First Jobs business partner

Supporting people with cognitive disabilities in decision making – processes and dilemmas

The exploratory study found that participants, including those with cognitive disability, mostly supported the broad concept of supported decision making. However supporters saw this as a complex, dynamic and frequently chaotic process. Fundamental to the process were relationships and tailoring support to the individual. The skills and knowledge required included communication skills, self-awareness, the capacity for reflective discussion, conflict resolution skills, and knowledge of strategies for tailoring the decision making process to the individual. The study revealed multiple dilemmas and tensions associated with supporting someone with cognitive disability to make a decision but most commonly mentioned were remaining neutral, managing conflicting perspectives amongst differing supporters, balancing rights with risk and best interests, and resource constraints. The study provides some key insights into the practice of supporting people with cognitive disability to make decisions and knowledge that can be incorporated into training programs for people in this role. The findings also highlight the need for further research in this area, particularly in relation to ‘what works’ in support for decision making for people with cognitive disabilit

Integrating Essential Elements of Person-Centered Transition Planning Practices Into the Development of the Individualized Education Program With All Students with Disabilities

This is the second of two white papers that were developed to look at the potential for integrating a person-centered approach into the design and implementation of transition planning with individuals with disabilities in high school across nine demonstration sites in New York State. While the first paper, Infusing a Person-Centered Approach into Transition Planning for Students with Developmental Disabilities, 2001, looked at the barriers present within and between systems of support, this paper provides a deeper view of the strategies, methods and approaches that proved to be effective in supporting and/or sustaining person-centered practices within the Individualized Education Program (IEP) process. Through an emphasis on the need to utilize post-school outcomes as a basis for transition planning, a real example is provided to highlight the contrast between the use of person-centered practices in the development of an IEP and the use of typical special education programming. A model that overlays person-centered practices into the existing IEP process is suggested along with several suggestions proven effective in leading to seamless transition across the school experience. The paper concludes with a review of the data across the project life (1998-2000) identifying the accomplishments and challenges experienced by project participants, as well as overall recommendations to the field

Community Instruction and Vocational Learning

This meta-synthesis on community-based instruction and vocational learning in special education explores the training and skills individuals with disabilities require need to survive and thrive in employment and post-school activities designed to improve self-reliance, personal responsibility, and increase exposure to the community and all of the activities and opportunities that exist there. Substantial barriers must be addressed for all individuals with disabilities, but particularly for those individuals with moderate to more severe disabilities. Through proper trainings, and the utilization of the necessary tools and equipment, individuals with disabilities will continue to increasingly transition into meaningful employment and community-based programs intended to build self-sufficiency

The Social and Economic Value of Human Services

This paper examines publicly-funded human services and highlights a body of evidence that speaks to both the social and economic value for society when investments are made into human services. The story that emerges points to the advantages of investments in human services in three distinct ways: Human services provide a lifeline for many of the state's most disadvantaged residents -- seniors, people with disabilities, people who are poor, those experiencing homelessness, children -- thereby honoring concepts of human rights, equality, and the inherent dignity and worth of each and every individual. There are a variety of documented positive impacts of a variety of human services programs including enhanced quality of life and stronger and more economically competitive individuals, families, and communities. Such programs are wise investments, staving off the much larger immediate and/or future costs that would be incurred if the social problems they address were left unchecked

Survey of the Federal Government on Supervisor Practices in Employment of People with Disabilities

In 1999, the Presidential Task Force on the Employment of Adults with Disabilities (PTFEAD) funded Cornell University to conduct a survey of federal sector HR and EEO representatives regarding their experience implementing the employment disability nondiscrimination requirements of the Americans with Disabilities Act of 1990(ADA) and the Rehabilitation Act of 1973, as amended. One of the recommendations from this research was to conduct a follow-up study of federal agency supervisors and managers about their experience in accommodation and employment of persons with disabilities in the federal sector, and in addition to inquire about their awareness of the series of Executive Orders issued in 2000 supporting employment and accommodation of individuals with disabilities in the Federal workforce. This report provides information on the results from this survey, which was conducted in 2001

Promise for the Future: How Federal Programs Can Improve Career Outcomes for Youth & Young Adults with Serious Mental Health Conditions

This report focuses on a critical area of mental health policy – how to assist youth and young adults with serious mental health conditions with improved prospects for successful independent living and economic security through education, job training and community services and supports. It identifies and discusses the array of federal programs that can be deployed to help these individuals through the transition into adulthood; includes recommendations on how state and local policymakers can make the best use of these programs; and suggests changes that should be made to make them more accessible and more effective

A Quest for Equality: Breaking the Barriers for People with Disabilities

Over the past decade, significant advances in accessibility of infrastructure, public transportation, housing and public accommodations have positively impacted the lives of people with disabilities across the country. In Illinois, Chicago is fast becoming a national leader in opportunity, inclusion and accessibility for people with disabilities. However, theChicago Public Schools do not keep pace with the rest of the state in serving students with disabilities. Although some areas of the state have made great progress, Illinois significantly lags behind other states in the implementation of progressive policies and fiscal resources that ensure the true integration of individuals with disabilities into their communities.This report highlights key areas where Illinois' programs and policies require more serious attention: community living, education and youth transition, and employment. The report provides problem statements, illustrative statistics, goals and recommendations for each of these topics.Within each of the key topics, a target date of 2015 has been set for the implementation or achievement of the proposed goals. This date coincides with the 40th anniversary of the federal Individuals with Disabilities Education Act and the 25th anniversary of the Americans with Disabilities Act, two vital pieces of legislation in the disability rights movement. To uphold the promise of these important laws, this report discusses issues that are key to improving the quality of life for Illinoisans with disabilities