ESSENTIALS OF Transition Planning

SECOND EDITION

FOR MORE, go to http://bit.ly/Wehman2E

Essentials of Transition Planning

Second Edition

by Paul Wehman, Ph.D. Virginia Commonwealth University Richmond with invited contributors

Baltimore • London • Sydney

Excerpted from Essentials of Transition Planning Second Edition by Paul Wehman, Ph.D. Wehman 2e_FM.indd 3 12/18/2019 6:39 PM

PAUL H BROKES PUBLISHING C?

Paul H. Brookes Publishing Co. Post Office Box 10624 Baltimore, Maryland 21285-0624 USA

USA www.brookespublishing.com Copyright © 2020 by Paul H. Brookes Publishing Co., Inc. All rights reserved.

Previous edition copyright © 2011. “Paul H. Brookes Publishing Co.” is a registered trademark of

Manufactured in the United States of America by Sheridan Books, Inc., Chelsea, Michigan. The individuals described in this book are composites or real people whose situations are masked and are based on

The individuals described in this book are composites or real people whose situations are masked and are based on the authors’ experiences. In all instances, names and identifying details have been changed to protect confidentiality. Purchasers of Essentials of Transition Planning, Second Edition, are granted permission to download, print, and photocopy the blank forms in the text for educational purposes. None of the forms may be reproduced to generate revenue for any program or individual. Photocopies may only be made from an original book. Unauthorized use beyond this privilege may be prosecutable under federal law. You will see the copyright protection notice at the bottom of

Library of Congress Cataloging-in-Publication Data

Library of Congress Cataloging-in-Publication Data Names: Wehman, Paul. | Paul H. Brookes Publishing Co.

Names: Wehman, Paul. | Paul H. Brookes Publishing Co. Title: Essentials of transition planning / by Paul Wehman, Ph.D., Virginia Commonwealth University, Richmond. Other titles: Brookes transition to adulthood series. Description: Second Edition. | Baltimore : Paul H. Brookes Publishing Co., 2020. | Series: The Brookes transition to adulthood series | “Previous edition copyright 2011”—T.p. verso. | Includes bibliographical references and index.

LC record available at https://lccn.loc.gov/2019031928 LC ebook record available at https://lccn.loc.gov/2019031929

adulthood series | “Previous edition copyright 2011”—T.p. verso. | Includes bibliographical references and index. Identifiers: LCCN 2019031928 (print) | ISBN 9781681253695 (Paperback) | ISBN 9781681253701 (ePUB) | ISBN 9781681253718 (PDF) Subjects: LCSH: Students with disabilities—Education (Secondary)—United States. | Students with disabilities— Vocational guidance—United States. | School-to-work transition—United States. Classification: LCC LC4031.W423 2020 (print) | LCC LC4031 (ebook) | DDC 371.9—dc23

Contents

About the Downloads viii Downloadable Materials ix Series Preface xi Editorial Advisory Board.xii About the Author xiii About the Contributors xv Preface xix Acknowledgments xxi

Chapter 1 Introduction to Transition Planning 1 Paul Webman, Valerie Brooke, and Joshua Taylor The Importance of Transition. 2 Transition in Policy and Legislation. 3 Quality Outcomes: How Do We Get There? 6 The Transition Planning Team 11 The Planning Process 12 Planning Components 15

Chapter 2 Individual and Community Transition Planning: Focus on Inclusion 23 Joshua Taylor, Paul Webman, and Cyndi Pitonyak Individualized Transition Planning 25 Community Participation and Collaboration 30 Self-Determination 33 Community Inclusion Begins With School Inclusion 37 vi Contents

Chapter 3 Developing the Transition Curriculum . 45 DiAnne B. Davidsen and Joshua Taylor How to Determine a Student's Career Goals . 48 Assessment, Graduation, and Diploma Decisions . 57 Access to the General Education Curriculum . 59 Community-Based Instruction . 63 Postsecondary Education . 64 Achieving Social Competence . 65 Putting It All Together . 66 Making Real-World Connections . 66

Chapter 4 Planning for the Future: One Student at a Time . 75 Judy Averill and Elizabeth Evans Getzel What to Address in the Transition Individualized Education Program . 77 When to Begin Planning . 81 Elements of Effective Transition Planning . 82

Chapter 5 Writing the Transition Individualized Education Program . 89 Wendy S. Parent-Johnson, Richard Parent-Johnson, and Paul Webman Considerations for Transition Planning for Emerging Adults . 90 Application of Social Capital to Transition . 9

