university of massachusetts boston's institute for community inclusion webinar with autism now...

8/7/2019 University of Massachusetts Boston's Institute for Community Inclusion Webinar with Autism NOW Center

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Supporting a SeamlessTransition to Adulthood*

John Butterworth

Alberto MiglioreAutism NOW Webinar

February 24, 2011

*Certo et al, 2003


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NLTS2 Students:

Will eventually get a paid job


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What are our priorities?

People told us their priorities were gettingmarried, having their own home, andgetting a job.

We had to ask of our 250 staff how manyare wholly focused on helping people:

Develop significant relationships

Find a job

Become home owners?

Pe Terhune Arc o Stanle Count


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Transition Service Integration Model

y Completely community based class by last year

y Employment in integrated settings

Hired directly by the employer

y

Non-work activities in normalized settingsy Individualized schedules and choice of

employment options

y

Adult agency employment specialists involvedy Cost sharing: school system, state VR, state DD

y Paid work with post-school support in place before

school exit.


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Services and Outcomes forTransition Age Young Adults with

Autism: Secondary Analysis of the

NLTS2


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Goals

yDescribe transition

experiences

y

yInform design of transition

services and supports


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Whats the source of the data?

yNational Longitudinal Transition Study

(NLTS2)

y10 year longitudinal study (2000-2010)

yAbout 500 LEAs and 30 special schools

yAbout 5,000 young adults (Weighted)

yAge 13 to 16 at entry

yOver 10,000 variables

y


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What types of disabilities were

involved?


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Wh t th i


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What were the primary

post-high school goals?

y

y

y

y

y

y

y

y

Percent of Students with Goal


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Did youth think that

IEP goals were right?


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What services did the

students receive?


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What contacts did schools make?


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What were the outcomes after HS?


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Recommendations

y Increase expectations for students with autism

y Focus on competitive employment as a goal

y Encourage students to attend postsecondary

education

y Involve students in transition planning

y Expand services such as career skills assessment

and career counseling

y Focus research on youth with autism and their

experiences in high school and the

relationships with transition outcomes.


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Supporting a Seamless

Transition


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Washington Partnership Project

Elements

yMOU with key partners:

Schools, DVR, DDD, providers, students, parents,

parent organizations, employers, Work Source

Center, WIA youth service, community andtechnical colleges, self-advocacy groups,

transportation, training and TA providers

y Transition Councils or inter-agency groups

yAdult employment provider participation

y Transition Fairs or Conferences

y

Transition Info & Education


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Washington Partnership Project

y TA & Training for teachers, employmentproviders, families, students and others.

y Peer Mentor Groups or Job Clubs for young

adults who are working or want to worky Business networks or other employer initiatives

y Use of local workforce data, wage information,

top county employers


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Strategies

y Family Forumsy Family-to-family networks

yDVDs, story telling

yUse of personal agents to facilitate transition

y Transition Coordinator

yDDD/DVR data exchange agreement

y Early IWRP

y Early engagement with adult provider

y

Jefferson County Flight Team (DVR, DD, parent)


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yKing County/DVR contract(DD forward funds supports)

yRoutine person centered planning

yDD county contract for apprenticeships

y 6 career experiences before graduation

y

yCommunity based models

Lake Washington Transition Academy

yCommunity College based models

Shoreline Community College

L k W hi t T iti


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Lake Washington Transition

Academy Mission

Students, parents, school staff, and agencies workingtogether to plan and provide a set of activities and

services that are student centered, community based,

predictable, accountable, and result in quality transition

outcomes:

"Places to go, people to see, things to do

y A full and meaningful schedule of work and other

community activities at graduation

y Active and contributing community membership


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Outcomes

yAn active, viable, and continuing

personalizedtransition plan based upon the

capacities and interests ofthe individual student

yA portfolio of community and work experiences

yAn established network of support that continues

with a student beyond their exit from the school

systemyActive engagement in a weekly schedule of

meaningful work and community activities

("places to go, people to see, and things to do")


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Shoreline Community Based


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Shoreline Community Based

Transition Program

yBased at Community College

ySchool/County DDD/DVR co-fund

employment consultant

yOperates in shifts (11-4; 12:30-5:30)

yClassroom & work

yAccess to college resources

y35 job sites

yJob placement in final year


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Delaware Early Start Project

yDVR, DDD, DOE

Higher education, schools, families

yStudents engage at start of final year

ySelection of adult provider

yCareer planning and job development

begin in Fall (moving earlier)

yFunding primarily from DVR/DDD


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Questions/Concerns

y Services wont be there

y Students leading IEP meetings

y Importance of vision

Work

Rest of the day

y Parent education/family as transition coordinator

y Limited connection between DD and schools (or

VR)

y How make this work smoothly?


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Resources

yTransition Service Integration Modelhttp://www.ncset.org/publications/viewdesc.asp?id=705

Certo, N. J., Mautz, D., Pumpian, I., Sax, C., Smalley, T., Wade, H., et al.

(2003). A review and discussion of a model for seamless transition to

adulthood. Education & Training in Developmental Disabilities, 38(1), 3-

18.

yWashington Partnership Jobs by 21http://www.dshs.wa.gov/pdf/adsa/ddd/Jobs%20by%2021%20Report.pdf

y

Lake Washington Transition Academyhttp://www.lwsd.org/school/ta

yHighline Community

Collegehttp://www.communityinclusion.org/article.php?

article id=304


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John Butterworth

(617) [email protected]

Alberto Migliore

[email protected]. 617-287-4306

www.communityinclusion.org/aie

www.StateData.infowww.RealWorkStories.org

university of massachusetts boston's institute for community inclusion webinar with autism now...

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