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Cynthia Curry Director National AEM Center Cynthia Curry Director National AEM Center

Cynthia Curry Director National AEM Center - PowerPoint Presentation

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Cynthia Curry Director National AEM Center - PPT Presentation

AEM in TransitionFocused Education Planning Changes Ahead AEMCenter 2 For whom are you here today Someone you know is going to take a big leap AEMCenter 3 What is your role in transitionfocused planning ID: 782573

center aem education transition aem center transition education accessible students postsecondary disabilities technologies swds materials student sop disability planning

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Presentation Transcript

Slide1

Cynthia CurryDirectorNational AEM Center

AEM in Transition-Focused Education Planning

Slide2

Changes Ahead@AEM_Center2

Slide3

For whom are you here today?Someone you know is going to take a big leap.

@AEM_Center

3

Slide4

What is your role in transition-focused planning?Educator, service provider, family, etc. of learners at which level:Pre-KElementary schoolMiddle school

High schoolPostsecondary

In the chat:Your role(s)Which level(s)

@AEM_Center

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Slide5

Working Backward in the Transition Process

@AEM_Center

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Slide6

TopicsDifferences between special education in K-12 and disability services in postsecondary settings.Examples of how learners use AEM and accessible technologies to meet higher ed requirements.

Strategies for preparing students to be independent users of AEM and accessible technologies before completing high school.

Notes:SWD = Students with Disabilities

HE = Higher Education

@AEM_Center

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Slide7

Current Landscape for SWDs and HEWhere HE happensConcerning and promising statistics

The power of transition planning

@AEM_Center

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Slide8

Higher Ed (HE) Destinations2-year community college4-year college or universityCareer and Technical Education (CTE) programs (career tech/technical college systems)

@AEM_Center

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Slide9

Concerning Statistics:Secondary Education Outcomes2014-2015HS graduation rate for all students: 83%HS graduation rate for SWDs: 65%U.S. DOE, 2016

@AEM_Center

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Slide10

Concerning Statistics: Postsecondary OutcomesSWDs enroll in college at half the rate of their peers without disabilities and graduate at a lower rate-Cited in Lyman et al., 2016Of persons with disabilities aged 25+24.9% have an associate’s degree vs. 45% of persons without disabilities

16.7% have a bachelor’s degree vs. 34.9% of persons without disabilities

Ryan & Bauman, 201614% have bachelor’s degree or higher vs. 33% of people without disabilitiesErickson et al., 2016

@AEM_Center

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Slide11

Promising StatisticsRate of SWDs in postsecondary education has almost doubled since 19956% in 1995-9611.1% in 2011-2012(44% enroll in 2-yr or community colleges, 32% in CTE schools, 19% in 4-yr institutions)

-Cited in Newman et al., 2016

@AEM_Center

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Slide12

The Promise of Transition PlanningResearch has shown that SWDs who receive transition planning services in HS and attend HE are more likely to:Self-disclose their disability earlierHave higher GPAsEarn credits by their sophomore year

Receive disability-specific supports Access supports available to all students

-Cited in Newman et al., 2016@AEM_Center

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Slide13

From Your Point of ViewStudents are being:effectively prepared

somewhat preparednot prepared at all

for postsecondary learning.

@AEM_Center

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Slide14

Factors Contributing to the Challenges of the First YearK-12 – Postsecondary Legislation DifferencesShift in Responsibility

Navigating Accommodations

@AEM_Center14

Slide15

Legislation DifferencesK-12 LawsIndividuals with Disabilities Education Act (IDEA)Section 504 of the Rehabilitation Act of 1973 (Section 504)

Postsecondary Laws

Americans with Disabilities Act as amended in 2008 (ADA)Section 504

@AEM_Center

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Slide16

K-12: IDEAThe nation’s K-12 special education law for children from infancy to HS graduation or age 21. Requires schools to:

Serve the educational needs of eligible SWDs.

Find and evaluate students suspected of having disabilities-at no cost to families.Guarantee a free appropriate public education (FAPE) for students with disabilities in the least restrictive environment (LRE). 

