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Transition Topics(The following posts were culled from the DSSHE-L archives. Some editing has been done to consolidate space and exclude extraneous remarks, but no changes have been made the to content shown. Not all posts on a given subject are necessarily included here. Information about the date(s) of appearance and subject headings are provided for those who wish to return to the full archives to research this issue in more detail.) Initial post to DSSHE: Transition Topics, November 27, 2001 I have been invited to speak in March on transition issues to an audience ofK - 12 teachers, parents, people with disabilties, and post sec. instructors. It's a subject that has been much discussed on DSSHE before and, while I have many ideas on where to go with the topic and can research the archives, I wanted to ask other professionals what they consider to be among the more important issues related to transition from high school to post secondary education. Please respond to me privately. Regards, Martha P. Jacques **************************************************************************** Martha, The biggest issue I see is that student's don't know enough about their disability and the needs that they have because their parents have been advocating for them all through elementary, middle, and high school. Self-advocacy skills would be a primary issue in my book. Becky Lambert ***************************************************************************** ***************************************************************************** From my perspective, K-12 students come UNDERPREPARED in self advocacy skills. They have a mind-set that the college is responsible for their learning, and have an unrealistic view of their responsibility(ies) vs the college responsibility(ies). Students don't know much about their disability(ies), and thus, don't know how their functional limitations correspond to appropriate and effective accommodations. Joanne Martin, Coordinator ***************************************************************************** I find that there are a few VERY important points: 1. The differences between IDEA and ADA : Success (IDEA) vs. Access (ADA) With all the implications for accommodations. 2. College planning needs to start as early as possible. Many colleges are not going to accept having been waived from Math or Foreign Language. (At least in New York.) 3. Parent involvement vs. Student involvement. Student needs to learn to advocate for themselves. (Makes the parents very nervous, but is necessary for success in college and afterwards.) 4. ( Sort of goes along with #1). No more IEPs. Tutoring and other services may not be available, or may not be free. There are two sites that I have found to be very helpful. There are others, but I like these: http://cat.buffalo.edu/transition/colleges/html Tabitha ***************************************************************************** Reply 6 Under IDEA, the public school is supposed to help with transition services beginning at age 14 (junior high, middle school, or upper elementary, depending on how the school district is laid out). The highest onus is on the school district/state dept of public instruction/education (or whatever it's called in your state). In far too many cases, the state agency has given directives to the local schools to place a high onus on the parents, more responsibility to the parents than IDEA calls for. Or the state agency may be OK (typically never more than middle of the road), but the local school district tries to put higher responsibilities on the parents. The concept for transitioning from IDEA includes the understanding that the average parent is clueless as to the services that exist (or are lacking) for the adult with a disability. The schools, therefore, are supposed to provide the parents with information about services beyone education, like independent living centers, skills training for people with disabilities (like a state's program to teach independent living skills to blind young adults), and the like. What I've seen in a couple states, including my own, is a poor listing of group housing possibilities and commentary on training to use public transportation (read: bus) and other services for the significantly developmentally delayed person, but little or nothing for those students who have higher capabilities. Depending on the state, voc rehab may assist with acquisition of a vehicle, and/or adaptations for it and definitely for driver's training for PWD. Service agencies help PWD define their skill level, training needed, and help direct the person toward full time employment, often including a stint in a post-secondary educational institution. Other state and private programs assist in finding a place to live and/or making adaptations for independent living - purely housing oriented. Then the independent living centers (some of which are great, some so-so, others not worth calling, you have to check them out) have services for the whole person. The transition materials I've seen neglect to bring these resources forward, even in a very general way (so that the materials can be used anywhere in the state). So you might want to spend some time on parent advocacy for mandated transitioning services, including information about services out there that the schools are supposed to be collecting info on. Marcia ***************************************************************************** Reply 7 Martha, I am rather new to the field, so I will be brief. Hope this is helpful. Sincerely, ***************************************************************************** Reply 8 Hey, Martha - a couple of good resources: http://www2.smu.edu/alec/transition.html http://www.pacer.org/pride/504.htm Hope these are helpful! ***************************************************************************** Reply 9 Martha: Here are some references/websites for you to check out that I had saved in my e-mail "transition" file. Here's my file: _______________________ check out "How is College Different From High School", www.smu.edu/~alec/whyhighschool.html excellent check list. _______________________________________ ...you might want to check out this web site: __________________________________ I would also look through what the TRI has available on line I think that is it...also, I would look at the UAP at Hawaii because they have the RRTC for >postsecondary supports these should help.. ___________________________ This is not a shameless plug it is a response to a lister who wrote, " I would like to see all of us share what materials we might have related to transition issues." ;-) The University of Michigan operates the program below as a means to address some transition issues. University Of Michigan A college experience for high school students with learning disabilities and/ or attention deficit/hyperactivity disorder. Philosophy and Purpose: The transition from high school to college is one of the biggest developmental challenges that many of us face in our lifetime. For a majority of students it is the first time that they have lived away from home and had to share living space with non-family members. In addition there are at least six other ways that college life differs from high school: Academic Environment - more competitive, more work. Grading - usually done with fewer tests and papers (but longer). Knowledge Acquisition - more reliance on note taking and reading comprehension. Support - overall amount is significantly less. Relationship with teachers may be more distant. Responsibility - much more on the individual. (No more "hand holding"). Stress - significantly more due to the above factors. This transition can take on even more complexity for the student with a learning disability. Because of this, the University of Michigan's office of Services for