Heather C. Allcock Ph.D.

College- and Career-Readiness for Students with Significant Disabilities

Research Over 20 years of research has consistently demonstrated

that the inclusion of students with disabilities in general education classrooms results in favorable outcomes. Students with high incidence disabilities (learning

disabilities and other “mild” disabilities) Students with low incidence disabilities (intellectual

disabilities, Autism, and multiple disabilities).

NLTS2More time spent in a general education classroom was positively correlated witha) fewer absences from school b) fewer referrals for disruptive behaviorc) better outcomes after high school in the

areas of employment and independent living

Wagner, M., Newman, L., Cameto, R., and Levine, P. (2006). The Academic Achievement and Functional Performance of Youth with Disabilities: A Report from the National Longitudinal Transition Study-2 (NLTS2). (NCSER 2006-3000). Menlo Park, CA: SRI International

Do Separate Settings Work?

Resource rooms provide primarily whole group reading instruction with little differentiated materials (Vaughn, Moody, & Schumm, 1998)

Few differences in instructional methods across self-contained classes for students w/ various disabilities (Algozzine, Morsink, & Algozzine, 1988)

More instructional time and 1:1 in general classrooms (Sontag, 1997; Logan & Keefe, 1997; Hollowood, et al., 1995)

IEP-specified peer interactions were not implemented in segregated settings (Gelzheiser, McLane, Pruzek, & Meyers, 1998)

Placement & labeling lowered teachers’ perceptions of students’ efficacy (Raudenbush, Rowan, & Cheong, 1992)

Placement MattersFalvey (2004) notes that “no studies

conducted since the late 1970’s have shown an academic advantage for students with intellectual and other developmental disabilities educated in separate settings.”Falvey, Mary A. (Spring 2004) Toward realization of the least restrictive educational environments for severely handicapped students. Research and Practice for Persons with Severe Disabilities. 29(1), 9-10.

Who is taking Alternate Assessments?

Significant

Cognitive

Disabilities

Autism

Intellectual

Disabilities Multiple

Disabilities

We’ve Come a Long Way…

0.00%10.00%20.00%30.00%40.00%50.00%60.00%70.00%

2010 LRE Placement Data-U.S. Age 6-21 All Disabilities

Average Percent Placement-U.S. Age 6-21 All Disabilities 2010

…But Not for All Students with Disabilities

LRE A-Inside General Ed-

ucation <80%

LRE B-Inside General

Education 40%-79%

LRE C-Inside General

Education >40%

Seperate School

Placement

Other0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00% Average Percent Placement-U.S. Age 6-21 All Disabilities 2010

Average Percent Placement-U.S. Age 6-21 Intellectual Disabilities

Average Percent Placement-U.S. Age 6-21 Multiple Disabil-ities

Average Percent Placement-U.S. Age 6-21 Autism

NLTS2 “Secondary school students with mental retardation

took a range of courses in a given semester, including academic, vocational, and other nonacademic

courses, such as study skills. Although courses were taken in both general and special education settings, the overall group of students with mental retardation

were significantly more likely to take courses in special education settings than in general education settings.”

Yu, J., Newman, L., and Wagner, M. (2009). Secondary School Experiences and Academic Performance of Students With Mental Retardation. A Report from the National Longitudinal Transition Study-2 (NLTS2). (NCSER). Menlo Park, CA: SRI International

Meet Susie Meet Jamie

Examples From the Field…

Situational Job

Sampling

Employment Inclusion in General

EducationPaid Employment /

Work ExperienceVocational EducationWork Study

Test, D., Fowler, C. Kohler, P., Kortering, L. (2010). Evidence-based Practices and Predictors in Secondary Transition: What we Know and What we Still Need to Know. National Secondary Transition Technical Assistance Center

Moderate Predictors of Post-school Outcomes

Post-Secondary Education

Independent Living

Inclusion in General Education

Paid Employment / Work Experience

Transition ProgramVocational Education

Inclusion in General Education

Self-care / Independent Living

Moderate Predictors of Post-school Outcomes

Test, D., Fowler, C. Kohler, P., Kortering, L. (2010). Evidence-based Practices and Predictors in Secondary Transition: What we Know and What we Still Need to Know. National Secondary Transition Technical Assistance Center

Best Practices and Transition…Youth Development and Leadership

School Preparation

Career Preparation

Family Involvement

Connecting Activities

Based on: The Guideposts for Success-National Collaborative on Workforce and

Disability-Youth (NCWD-Y)Toolkit for Secondary Transition (Quality Indicators)-National Alliance

for Secondary Education and Transition (NASET)

“New Basic Skills” “Employability Skills”Academic Skills:Basic MathBasic ReadingLife Skills:Problem SolvingTeaming-CollaborationCommunicationComputer Knowledge

Social Skills:DependabilityGetting along with othersAppropriate dress and

groomingInitiativeAsking for helpPositive Attitude

Murnane and Levy (1996). Teaching the new basic skills. Harvard University; The Free Press.

Skills Everyone Needs in the 21st Century

Recommendations for College and Career Readiness

Schooling1. Standards Based IEP’s2. Inclusive placement and opportunities3. Have access to rigorous content in general

education4. Develop communicative competence5. Learn critical social, communication, and

decision-making skills needed to succeed in the workplace

DISCOVERY PROCESS1. Student-Centered

PlanningTransition MAPS

2. Ongoing Transition / Career Assessment

Formal & Informal Assessment3. Self-Determination

Self-awarenessSelf-advocacyGoal setting

Problem solvingStudent-Led IEP

Disclosure

WORK BASED EXPERIENCES

1. Job Shadowing2. Informational

Interviewing3. Service Learning

Opportunities4. Job Sampling

5. Apprenticeships6. Paid or Unpaid ‘On the Job’ Training ExperiencesLinked to program of study

Linked to school creditDuring the summer

7. Opportunities to Practice ‘Soft Skills’

COMMUNITY / SERVICE LINKAGES

1. Adult health services2. Benefits Planning

3. Transportation4. Ongoing Job

Development / Coaching Rehabilitation Services

Developmental DisabilitiesMental Health

5. Post-secondary Supports

6. Assistive Technology7. Independent Living

Ongoing Family Involvement

Thank You!