A.C.E.S. Program

Developing Skills and Independence for Adult

Transition

April Quinto & Steph Murphy

Topic

Creating a Board / Authority Authorized Course for students with developmental disabilities

Focus will be the additional year of high school (12+)

ESPE 512: Critical Issues in Education

Presentations – Adult Transition

Research indicates that there is a low statistical representation of students with Special Needs who make a successful transition into adulthood. They have diminished opportunities for work, education and leisure.(Lester, 2014)

What is a successful adult transition for people living with a Developmental Disability?

Quality of Life8 Core Domains: Emotional well-being Interpersonal Relations Material well-being Personal Development Physical well-being Self-determination Social Inclusion Rights (Lachapelle et al., 2005)

Factors for a Successful Adult Transition

Good outcome as: relative independence at work, daily living skill mastery, some reciprocal relationships and a good support network (Lester, 2014).

Research Indicated factors that can help to get there: IQ of 70 or higher Family support Community supports (Howlin et al.,2004) Work experience Transition/ support worker (Lindstrom, Doren, &

Miesch, 2011)

Barriers Abstract nature of “transitions”

Cultural and Social Traditions

Education supports have changed over time but not in terms of adult transition

Rates of Comorbid Disorders and Intellectual Disabilities

Lack of research (Taylor & Seltzer, 2011)

Barriers Continued Funding and Financial concerns

Visible Disability vs Invisible

Individual resistance to transition

Developmental factors

EPSE 505: Foundations in Human Development: Infancy to

Adulthood What areas do we need to target teach?

How do we teach?

Social Thinking Presentation

How to Scaffold Independence?

Peter GerhardtAdaptive Skills and Social Challenges into Adulthood

Guideline: Dating profile – if it can’t go on an online dating

profile it’s not socially important so do we need to teach it?

Way to plan: IEP planning: In order to… what is the end goal?

Keep in mind:“The potential for a student to achieve success in any

of these areas is limited more by our lack of imagination than any skill deficit.”

AchievingCommunity CompetenceEmployment &Social Engagement

Rationale

On the job observations and criticisms

Lack of collaboration with outside agencies

School vs Life span

Dignity for All

Big Picture- Framework Bridging public school and adult services

Community Hub Setting

1-2 year program

Personalized Curriculum

Quality Teaching

Personalized Learning Steering Committee

PATH Planning Process

Transition IEP

Pre / Post assessment – Adaptive Skills Generalizing skills is essential

Drawn from Assessment/ LD/PBS/ Severe Behavior Disorders

Assessment Example

BAA Course Proposal Language

II. CURRICULUM

Curriculum is frequently defined as “a planned, structured series of intended learning outcomes.” Curriculum indicates what is to be learned – the end results or objectives we seek. Intended Learning Outcomes are specific statements of what the student will have learned or will be able to do as a result of the learning experience in this course. Please list the outcomes here in point form – attach a list if necessary.  Students will be able to….

Community CompetenceStudents will be able to:

Access various community services Partake in leisure and recreation pursuits Navigate new and ambiguous situations and

problem solve as appropriate Demonstrate necessary levels of self-

management as required in the community

In order to, meet the demands of and enjoy a fulfilling and functional lifestyle.

Community CompetenceConsiderations:

Independence as a key to personal liberty

Financial benefits to society

Training community partners – reciprocal value

ResearchWhy is this important: Choice and autonomy are important to self-worth and

satisfaction Have to be able to access and perform in different

environments and roles in order to have a well-balanced and enjoyable life

Be able to change plans and deal with unexpected events in order to function daily in an unpredictable world.