Students with Disabilities has created a special orientation program to help students with this major developmental transition. Armed with a more thorough understanding of their individual strengths, weaknesses and interests, students will be better prepared for post secondary experiences on any campus. The "bottom line" of the program is to provide students with a realistic idea of college life and the responsibilities and duties that go along with being a successful student. The Program "A Taste of College" is a five day program for high school juniors and seniors who are considering attending a competitive post secondary institution. Students will experience some of the rigors of college while living in a residence hall, meeting with professors, and attending lectures. There will also be time for recreation and socialization. Students will learn advanced reading and note-taking skills and will increase their organizational and time-management skills. In addition, students will learn how to access college support services and become better self-advocates. Most importantly, students will learn how to analyze their own strengths and weaknesses in order to plan effectively Social Activities & Special Events Attending college is more than just books and classes. Students need to learn how to achieve the balance between academics and the social side of college life. Students in the program will be oriented to the University of Michigan's campus and to community services, activities, recreational facilities, and the cultural events that are available. Location On the campus of the University of Michigan Eligibility "A Taste of College" is open to any student with a documented Learning Disability or Attention Deficit/Hyperactivity Disorder who has completed the eleventh grade and is at least 17 years old. Applicants need to enclose supporting documentation (from a qualified professional) with their application. Supporting documentation should consist of a Wechsler Intelligence Test (WISC-III or WAIS-R), the Woodcock-Johnson psycho-educational battery, and any other standardized measure of achievement. Additional diagnostic data or medical information may also be included with the application. The documentation that you submit must clearly indicate that the applicant has a specific learning disability, or an attention deficit/ hyperactivity disorder and should have been conducted within the last three years. Enrollment is limited and the application deadline is 5/18/98. Tuition & Deposit Tuition for the program is $800.00, and a non-refundable deposit of $100.00 must accompany the application. Faculty Sam Goodin, Director Questions Contact either Sam Goodin or Stuart Segal at: The University of Michigan Note--The program is dependent on full enrollment. Acceptance to "A Taste of College" is not related to admission to the undergraduate program at the University of Michigan. ____________________ To DSSHE Colleagues: Regarding the topic of transition on the listserv a few weeks back, I have found some information that may be useful to you: "Research Connections" is a pamphlet put out biannually by CEC (Council of Exceptional Children) and the ERIC Clearinghouse on Disabilities, under the auspices of the ERIC/OSEP Special Project. The most recent issue (Number 6, Spring 2000) focuses exclusively on transition information and includes the following topics: *New Ideas for Planning Transitions to the Adult World *Promising Approaches in Planning for Transition *Views from the Field *State and Regional Perspectives *Contacts & Resources There is a website: http://ericec.org Address: ERIC/OSEP Special Project According to their literature, because the information in this issue was prepared with funding from the U.S. Department of Education under a specific contract, the issue is in the public domain and can be freely reproduced and disseminated. However, when I checked into the website, this present issue was not yet there (others were), so you may wish to call them and request a copy. Other websites related to transition (as noted by Research Connections): (1) National Transition Alliance for Youth with Disabilties (2) National Transition Network (3) Transition Research Institute (4) Common Sense (The Self Determination Bulletin) RJF ***************************************************************************** Reply 10 From Steve Schroeder: you probably already know, but: Documentation requirements hope this helps. ***************************************************************************** Reply 11 Dear Martha, I can send you the power point (I think) that I did last December, if you are interested. It was geared at professionals in the high schools and focused on documentation. Peggy Baldini ***************************************************************************** Reply 12 This might be helpful for you. Greg Lisa Kramme @metropo-s.mccneb.edu on 05/23/2001 Sent by: AHEAD-owner@metropo-s.mccneb.edu To: 'AHEAD' Subject: Power Point show ***************************************************************************** Reply 13 Hi Martha, The critical issues I see for a high school student with disabilities transitioning to college are: Knowing the name of the disability and the functional limitations (or problems) it caused in school Being a participant, even if passive, in IEP development in high school Knowing what accommodations or adjustments have worked in the past Understanding, even if limited, of Disability Civil Rights laws and that the IEP is not carried over to college Being aware of the demands of college courses and college life Contacting DSS yourself--not only contact by parents--to gather information Dale Adams from Northern KY University and I speak each semester that it is offered to the secondary Special Education teacher education class at NKU. We emphasize the above points over and over, and find the teachers-in-training quite surprised that a student with a disability must do what they do and have done in their college classes. If you can remember, please let me know what you have put into your presentation because I am on a panel discussing transition in late summer. I would certainly appreciate your help. Regards, Colleen Kane ***************************************************************************** Reply 14 Hi Martha, we have material that I have found helpful on our web page: Have a great holiday season. June Reinert ***************************************************************************** Reply 15 Martha: I've done a lot of work (i.e., research and presentations) in this area. Parents, Teachers, and students need to know that the earlier they start the transition process the better. Even though IDEA (reauthorized in '97) requires that the transition process start at age 14, it rarely happens. I'm presently involved with a 5 year Longitudinal Study funded by the State of NY Dept. of Ed. We are tracking kids with disabilities from the Class of 2000 and 2001 to see what they are doing 1 yr., 3 yrs. , and 5 yrs. after they leave high school. The H.S. exit data data shows kids with disabilities are receiving information about "post-high school" options much later in their high school careers than non-disabled kids. Obviously the expectation for disabled kids is much less than their non-disabled peers. My guess is the data will show a higher rate of success for the kids who receive information and guidance earlier on in their high school career (i.e., 8th grade or freshman year) than those who receive it later. Feel free to contact me by phone if you want to discuss this more. Good Luck!! Kip ***************************************************************************** NOTE: (This thread was culled from the archives by Martha P. Jacques, mjacques@indiana.edu ********************************************************** |
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