FOR MORE, go to http://bit.ly/Wehman2E

Contents vii

Chapter 8 Customized Employment. 149 Holly N. Whittenburg and Jennifer Todd McDonough Customized Employment. 151 Customized Employment and Transition. 158

Chapter 9 Funding Transition Programs: Toward a Seamless Transition From School Into Adulthood 161 William Grant Revell, Jr., and Paul Wehman Important Recent Developments in Employment-Focused Transition Resources. 162 Transition Resources in the Adult Service System. 164 Community Training and Employment Support Programs. 164

Index 177

FOR MORE, go to http://bit.ly/Wehman2E

Series Preface

The Brookes Transition to Adulthood Series was developed for the purpose of meeting the critical edu- cational needs of students with disabilities who will be moving from school to adulthood. It is no longer acceptable to simply equip a student with a set of isolated life skills that may or may not be relevant to his or her adult life. Nor is it sufficient to treat the student as if he or she will remain un- changed throughout life. As we allow for growth and change in real-life environments, so must we allow for growth and change in the individuals who will operate within the environments. Today, transition must concern itself with the whole life pattern of each student as it relates to his or her future. Integrating the two constructs of self and the real adult world for one student at a time, how- ever, is not always straightforward. It requires skills and knowledge. It requires a well-thought-out, well-orchestrated team effort. It takes individualization, ingenuity, perseverance, and more. The results of these first-rate efforts can be seen when they culminate in a student with a disabil- ity who exits school prepared to move to his or her life beyond the classroom. Unfortunately, though, this does not always happen because transition has become a splintered concept, too weighted down by process and removed from building on the student’s aspirations and desires for “a good life.” It does not have to be this way, however. This book series is designed to help the teachers, transition specialists, rehabilitation counselors, community service providers, administrators, policy makers, other professionals, and families who are looking for useful information on a daily basis by translating the evidence-based transition re- search into practice. Each volume addresses specific objectives that are related to the all-important and overarching goal of helping students meet the demands of school and society and gain a greater understanding of themselves so that they are equipped for success in the adult world.

xi

Excerpted from Essentials of Transition Planning Second Edition by Paul Wehman, Ph.D.

Wehman 2e_FM.indd 11 12/18/2019 6:39 PM

FOR MORE, go to http://bit.ly/Wehman2E

About the Author

Paul Wehman, Ph.D., M.S., B.B.A., Professor, Physical Medicine and Rehabilitation; Director,

Rehabilitation Research and Training Center, Virginia Commonwealth University, Richmond

Paul Wehman holds his primary position as Professor in Physical Medicine and Rehabilitation at Virginia Commonwealth University (VCU), with a joint position in the Department of Rehabilita- tion ounseling and the School of Education’s Department of Counseling and Special Education. C Dr. Wehman serves as Director of the VCU Rehabilitation Research and Training Center on Employ- ment and Director of the VCU Autism Center for Excellence. Dr. Wehman’s background is highly interdisciplinary. He is internationally known for his pioneering work in the beginning of supported employment in 1980, a rehabilitation intervention strategy that has facilitated competitive employment for millions of people with severe neurodevel- opmental disabilities, autism spectrum disorder, brain injury, mental illness, physical disabilities, and spinal cord injury in countries all over the world. Dr. Wehman has been funded extensively and has been Principal Investigator on research using more than $68 million from multiple federal and state agencies and private foundations. Dr. Wehman was honored as the recipient of the 2018 VCU School of Medicine Distinguished Scholarship Award at the Faculty Convocation on August 22, 2018. In 2014, Dr. Wehman was named the recipient of the Princeton Lecture Series Fellowship through Eden Autism Services. Other hon- ors include the Joseph P. Kennedy, Jr. Foundation International Award in Mental Retardation in 1990, the VCU School of Medicine Research Recognition Award in 2007, the Distinguished Service Award from VCU in 2001, and the Distinguished Service Award from the President’s Committee on Employment for Persons with Disabilities in October 1992. Dr. Wehman was recognized as one of the 50 most influential special educators of the millennium by a national survey coordinated by the Remedial and Special Education journal (December 2000). As a nationally recognized expert in transition from school to work and supported employment, Dr. Wehman’s career is dedicated to the employment of people with physical and intellectual disabili- ties. On a daily basis, he works with people with disabilities, policy makers, and professionals related to disability and is active in mentoring undergraduate, graduate, and doctoral students. He has researched, written, instructed, and presented extensively on every aspect of vocational rehabilitation. He has published more than 200 articles and 115 book chapters and has authored or edited 43 books. In addition to his writing and scholarship, Dr. Wehman is the founding editor of the Journal of Vocational Rehabilitation.

xiii

Excerpted from Essentials of Transition Planning Second Edition by Paul Wehman, Ph.D.

