Oklahoma Parents Center

1. Building Relationships… Creating Successful Change… Oklahoma Parents Center A New Focus of the Oklahoma Parents Center…

2. Funded by the US Department of Education under IDEA What are Parent Centers? Staff-likely to be a parent or sibling Approximately 105 Parent Centers in the United States and Territories

3. Oklahoma Parents Center ABOUT US… (OPC) is a 501 (c)(3) non-profit agency that operates the statewide federally funded Parent Training and Information Center (PTI) in Oklahoma.  We are funded in part under the Parent Training and Information Centers Grant Competition. (CFDA 64.3) and the Oklahoma State Department of Education (OSDE). The new project began October 1, 2007. Mission Statement… Oklahoma Parents Center is dedicated to the inclusion and equality of children and adults with disabilities. Our mission is to train, inform, educate, and support parents, families, professionals and consumers in building partnerships that meet the needs of children and youth with the full range of disabilities ages birth through twenty-six.

4. Transitioning into Adulthood…

5. Transition and The IEP According to IDEA 2004, Section 300.43, the IEP must include: (1) beginning at age 16 or 9th grade , whichever comes first or younger, (if determined appropriate by the IEP team) planning for needed transition service includes helping the young adult and parent(s) identify long-range and post-high school goals. It is also about designing the high school experience to assist the young adult in developing skills (e.g., life skills, employment skills, academic skills)

6. Transition and The IEP • Becoming linked to the resources needed to move toward those goals. • Beginning at least one year before the student reaches the legal age of majority under state law, the students IEP must include a statement that the student has been informed of his or her rights that will transfer to the student on reaching the age of majority.

7. Why Transition is included in the law? • The United States Department of education (USDE) recognized in the mid-80’s that the first group of students who had been all the way through special education were graduating and not being successful. They were graduating to the “black hole” of waiting list, unemployment, and isolation. • Twice as many students with disabilities drop out of school than their non-disabled peers. Dropouts often do not return to school, have difficulty finding jobs, and often end up in the criminal justice system. • The IDEIA requirements came about to ensure consistent transition services for all students with disabilities.

8. Are there laws that will protect me as an adult?

9. Section504 • Predates IDEA • First federal legislation to prohibit discrimination based on disability. • Has broader coverage than simply education • Prohibits discrimination in employment, education and public accommodations

10. Section 504 states: “No otherwise qualified individual with a disability in the United States….shall, solely by reason of his or her disability be excluded from the participation in, be denied benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance…” 29 U.S.C. (794)

11. 504 and College Students • Academic accommodations/modifications based on diagnosed disabilities are legal requirements for all institutes of higher learning that receive federal funding. The ADA of 1990 guarantees persons with a disability fair and equal access to all public services, including education. It is based in part on Section 504. Section 504 requires that qualified individuals with disabilities receive reasonable accommodations/modifications that allow them equal access to programs and facilities. These accommodations/modifications are designed to put the students on “equal footing” with their peers. These are not “special treatments” but are necessary so that students with learning differences can obtain knowledge, master skills, and accurately demonstrate their acquired competence.

12. Examples of 504 Accommodations- Modifications

13. Examples of 504 Accommodations- Modifications

14. What is ADA? The ADA is comparable to the civil rights law passed in the 1960’s for minorities. ADA covers employment, state and local government services, public accommodations, and telecommunications for the deaf.

15. Who Does ADA Cover? All people with disabilities, visible and hidden, including: A person with a record of such an impairment (even if that record is inaccurate) A person with a physical or mental impairment that substantially limits one or more life functions • eating • breathing • working, • walking, • caring for oneself A person who is regarded as having such an impairment

16. Why Do We need ADA? • 43 million Americans have physical or mental disabilities. • Often they are excluded from the mainstream of American life by attitudes and inaccessible environments • 67 percent of all people with disabilities are unemployed, even among college graduates • Each of us of a 20 percent chance of becoming a person with a disability • We all have a 50 percent chance of having a family member with a disability

17. The IEP and Transition Listen to the student… This is their LIFE!

18. IDEA … Birth-22nd Birthday • Free appropriate public education (FAPE) • Appropriate Evaluation • Individualized education program ( IEP) • Least restrictive environment ( LRE) • Parent/student participation in making decisions • Procedural safeguards

19. Example of Related Services – Transition • Audiology:determination of hearing loss; provisions of habilitation activities ;example • Hearing evaluation for a job site. • Counseling:services provided qualified social workers, psychologists, guidance counselors; example counseling in personal relationships at school, home, and in the community • Occupational Therapy: improving, developing, or restoring functions impaired or lost through disability, illness, or injury; instruction in use of adaptive equipment for daily living (modified cooking utensils)