@AEM_Center

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Slide17

Postsecondary: ADARequires HE institutions to provide SWDs with accommodations that are necessary to afford the SWD an equal opportunity to participate in the institution’s programs.Title II –

State and local governmentsPublic universities and community colleges

Title III – Public accommodations

Private colleges and universities

@AEM_Center

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Slide18

IDEA-ADA DistinctionIDEAStudent progress and success

ADA

Equal access

@AEM_Center

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Slide19

Shift in Responsibility: From the Team to the StudentK-12Adult team is responsible for developing a program that ensures student progress

Postsecondary

Student is responsible for requesting and using accommodations for equal access

@AEM_Center

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Slide20

Student ResponsibilitiesVoluntarily self-disclose a disability to Disability Support Services (DSS)Request accommodationsParticipate in an interactive process to determine reasonable accommodations in the postsecondary settingProvide documentation

Meet with DSS personnel to discuss the request for accommodations and associated documentation

@AEM_Center

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Slide21

Barriers to Seeking and Using AccommodationsLack of self-advocacy skillsBelief that services aren’t neededDesire for self-sufficiencyDesire to avoid negative social reactions

Insufficient knowledge about servicesFear of future ramifications

Quality and usefulness of DSS and provided accommodationsNegative experiences with faculty

-Lyman et al., 2016

@AEM_Center

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Slide22

The Role of Accessible Materials and Technologies in Transition PlanningDefinition of AccessibilityMaterials and Technologies

Assistive TechnologyInteroperability

@AEM_Center

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Slide23

Functional Definition of “Accessible”23

A person with a disability can

as a person without a disability

Slide24

Accessible Materials & Technologies

Accessible Materials

Information or content

Designed or enhanced in a way that makes them usable by the widest possible range of learner variability regardless of format

Print, digital, graphical, audio, video

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Accessible Technologies

Hardware of software that delivers material

Usable by people with a wide range of abilities and disabilities

Directly usable without assistive technology (AT) or usable with it

accessibletech.org

Slide25

Material-Technology in Accessible HarmonyStudents read accessible ebooks on accessible tablets

with built-in options for access:Screen reader

Text to speechDisplay customizationBluetooth-enabled

Closed captions

Video description

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Slide26

Interoperability: Material - Technology - AT

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Slide27

AEM-Related Postsecondary AccommodationsAlternative formats of printed textbooks and inaccessible digital materialsUse of ATExtended time on examsNote taking services

Audio recording of lectures

@AEM_Center27

Slide28

AEM Tools That Increase Student Independence in HEAccessible digital versions of textbooks and course materials at commercial sources (Amazon, Audible, VitalSource, the college bookstore)Membership services: Bookshare and Learning AllyText to speech

Optical Character Recognition (OCR) apps

Audio recording appsSmart pens

Note taking apps

@AEM_Center

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Slide29

AEM in Transition PlanningDefinitionA Successful Model@AEM_Center

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Slide30

Timeline of Transition Requirements in IDEA1975- Education for All Handicapped Children Act1990- Requires transition planning

for SWDs beginning at age 161997-

Requires transition planning begin at age 14 with a statement regarding course of study and at ≤ 16 a statement regarding needed services, including outside agencies

2004-

Requires

Summary of Performance (SOP)

@AEM_Center

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Slide31

IDEA Definition of Transition PlanningA coordinated set of activities for a child with a disabilityResults-orientedBased on individual needs, taking into account strengths, preferences, and interests

Includes instruction, related services, community experiences, employment, etc.

[34 CFR 300.43]@AEM_Center

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Slide32

Definition of “Transition-Focused Education”Transition planning is A fundamental basis of education that guides the development of all educational programs-including strategies that keep them in schoolNot an “add-on” activity for SWDs Based on abilities, options, and self-determination

-Cited in Kohler & Field, 2003

“A shift from disability-focused, deficit-driven programs to an education and service-delivery approach based on abilities, options, and self-determination.”

@AEM_Center

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Slide33

Implementing Transition-Focused Education@AEM_Center

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Slide34

Five Categories of the Taxonomy

@AEM_Center

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Slide35

Summary of Performance (SOP) and the Individual Education Program (IEP)In IDEAModel Template@AEM_Center

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Slide36

SOP in IDEAIDEA 2004 Sec. 300.305(e)(3) For a child whose eligibility under special education terminates due to graduation with a regular diploma, or due to exceeding the age of eligibility, the local education agency “shall provide the child with a summary of the child’s academic achievement and functional performance, which shall include recommendations on how to assist the child in meeting the child’s postsecondary goals.”Must be

completed during the final year of HS.