Quality of Life Domains: Personal Development Physical well-being Self-determination Rights

What it might look like…

Community Awareness: How to research/use/access services and

pursue interests

Transportation Bus Training

Partnering with Community Living British Columbia

What it might look like…Personal Planning & Management:

Using scheduling, planning events, budgeting for events, options when plans change

Understanding the expected behaviour for different places in the community

Drawn from: Human Development/ ASD/ PBS/ SEL

EmploymentStudents will be able to:

attain and maintain paid employment Pursue employment that appeals to their

strengths and interests Adapt to the demands of work schedules and the

work environment

In order to, have an ongoing opportunity to demonstrate skills, contribute to the community, increase self-worth and enjoy the monetary compensation working offers.

Research

Full time employment is associated financial and residential independence.

3 Influential factors in the short term: WEX, Transition support worker, Family support

Long Term Influential Factors: post-secondary opportunities, individual characteristics, individual-job match

(Lindstrom, Doren, & Miesch, 2011)

Research

Students who attain paid employment in high school are more likely to continue in the work force into adulthood

Quality of Life Domains: Interpersonal Relations Material well-being Personal Development Self-determination Social Inclusion Rights

What it might look like… Partnering with CBI (Communication

Behaviour Instruction) Self-Determination programming.

Partnering with Douglas College Transitions program

Providing supports for job preparation and fluency (ie. Visuals, task analysis, self-management schedules)

What it might look like…

Training in problem solving, asking for assistance, social factors at work, changing jobs, and long term planning.

Drawn from:ASD /PBS/ SEL

Social EngagementStudents will be able to:

Effectively use adaptive skills in social situations

Increase social cognition & flexible thinking Participate in responsible decision making Establish a social network

In order to obtain meaningful relationships and connections that are

sustained over time

Research Navigating and avoiding Social Isolation

Perceptions like people with Developmental Disabilities have no desire to, or are not capable of engaging meaningfully

(Janus, 2009)

Quality of Life Domains:- Emotional well-being- Interpersonal Relations- Personal Development- Physical well-being- Self-determination - Social Inclusion - Rights

What it might look like…

Retrieved from http://www.casel.org/social-and-emotional-learning/core-competencies/ Nov 2nd, 2014

What it Might Look Like… Facilitated Social Interactions

Peer modeling / scripting

Identifying social demands across settings and roles

Initiating/ Maintaining/ Differentiating/ Terminating relationships

Health Education Unit

Drawn from: SEL/ ASD/ PBS

Additional Areas to Teach Home Life

Daily living skills

Targeting Adaptive Behaviour

Self- Management & Long-term goal setting

Barriers Personnel is key in order to establish

relationships

Maintaining integrity

Maintaining support in an ever changing political climate

Is 1 year too short?

Partnerships with high school programs

References Farley, M. A. Mcmahon, W. M., Fombonne, E., Jenson, W. R., Miller, J., Gardener, M., Block, H.,

Pingree, C. B., Ritvo, E. R., Ritvo, R. A., & Coon, H. (2009). Twenty-year outcomes for individuals with autism and average or near- average cognitive abilities. Autism Research, 2 , 109-118.

Howlin, P., Goode, S., Hutton, J., & Rutter, M. (2004). Adult outcome for children with autism. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 45, 212-229.

Janus, Alexander L. (2009). Disability and the transition to adulthood. Special Forces. 88 (1), 99-120.

Lachapelle, Y., Wehmeyer, M., Haelewyck, M., Courbois, Y., Keith, K., Schalock, R., & ... Walsh, P. (2005). The relationship between quality of life and self-determination: an international study. Journal of Intellectual Disability Research, 49, 740-744.

Lester, J. N. (2014). Young adulthood, transitions, and dis/ability. New Directions for Adult and Continuing Education, 143, (39-50). Wiley Periodicals, inc.

Lindstrom, l., Doren, B., & Miesch, J. (2011). Waging a living: career development and long term employment outcomes for young adults with disabilities. Exceptional Children, 77(4), 423-434.

Taylor, J., & Seltzer, M. (2011). Employment and post-secondary educational activities for young adults with autism spectrum disorders during the transition to adulthood. Journal of Autism and

Developmental Disorders, 41(5), 566-574.