20. Example of Related Services – Transition cont. • Orientation & Mobility: services provided to blind/visually impaired students to enable attainment of systemic orientation; training for safe navigation in the community • Parent counseling & training: services that help parents develop necessary skills needed to support students IEP; training for parents to understand child’s disability • Physical therapy: training to use large muscles provided by a physical therapist ; building a students stamina for supported employment • Psychological services: administering and interpreting developing personality assessments: behavioral intervention strategies; inventories for future planning

21. Example of Related Services – Transition cont. • Recreation: services related to assessments and training in leisure and recreation; fitness /exercise regimen tailored to students needs and capabilities • Rehabilitation Counseling: counseling services focusing on career development, community integration, achieving independence; individual and group sessions on self-determination • School health services: services provided by school nurse; catheterizing for job site • Social work: providing social or developmental history, mobilizing school agency and community;eligibilty determination for SSI, contact with other adult agencies • Transportation: travel to and from school; transportation to community based instruction sites

22. Oklahoma Department of Rehabilitation services Vocational rehabilitation transition services: • Vocational services- are designed to remove barriers to employment. The following services may be available from Oklahoma Department of Rehabilitation Services through Vocational Rehabilitation (VR) Counselor assigned to each high school, students with disabilities who have been determined eligible for VR services. • Vocational Counseling & Guidance-The VR counselor may assist the teacher, parent, and student in helping to develop appropriate vocational goals. • Vocational assessments & evaluation- The VR counselor may arrange and fund vocational evaluations • Work Study-Student are able to earn school credit while working in the community or in school. The VR counselor may assist in job placement and follow-up.

23. Oklahoma Department of Rehabilitation services cont. • Work Site learning- The school may have an agreement with (DRS) in which the student may work in the community or at school to gain work experience. The school will pay the student minimum wage and the DRS will reimburse the school for this expense. • Work adjustment training- The VR counselor pays a workshop or other facility, to provide vocational training. • On the Job training- The VR counselor may arrange and fund training in the community for a student the second semester of their senior year for permanent employment. • Supported employment-The VR counselor may fund supported employment services during the second semester of the student’s senior year to help transition into permanent employment . • Job Development and Placement-The VR counselor may refer a student to a VR placement specialist to asset with job search, placement, and follow-up

24. Communication Skills and Transition • Knowledge is Power • Gather information (inventories) • Speak clearly • Look at the person with whom you are communicating • K.I.S.S. (keep it short and simple) • Write , plan, rehearse • Avoid detours, “That’s not the point” • Write goals on 3 by 5 inch cards • Communicating what you want and • need makes a difference in transition • planning!

25. What is my role on the team? • Think about what you want for the future. • Take a look at yourself. • Think about your goals and how to reach them. • Look at the resources you may need after graduation if you are going to be independent. • Gather your records and other information about yourself. • Learn about programs, services, and resources you may be able to use. • Learn about your rights and responsibilities. • Learn ways to speak up, to be a self advocate. • Increase your ability to manage your own life. Your role on the team is to be a self-advocate and begin to:

26. Who else is on the Team? • Your Family • Your Teachers • An Administrator • Related Service Personal • Representatives from agencies that will provide services you may need • Anyone you think has important information or who can help you plan for transition can be invited to the IEP meeting. • When and where will the meeting be held? What are your preferences? What do you enjoy?

27. How do I prepare for the meeting? • Invite people you want to help you • Practice talking about things that are important to you • Make notes about questions you want to ask • Review last IEP and Transition plans • Ask the school for any special help you may need at the meeting (interpreter, note-taker) • Practice, Practice, Practice!

28. There are four main activities that should take place at your IEP meeting The Meeting and Transition! • Information is reviewed • Goals and Objectives are developed • Problems and possible solutions are indentified • Choices and decisions are made

29. Meeting Cont… • At the beginning of the meeting, you and team will look at all the information in your records. • This will give direction to the goals and objectives to be developed in your transition plan. This information will focus on your goals and dreams for the future.

30. The Meeting… Information you and the team members will need to review includes: • Your past IEP and transition plan • Any new data, assessments from the school or other agencies • Any new letters or reports from other important people( doctors, therapists) • The team will focus on what you need to do to prepare for you future during the years you are still in high school; These will be your new IEP goals. • These steps are your IEP objectives; For each goal, the team will decide on steps needed to accomplish that goal

31. The Meeting The area of your life that you and the team could talk about as you write transitions goals and objectives.