@AEM_Center36

Slide37

Nationally Endorsed SOP Template@AEM_Center

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Slide38

Sections of the SOP Model TemplateBackgroundPostsecondary GoalsSummary of Performance

Recommendations Student Input

@AEM_Center

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Slide39

Sections of the SOP Model Template for AEMBackgroundPostsecondary Goals

Summary of PerformanceRecommendations

Student Input@AEM_Center

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Slide40

@AEM_Center40Summary of Performance: Academic Area

Slide41

@AEM_Center41

Use of text to speech tools for reading and writing support

Use of speech recognition

Books provided in specialized formats

Accessible formats of classroom materials

Audio recording of class lectures

Use of digital study skills tools

Summary of Performance: Academic Area: AEM

Slide42

@AEM_Center42Recommendations

Slide43

@AEM_Center43

Be as specific as possible about AEM and accessible technology-related accommodations

Recommendations: AEM

Slide44

@AEM_Center44

Student Input

Slide45

OH Packet: SOP Form, Guidance, Sample Cover Letter, Resources @AEM_Center

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Slide46

AEM in the IEPAEM in the IEP: Where Do Accessible Materials and Technologies Fit? AEM Center webinar by Joy Zabala and Diana Carl recorded May 1, 2018

Link in the digital handout

@AEM_Center

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Slide47

Final RecommendationsSet High Expectations. And Provide AEM for Reaching Them.Give Students a Record of AEM Use

Explain Documentation to StudentsProvide (lots of) Opportunities to Use AEM

Give Students an Active Role in AEM-Related Decisions

Teach Self-Determination Skills

Foster Family Engagement

@AEM_Center

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Slide48

Set High Expectations. And Provide AEM to Reach Them. Ensure IEP goals are aligned with challenging academic content standards for the grade in which a student is enrolled.Research findings:

SWDs who took rigorous HS academic courses were more likely to enroll in college, earned more college credits, had higher college GPAs, and were more likely to earn a bachelor’s degree

SWDs who took more gen ed classes were more likely to be actively involved in their transition planning-Cited in Newman et al., 2016

Provide students with the AEM and accessible technologies they need to reach those high expectations.

@AEM_Center

48

Slide49

Give Students a Record of AEM UseIEPMake clear the connection between the need for accessible materials and technologies and annual goals.SOPMake the need for accessible materials and technologies explicit in the Summary of Performance, Recommendations, and Student Input.

@AEM_Center

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Slide50

Explain Documentation to StudentsPrepare students to discuss their evaluation results or physical records with DSS personnel:Neuropsych or psychoeducational evaluation reportsMedical records (MD, PT, OT, OD, etc.)

@AEM_Center

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Slide51

Provide (lots of) Opportunities to Use AEMAcrossPurposesContent areasEnvironments

TechnologiesMaterials

@AEM_Center

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Slide52

Give Students an Active Role in AEM-Related DecisionsConduct trials of formats and featuresHave input on related goals and servicesBe empowered to self-evaluate and communicate effectiveness over timeActively contribute to AEM in transition plans and their SOP

@AEM_Center

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Slide53

Teach Self-DeterminationIndependent access and use of accessible materials and technologiesAbility to articulate need

@AEM_Center

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Slide54

Foster Family EngagementInvolve, empower, and prepare families (from Taxonomy for Transition Programming 2.0)Communicate effectively and share informationDevelop collaborative partnershipsConnect families with one another (by request)

Show genuine care for and recognition of children

@AEM_Center

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Slide55

ConclusionTransition to adult roles is a complex process all youths must negotiate and that a myriad of factors work together to influence students’ lives after school completion.-Kohler & Field, 2003@AEM_Center

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Slide56

Contact InformationCynthia Curryccurry@cast.org

@clcurry56

Slide57

Thank you!Please take a moment to complete our webinar evaluation. https://www.surveymonkey.com/r/Transition0518

@AEM_Center

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The contents of this webinar were developed under a cooperative agreement with the US Department of Education, #H327Z140001. However, those contents do not necessarily represent the policy of the US Department of Education and you should not assume endorsement by the Federal Government, Project Officer, Tara Courchaine, Ed.D.

@AEM_Center

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