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
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Cynthia CurryDirectorNational AEM Center
AEM in Transition-Focused Education Planning
Slide2Changes Ahead@AEM_Center2
Slide3For whom are you here today?Someone you know is going to take a big leap.
@AEM_Center
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Slide4What 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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Slide5Working Backward in the Transition Process
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Slide6TopicsDifferences 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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Slide7Current Landscape for SWDs and HEWhere HE happensConcerning and promising statistics
The power of transition planning
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Slide8Higher Ed (HE) Destinations2-year community college4-year college or universityCareer and Technical Education (CTE) programs (career tech/technical college systems)
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Slide9Concerning Statistics:Secondary Education Outcomes2014-2015HS graduation rate for all students: 83%HS graduation rate for SWDs: 65%U.S. DOE, 2016
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Slide10Concerning 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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Slide11Promising 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
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Slide12The 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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Slide13From Your Point of ViewStudents are being:effectively prepared
somewhat preparednot prepared at all
for postsecondary learning.
@AEM_Center
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Slide14Factors Contributing to the Challenges of the First YearK-12 – Postsecondary Legislation DifferencesShift in Responsibility
Navigating Accommodations
@AEM_Center14
Slide15Legislation 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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Slide16K-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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Slide17Postsecondary: 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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Slide18IDEA-ADA DistinctionIDEAStudent progress and success
ADA
Equal access
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Slide19Shift 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
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Slide20Student 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
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Slide21Barriers 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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Slide22The Role of Accessible Materials and Technologies in Transition PlanningDefinition of AccessibilityMaterials and Technologies
Assistive TechnologyInteroperability
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Slide23Functional Definition of “Accessible”23
A person with a disability can
as a person without a disability
Slide24Accessible 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
Slide25Material-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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Slide26Interoperability: Material - Technology - AT
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Slide27AEM-Related Postsecondary AccommodationsAlternative formats of printed textbooks and inaccessible digital materialsUse of ATExtended time on examsNote taking services
Audio recording of lectures
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Slide28AEM 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
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Slide29AEM in Transition PlanningDefinitionA Successful Model@AEM_Center
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Slide30Timeline 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)
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Slide31IDEA 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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Slide32Definition 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.”
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Slide33Implementing Transition-Focused Education@AEM_Center
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Slide34Five Categories of the Taxonomy
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Slide35Summary of Performance (SOP) and the Individual Education Program (IEP)In IDEAModel Template@AEM_Center
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Slide36SOP 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.
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Slide37Nationally Endorsed SOP Template@AEM_Center
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Slide38Sections of the SOP Model TemplateBackgroundPostsecondary GoalsSummary of Performance
Recommendations Student Input
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Slide39Sections 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
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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
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Be as specific as possible about AEM and accessible technology-related accommodations
Recommendations: AEM
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Student Input
Slide45OH Packet: SOP Form, Guidance, Sample Cover Letter, Resources @AEM_Center
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Slide46AEM 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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Slide47Final 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
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Slide48Set 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
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Slide49Give 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.
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Slide50Explain 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.)
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Slide51Provide (lots of) Opportunities to Use AEMAcrossPurposesContent areasEnvironments
TechnologiesMaterials
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Slide52Give 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
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Slide53Teach Self-DeterminationIndependent access and use of accessible materials and technologiesAbility to articulate need
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Slide54Foster 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
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Slide55ConclusionTransition 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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Slide56Contact InformationCynthia Curryccurry@cast.org
@clcurry56
Slide57Thank you!Please take a moment to complete our webinar evaluation. https://www.surveymonkey.com/r/Transition0518
@AEM_Center
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Slide58The 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.
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