********************** Transition's Great Challenges: Obtaining Authentic Employment and Accessing Agency Services

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Nancy HunterSpecial Education Consultant

nancytx1@yahoo.com

Transition lessonsfrom theinner tube!

or,Nancy’s complacency/urgency theory!

Transition: What Really Matters?

• “The focal point of transition subtly shifts and becomes more defined as the student gets older. In the early stages of transition, the focal point for parents is to receive information about possibilities and important life planning considerations...

Mom,Dad! It’s My Life!• In the early stages

with youth, it is giving them permission to have a life, and to voice their interests, and have the right to say ‘this is MY life.’

• It takes tremendous courage to own your own life and own who you are.

“Filling our Transition Toolbox”: One-stop Shop for Agencies

and Program Information!• www.disability.gov/state/texas

• Connecting the disability community to information and opportunities

• Topics include: benefits, education, community life, employment, health, technology and transportation

– Up-to-date– By areas of the state– Traditional and innovative programs and services

– Example: Marriott’s “Bridges” program• Operated by the Marriott Foundation for People with

Disabilities, Bridges provides case-manager support to youth with disabilities transitioning from school to work. Ninety percent of those who successfully complete the program receive offers of ongoing employment.

Some Excellent Resources• www.disability.gov/state/texas• Going to College/Postsecondary Education:

– http://www.txddc.state.tx.us/resources/publications/collegehtml.asp– www.ThinkCollege.net– www.going-to-college.org

• Benefit Planning

Medicaid Waiver Programs (booklets)– www.imagineenterprises.com– www.thedesk.info/state/texas/ (ARC Medicaid resource info)

• SSI and Employment/Supported Employment, etc.– http://www.ssa.gov/redbook/eng/guide-employment-supports.htm– www.realworkstories.org– www.peopleworking.wikispaces.com

• DADS Medicaid Waiver Comparison Charts– http://www.dads.state.tx.us/providers/waiver_comparisons/index.html

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DARS Transition Program• The goal of the Transition program is to identify and begin working

with students before they graduate so there isn’t a delay in services once they leave school.

• Our services can start in the student’s last two years of high school* or at age 16, but we can begin working with them earlier if it’s appropriate. The counselor will help determine the most appropriate time to start the process.

• There are 20 Transition Counselors (TVRCs) in each DRS region.

• Each school has either a Transition Counselor or a Vocational Rehabilitation Counselor liaison assigned.

*Some applications may not be taken until the student’s senior year, depending on the individual circumstances.

Interagency Connections:DARS Eligibility Criteria

To be eligibility for Vocational Rehabilitation through the Dept of Assistive and Rehabilitative Services, an individual must:

• Have a physical or mental impairment

• The impairment must constitute a substantial impediment to employment;

• The individual must require VR services to prepare for, enter, engage in or retain gainful employment consistent with the individual’s strengths, resources, priorities, concerns, abilities, capabilities, interests and informed choice and

• The individual must be capable of achieving an employment goal.

DARS: Not an Income-based Program

Vocational Rehabilitation is not an income-based program. No one will be denied services based on their income. However, they may be asked to participate in the cost of services.

• If your income is calculated to be over the Basic Living Requirement (BLR), you may be asked to participate in the cost of services.

• Exception: Recipients of SSI or SSDI (for their disability) are not required to participate in the cost of services.

• If the student is 18 or older and not claimed on their parents’ income taxes, only the student’s financial information will be included.

What Vocational Rehabilitation Services does DARS provide?

DARS can provide almost any service necessary to help an individual with a disability go to work. Services are considered on an individual basis and must be reasonable and necessary for that person.

For transition students, services often include: Counseling and Guidance, vocational or academic training, career exploration, job coaching or supported employment, psychological counseling, or medical services/equipment.

DADS Services

• Department of Aging and Disability Services (access through your local “Mental Retardation Authority”)– Porthole to funding through Medicaid Waiver

programs• ‘front door’ to DADS funding and “interest lists” for

the various Medicaid Waivers that provide home and community supports related to daily living, vocational training, therapies, medical services, and more

– “Service Coordination” is the current term used for “case management” services

• First step….. ”intake” (assessment)

Use special education’s vocational continuum to develop employability skills and/or obtain a job

“Development of Employment” as a “Needed Transition Service”

• School program:– Career and Technical Education (CTE)– Work-based Learning (aka “community-based

vocational training”)

• Adult Services and supports– Social Security work incentives

• PASS Plans (Plan for Achieving Self-Support)• “Ticket to Work”

– DARS (Department of Assistive and Rehabilitative Services)

– Texas Workforce Commission

Nolan’s Story: From Interests to a Career

Expectations and Aspirations

Some youth roardown life’s track, cleargoals in mind, the routeplanned and direct……

…while othershave to experience failure before finding success.

“The importance of receiving the message that those who care about you have faith in your ability not only to succeed, but also to survive failure, cannot be overstated.” Bill Mitchell

Matching Jobs to Skills, Interests and Preferences

Lower skilled individuals with Autism: re-shelving library books; factory assembly work, copy shop, restocking shelves; recycling plant; warehouse; lawn and garden work; data entry; cupcake decorator

Sample jobs that match talents of visual thinkers: architectural drafting; mechanic; photographer; computer troubleshooter; graphic artist; jewelry maker; web designer; landscape designer

Sample jobs that match talents of “non-visual thinkers and verbal thinkers”: journalist; budget analyst; translator; bookkeeper; librarian; copy editor

Sample jobs that match the talents of “music and math thinkers”: computer programmer; engineer; chemist; electronics technician; musician; composer;

Adapted from Grandin, T., and Duffy, K. (2004) Developing Talents: career for Individuals with Asperger Syndrome and high-functioning Autism.

Digital Employability Portfolios

Sergio’s

Job Training Experiences

Goodwill Town & Country Select store

Supervisor – L----713-----------ISD Job Coach- _______-

Production worker : assisted in keeping

production supply available by sorting clothing for sale or salvage and hanging clothing to be sold.

Self-Determination and Transition Success

“If we expect children and youth to be competent in living their lives, we must

teach them how to do this-to make wise choices, implement them, and

to take responsibility for consequences

– this is the core of self-determination.”

Self-Determined Individuals….

• Know HOW to choose -– What they want– And how to get it

• Pursue goals by –– Asserting their own presence– Making needs known– Evaluating progress toward goals– Adjusting performance, and– creating unique approaches to solve

problems

Self-Determined Individuals…

• Know how to deal with their own limitations and go forward anyway

• Take risks

• Value themselves

• Care for their own emotional and physical needs

• Try, try again, and

• Celebrate their successes

IEP Goals: Am I GettingReady for the Real World?

Examples:•Preparation Activities

•Self-advocacy goals•Training Activities

•How to use public transportation

•Capacity-building Activities

•Making own medical appointments

•Support Activities•Interviewing own care staff (attendant)

Barriers to Choice

• Decisions historically made by others

• Over-protection by others

• Low expectations

• Lack of support systems

• Lack of opportunities

Create “resume-rich” kids through volunteerism and social inclusion

Promote real friendships

Growingup meansletting go,even if justa little at a time!

Service Learning and Inclusion: Project Unify “Meet in the Middle”

The journey to a successfultomorrow begins with the first Transition steps today:

-Dream-Plan-Act