Preparing for Transition: - PowerPoint Presentation

Slide1

Preparing for Transition:CVI Considerations During the Transition Process

Tracy Evans Luiselli,

Ed.D

.

New England Consortium for

Deafblind

Technical Assistance and Training

May 29, 2015

MA DESE Advisory on Transition (2012)The advisory states, "The ultimate goal of all professional endeavors in special education is to prepare students with disabilities for adult life.“

IDEA – Federal MandateAccording to IDEA, transition services are a "coordinated set of activities... within a results-oriented process," so as to facilitate a student's "movement from school to post-school activities." This means that for every student, the transition planning process needs to be done in a purposeful, scheduled and organized way to ensure an individualized meaningful learning experience.

http://fcsn.org/newsline/v33n2/dese_transition_advisory.php

Top Predictors for Successful Transition from School to Employment for Youth with Disabiltieis

Top Predictors of Success:

E

mployment

training and work experiences in high

school

H

igh

parental expectations for their

child’s future (

Wehman

, P.,

Sima

, A.P., Ketchum, J., 2015)

Significant Variables Impacting Successful Transition for Youth with Visual ImpairmentsEarly

and recent work

experiences

C

ompletion

of a postsecondary

program

Top impediments to successful transition:

-

Difficulty

with transportation,

-Lack of independent travel skills,

-Limited social skills (

Wehman

et al, JVIB, 2015)

Roles of Transition Team Members and Expertise

Parents/Caregivers

• P

arents

know their child the

best (PCP Process).

• P

arents

are the real experts of their

child (MAPS)

• Studies of parents of children with CVI indicate high level of

accuracy of

parent report regarding child’s background, history and performance

.

(CVI Parent Interview) (Roman-

Lantzy

, 2007)

Classroom Teacher/Program Staff

• Team leader and coordinator of the IEP

team

• Manager of the child’s educational program, integrates child

into classroom environment and curriculum

•

Develops/implements

class routines and activities to meet IEP

goals & objectives

related to transition, and incorporating CVI characteristics

Roles continued….Vision Teacher (TVI)

Formal training and clinical experience regarding ocular issues

Formal training and clinical expertise in assessment and intervention strategies for students who have CVI or who are at

riskC

(demonstrated inter-rater reliability of at least 80%)

Provides direct service/consultation specific to student’s visual needs and advocates within the IEP/Transition process

State Agency

Personnel (MCB, DDS, MCDHH,

Voc

Rehab)

Provides

information on

eligibility

and

available

resources and

supports

A

wareness that parents may need clarifying information about their child moving from out of a mandated service delivery system (Earlier rather than LATER)

The Transition Team/IEP ProcessTwo

types of team involvement define and enrich the collaborative process

when working

with a

student with CVI

-

Each

team member contributes her/his

professional knowledge

, perspective and wisdom to help evaluate the

students

skills,

learning needs, interests , to develop

a meaningful and effective program, and modify

the program

based on the child’s

needs and rely

on

the expertise

of the team in order to expand his/her individual skills to work with the

student. (

CONTRIBUTES

)

Related service providers should cross discipline

boundaries to learn mutual strategies and skills to actively engage the

student in daily

activities and routines that are infused with optimal and familiar visual,

language, movement

, sensory, and social opportunities

. (

RELIANCE ON OTHERS

)

(

A TEAM APPROACH TO CORTICAL VISUAL IMPAIRMENT - CVI IN SCHOOLS, Donna

Sharman

, 2009)

Key Ingredients for a Successful Transition Plan:(Area IV – Northeast COPCS 2007)

A

Vision for the

Future (PCP)

Parents and Key Players

Involved (MCB, DDS,

Voc

Rehab…)

Key Student Information

Documented (

Voc

Profile)

Transition Assessment

and Environmental Assessment Includes

Non-School Areas

(W, C,

H) (school, work, living, leisure

)

Assessment Includes Assistive Technology

*Student

is Actively

involved

Connection to General

Education and ECC

Assessment of Transportation Needs

Environmental

Assessment Career

Exploration and Variety of Experiences

Involvement in the

Community

Transition TimelineSharedWorks.org MA Revision in process – to include CVI assessment guidelines and resources; highlighted in the MA Transition Planning FormITTI TIMELINE

MA Transition Planning FormSample

Sample School/Work Plan:Use of Vision Across the Day – Considering the CVI Characteristics

Sample Work Schedule and the Use of Vision Across the Day – Considering the CVI Characteristics

9:00 Arrival – Locker, hanging up coat, lunch in frig,

9:15 Meeting – locating work space, chair

9:45 Work Sessions – locating and manipulating work materials, locating and greeting peers

10:30 Break – locating break area and snack, eating

10:45 Work Session

12:00 Lunch and Free Time – Reaching for items on tray

1:00 Work Session

2:00 Break

2:15 Work Session

3:00 Departure: Locker, gathering coat and backpack, travel to van/waiting area

Transition Team Training Initiative2015-2016Transition teams Parent InvolvementMonthly team meetings and webinars (year long action plan;

W

hos

on the team?)

Transition topics: PCP, Developing a Transition Plan, Transportation, Work Sampling….

Mercedes – “Good to Go!!”http://wvde.state.wv.us/player.php?m=x&vid=osp/MercedesJacobs

Family, Self Determination, Peer/Sibling Modeling,

Student Background:  Mercedes is a seventeen year old student enrolled in Philip Barbour High School in Barbour County, West Virginia.  She has a diagnosis of myopia and acquired Cortical Visual Impairment with associated hydrocephalus and seizures from meningitis she contracted at six weeks old. Video Description:  WV CVI Mentor  Jamie McBride talks with Mercedes, her parents, sibling, as well her Teacher of the Visually Impaired about the impact of CVI on learning, modifications Mercedes needs for successful independent living skills in both the home and school environments, changes observed in her visual functioning from infancy to present, and how successful visual interventions are attributing to her 

References Newcomb, S. (2010). The reliability of the CVI Range: a functional vision assessment for children with cortical visual impairment. Journal of Visual Impairment & Blindness, October, 637-647.

Roman-

Lantzy

, C. (2007).

Cortical Visual Impairment: An Approach to Assessment and

Intervention

. New York: AFB Press

.

Sherman, D.

A

T

eam

A

pproach to Cortical

V

isual

I

mpairment - CVI in Schools

, 2009).