Wehman 2e_FM.indd 13 12/18/2019 6:39 PM

FOR MORE, go to http://bit.ly/Wehman2E

Preface

Millions of youth receive transition and special education services, but as these individuals reach the ages of 18–21, there is not usually a well-crafted plan in place to gain access to the community, independent living, a real job, and other aspects of entering adulthood, such as financial literacy, travel, and social relationships. The Workforce Innovation and Opportunity Act (WIOA) of 2014 (PL 113-128) offers hope that there will be earlier transition interventions for students with disabili- ties. Yet, the reasons for the lack of carefully designed planning to help students with disabilities make this bridge to adulthood are threefold. First, most school districts really do not know how or have the time to gather all of the necessary participants together and engage in the planning. Second, in the cases in which this critical planning does occur, the resources to implement the plan are lacking. Third, educators do not know how to provide work-based learning, college and career readiness train- ing, and employment before graduation. The latter outcome is a key predictor of adult success. There is good news, however. After nearly three decades, we know how to help solve this p roblem. Thanks to available research and examples showing how these plans can work and are working, we know how to build the bridge to help students leave school and successfully enter into communities. What this book does is to pull together in a logical sequence the steps involved in making transitions a reality, from their beginnings in schools into the community and workplace. In this second edition, we bring in many new studies and research to help teachers. Chapter 1 provides a brief overview of law and policy related to transition planning, followed by a discussion of why transition planning is required. This includes a detailed description of the WIOA. Transition planning must be considered at two different levels: individual and community. Although these two levels must intersect for the end result to be effective, each requires different thought processes and planning in order to be effectively implemented. Chapter 2 examines each. Areas that can affect the quality of the transition individualized education program (IEP) are also reviewed, including supports, self-determination, and inclusion. Chapter 3 provides information on how to develop a transition curriculum. Ways to promote student involvement and identify critical academic and functional skills needed for the future are also included. In addition, access to the general curriculum and community-based options are examined. Chapter 4 shifts emphasis from the foundations of transition that were addressed in the first three chapters to programmatic implementation. This chapter focuses on the elements of a transition IEP, including assessment practices that guide program development as well as ongoing monitoring of student progress toward reaching goals. The roles of professionals who serve on the team are explored, along with ways to promote family involvement and engage those students with more significant support needs. xix

Excerpted from Essentials of Transition Planning Second Edition by Paul Wehman, Ph.D.

Wehman 2e_FM.indd 19 12/18/2019 6:39 PM

FOR MORE, go to http://bit.ly/Wehman2E

xx Preface

Transition is an outcome-oriented process that is individually driven by the student’s vision of an adult life. The postschool goals drive the transition planning process, and the annual IEP provides the mechanism to take action and outlines the specific steps to get there. Chapter 5 offers a practical, step-by-step process. It begins by examining where to start and concludes with writing the transition IEP. Information on how to obtain support from community agencies and resources is also provided. Once a plan is developed, it must be implemented. Chapter 6 focuses on who needs to do what to make a transition plan a reality. This chapter emphasizes the importance of involving adult service professionals and taking the steps necessary to make sure the student and family drive the process. Chapter 7 looks at student vocational training options in business and postsecondary educa- tion settings. Next, vocational support service delivery models are reviewed. This is followed by information on ways to support students who choose to pursue higher education. One up-and- coming vocational service for young adults with disabilities is customized employment. Chapter 8 provides an in-depth look at this process that marries the strengths and needs of both the job seeker and the employer. Youth with disabilities who reach age 22 or complete their secondary level program no longer have legal rights to the variety of services covered by the Individuals with Disabilities Education Im- provement Act (IDEA) of 2004 (PL 108-446). Chapter 9 takes a look at transition service coordination from an individual and systemic perspective. It examines case management and service coordination. This chapter examines some of the barriers that may be faced, along with some recommendations on how to effectively work with a highly bureaucratic and fragmented service delivery system. In closing, this is a comprehensive yet practical book on transition planning that will be of inter- est to a wide range of audiences. From school personnel—such as special education teachers, transition specialists, and administrators—to adult service providers—such as one-stop career center staff, voca- tional rehabilitation counselors, and case managers—this book is for anyone involved with transition services, which may also include family members, advocates, and policy makers. In essence, this book will be useful to anyone who is interested in improving and enhancing the transition to adulthood for youth with disabilities.

REFERENCES Individuals with Disabilities Education Improvement Act (IDEA) of 2004, PL 108-446, 20 U.S.C. §§ 1400 et seq. Workforce Innovation and Opportunities Act (WIOA) of 2014, PL 113-128, Stat. 1634.