32. The transition plan may cover several years and include many goals • Where you are going • How you are going to get there • What kind of help you will need By the end of the meeting, your transition plan should be clear. You and the rest of the team should know: Everyone on the team should help with the decisions, but you should be the main person who decides…. AFTER ALL, IT’S YOUR LIFE!

33. The Meeting - Disagreements • You may wish to ask for a recess, or have another person join who may be able to help the team come to an agreement. • Sometimes in decision making, people disagree. • Listen to all opinions and choose what you believe is best for you. • Do you understand procedural safeguards?

34. POLITE DISAGREEMENT ?

35. The Meeting and disagreements Points to remember in problem solving and decisions: • Always look at more than one choice. Be creative. Don’t be afraid to dream. Do not get stuck on, “This is the way it has always been.” • Think hard about the possibilities. Look at the good and bad sides of each choice and imagine what might happen if you choose it. • Find ways to do what you really want to do. Do not drop an idea just because someone says it cannot be done. • Realize that there are always risks. .

36. How did my IEP meeting go? • Were all the people you wanted at the IEP? • Were you introduced to everyone that you didn’t know? • Did you get to ask questions? • Were your questions answered? • Did other team members ask what you thought? • Did you get to talk about your future? • Did the team members listen to what you had to say? • Did you and your family, friends, and advocates help decide on the things that were written into your transition plan? • Does the plan have goals for all the things that you think are important? • Does the plan say when goals should be completed? • Do you like your transition plan?

37. How do I know if my IEP is working? • Your team should ask several questions. • Is progress being made on goals and objectives? • Are all services listed in the plan being provided? • Has anything about you changed? • Have you had experiences during the year that changed the direction in which you want to go? • Do changes need to be made to the plan? • Do you need other or different services and/or resources? • Is the agencies helping you to get the services you will need when you graduate?

38. Your IEP must be reviewed at least once every year. • Am I learning what I need to know to become more independent? • Do I like the classes and /or training programs I am taking? • Am I learning new things in my classes? • Am I learning about new things in the community? • Am I learning how to be friends with and work with people?

39. Planning for adult life is like getting ready for a trip. Transition planning will provide a map for you.

40. Who Am I? Here are a few sample questions to ask yourself… • Who you are and what you like? • What are you good at? • What do you like to do? • How do you learn best? • Who are my friends? • What is my disability? • What accommodations do I need? • What is my learning style?

41. What Do I Need? If you have a disability, the Law says that post-secondary schools must make reasonable accommodations. What about scholarships, student loans, grants? • Counseling • Note taker • Tutor • Interpreter • Tape recorded classes • Alternative testing • Assistive technology devices Which services will I need?

42. What Kind of Education Do I Need? Think about the skills you need for the job or career you want. You can learn other skills in: • On-the-job training • Work study • Vocational education classes • There are tests you can take to help you decide what you would like to do. You will get some of these skills in school. Pack your suitcase with items you will need for the trip. What do you prefer?

43. What kind of Education do I need? • You may want to continue school after graduation. This type of education is called Post-Secondary. • If this is your plan, there maybe required courses which you can take in high school. • If you are planning to work after you graduate, what classes will you need to take to help you get a good job? You are unique!

44. Oklahoma Requirements for High School Graduation Standard Diploma • 4 –Language Arts • 3- Mathematics • 3 – Science • 3- Social Studies • 2 – Arts • 8 – Electives • 23- Total

45. Where Will I Live? • Alone? • With my family? • With my spouse? • With friends/roommates? • Other relative? You will have choices to make about the place you will live.

46. What kind of help will I need ? Does your school offer living skills classes? Will I need supported living arrangements? What are my choices? What will I need to learn to live on my own? How would I find a place to live? What about accessibility?

47. What kind of living skills do I need to Learn? • Personal care • Cooking • Cleaning • Shopping • Checking account • Money management

48. Where will I work?What will I do? • Have I ever been tested on my work skills and interest? • Have I ever filled out a job application? • Do I have a resume? Do I know how to do a resume? • Have I ever been interviewed for a job? • What about work study? • School to work?

49. Where will I work?What will I do? Deciding what kind of work you want to do is the most important part of transition I prefer to work: • Alone • With other people • With lots of people I would like to work: • Indoors • Outdoors I like this type of work: • Seated • Active I would like to work during the: • Day • Night What are your preferences?

50. Where will I work?What will I do? Can I read a road map? How will I get to work: • Walk • Car • Taxi • Bike • Drive myself • Bus What about traffic signals? Will I need any of these? • Driver’s training • Driver’s license • A car • Car insurance