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OCALI Transition Focus Groups

OCALI Transition Focus Groups . OCALI 5220 North High Street Columbus, OH 43214 www.ocali.org. Focus Group Topic Areas. School Age Transition/ Services/ Outcomes Employment/Vocational Options & Services Residential Options & Services Other Community Services. NO. Yes.

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OCALI Transition Focus Groups

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  1. OCALI Transition Focus Groups OCALI 5220 North High Street Columbus, OH 43214 www.ocali.org

  2. Focus Group Topic Areas • School Age Transition/ Services/ Outcomes • Employment/Vocational Options & Services • Residential Options & Services • Other Community Services

  3. NO Yes

  4. 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.

  5. 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.

  6. 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.

  7. 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.

  8. Employment & Post secondary Responses Other Yes NO

  9. 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.

  10. 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

  11. 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.

  12. 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.

  13. Other No Yes Yes Other

  14. 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.

  15. 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

  16. Yes No Other

  17. 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

  18. Health Care for Individuals with ASD • Very few providers are knowledgeable about ASD • Dentists are most difficult to find (Sensory issues?)

  19. 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.

  20. 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.

  21. 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

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