Excerpted from Essentials of Transition Planning Second Edition by Paul Wehman, Ph.D.

Wehman 2e_FM.indd 20 12/18/2019 6:39 PM

FOR MORE, go to http://bit.ly/Wehman2E

Acknowledgments

It has been a pleasure to do the second edition of Essentials of Transition Planning, and we are most appreciative of the willingness and support of Paul H. Brookes Publishing Co. taking on this project. It has been 9 years since the first edition was published and, in that time, quite a lot of new informa- tion on transition planning has been published. This book could not have been updated and completed so professionally without the contribu- tions from so many of the authors who were willing to participate again, as well as newer people, some just beginning in the field. We want to thank and publicly acknowledge Catherine Anderson, Judy Averill, Valerie Brooke, DiAnne B. Davidsen, Elizabeth Evans Getzel, Ellie C. Hartman, Jennifer McDonough, Richard Parent-Johnson, Wendy S. Parent-Johnson, Cindy Pitonyak, Grant Revell, and Holly Whittenburg. Each of these people brought different research, teaching experiences, and/or personal and work ex- periences to help shape the quality of these chapters. Some of the previous material remains because it is still pertinent and timely. There are two people who specifically need to be singled out for their unique assistance in keeping this project on time and all of the many details in order. First, Josh Taylor, one of our autism spectrum disorder experts at Virginia Commonwealth University (VCU), not only pitched in to help complete some of the chapters and make sure they were fully updated with newer references, but also he pro- vided high-quality work that was done quickly. Second, we would be extremely remiss to not thank Ms. Hannah Seward, who is completing her doctoral degree in Education Research, Assessment, and Evaluation at VCU. Hannah really took over most of the critically important administrative aspects of this second edition. She looked at material with us to help determine the importance of different changes that authors made in their contributions. She kept the editing schedule on a careful time line and worked closely with our excellent editors, Jolynn Gower and Tess Hoffman. In closing, we hope this book will be of value to students in training; professors in rehabilita- tion, special education, and psychology; researchers; and advocacy organizations. We hope that this book will be seen as an important guide to developing and implementing transition planning for all individuals across their life span.

xxi

Excerpted from Essentials of Transition Planning Second Edition by Paul Wehman, Ph.D.

Wehman 2e_FM.indd 21 12/18/2019 6:39 PM

FOR MORE, go to http://bit.ly/Wehman2E

1

Introduction to Transition Planning

PAUL WEHMAN, VALERIE BROOKE, AND JOSHUA TAYLOR

ELISHA

Elisha is a 19-year-old student with autism spectrum disorder. She is a talented artist who enjoys drawing anime artwork and has even designed a few of her own original characters. She participated for all 4 years of high school in the animation club, where she met several of her friends, but in other environments, she is quiet and rarely speaks to other students or adults. Last year, after participating in graduation with her peers, she enrolled in the career and technical education (CTE) program in her school district, where she is eligible to continue receiving services until her 22nd birthday. At her ori- entation to the CTE program, she met Mr. Wilcox, her vocational teacher, as well as Ms. Baines from the state vocational rehabilitation (VR) agency. Ms. Baines coordinates pre-employment transition services (Pre-ETS) in her area and talked to her and Mr. Wilcox about some work-based learning experiences that might be of interest in addition to her classes. Ms. Baines and Mr. Wilcox explained that although the CTE program had a central building, most of the time they would be out in the com- munity, and Ms. Baines would contract with a community rehabilitation program (CRP) so they could secure the services of an employment specialist. Ms. Baines secured the services of a local CRP so an employment specialist could set up a series of work-based learning experiences to learn more about Elisha’s strengths and interests, which might help direct her career search. Before going to a jobsite, Ms. Baines invited Elisha on a trip to her office from the CTE program, taking the public bus system and stopping by a convenience store and a game store that specialized in Japanese anime. In that short time in the community, Ms. Baines determined that Elisha had little experience with public transportation and was reserved in the convenience store setting. She became very excited, however, in the game store and immediately chatted with two of the store clerks that she knew and introduced them to Ms. Baines. Although this informal observation was not in a vocational setting, the experience provided crucial information for planning some of Elisha’s Pre-ETS and transition programming by identifying some of the strengths and interests that she could capitalize on to assist her in finding a potential career path. Several work-based learning experiences were set up using information from the informal obser- vation as well as interviews with Elisha’s family and previous teachers. The first experience took place at a warehouse for a national vitamin company that was within walking distance of the CTE program. As a result of the work experience, both Elisha and her employment specialist learned a great deal about work preferences and learning style. Over the 6-week work experience, Elisha learned to load, pack, wrap, and label customer orders with minimal assistance. She not only enjoyed working

Excerpted from Essentials of Transition Planning Second Edition by Paul Wehman, Ph.D.

Wehman 2e_CH01_p01-22.indd 1 12/18/2019 6:02 PM

FOR MORE, go to http://bit.ly/Wehman2E

Wehman, Brooke, and Taylor

alongside her co-workers, but she also liked the independent nature of her job. Elisha also reported that she did not like the loud environment where people had to yell at each other to be heard. Mr. Wilcox and the employment specialist set up the next work-based learning experience at a small office building on the same bus line as the CTE program building. On the way there, the employ- ment specialist provided Elisha with a visual support showing the steps of purchasing bus fare, reading the map, and riding to a destination—providing some instruction in completing each part. Upon arriv- ing at the office, the employment specialist not only taught Elisha many of the job tasks required, but also organized a casual lunch with a couple younger employees from the office who shared some simi- lar interests. The three of them chatted throughout lunch, and over the next couple days, Elisha was more comfortable approaching them to ask questions and get help, rather than relying on her employ- ment specialist. Near the end of the second week of the work-based learning experience, a supervisor who was seeking to fill a position with part-time hours approached the employment specialist and Elisha to encourage her to apply for a job opening and said that he would put in a good word for her. The employment specialist and Mr. Wilcox discussed the job opportunity with Elisha and her mother and explained why they felt it might be a good job match. They further explained that because Ms. Baines had already enrolled Elisha in VR, she could continue to receive job coaching from the employment specialist that she already knew. Elisha’s parents talked that evening and agreed that they wanted their daughter to pursue the opportunity. When asked about working there, Elisha talked about how much she liked the two co-workers she had gone to lunch with on her first day and how nice the office was. This information, paired with other observations from the employment specialist, indicated that office work was a consistent vocational theme, and this particular office appeared to be a good job match. Elisha interviewed with the manager the following day and was ultimately offered the job. After about 6 weeks, the employment specialist was able to fade her presence from the job site. Today, Elisha works 20 hours per week and earns $15.00 per hour. She works longer shifts on the weekends and has learned how to independently ride the public bus from her home to work. The employment specialist provides long-term follow-up services, visiting the office at least twice a month to see how Elisha is doing. Additional training and on-the-job supports are provided as needed to help Elisha continue to expand her job duties and working hours. What really surprised everyone was how Elisha’s independence and confidence grew each day she worked at the office. Elisha’s parents were not expecting the intangibles that she got from being employed. For example, she made two new friends and learned to ride the bus. Elisha opened a bank account and is learning how to use an automatic teller machine to deposit and retrieve funds. Elisha has also started building relationships with her managers, co-workers, and a few clients who regularly come to the office, a few of whom say they look forward to coming in to see Elisha.

Elisha’s is a success story. The planning and process that went into these outcomes should not be minimized. These activities could never be replicated in just a classroom situation. There is little doubt that without the federal law setting the stage for these services, trained personnel, advocates, and Elisha herself having a clear road map from school to competitive integrated employment, she could have easily ended up like thousands of young people with disabilities in this country who are sitting at home with few friends, no job, and no excitement about having a whole life.

THE IMPORTANCE OF TRANSITION

Transition refers to a change from one phase to another. When we talk about transition in the context of this book, we are specifically talking about the period of time when adolescents prepare to exit school and enter the adult world. This is a time when young people develop

Excerpted from Essentials of Transition Planning Second Edition by Paul Wehman, Ph.D.

Wehman 2e_CH01_p01-22.indd 2 12/18/2019 6:02 PM

FOR MORE, go to http://bit.ly/Wehman2E

Introduction to Transition Planning

greater self-determination and choice and begin to consider big decisions about where to live, what to do for work, how to meet people and maintain social networks of friends, and how to set and achieve goals in their lives. For any individual, this stage of life is complex and can be tumultuous. For individuals with disabilities, it also includes a huge shift in the way that services and supports are provided, from the school-based system in which educational staff actively seek out and administer supports to an adult system in which services are provided by several different agencies that each may have differing eligibility requirements, processes, and restrictions. Nevertheless, transition is not only about this changing service model, but it is also about promoting self-determination and choice, encouraging big goals for the future, and inspiring a path to get there—the same as other teenagers their age. In discussing transition planning, it is important to acknowledge that current outcomes for many young adults with disabilities after graduation are poor in many areas. Among stu- dents with intellectual and developmental disabilities, rates of competitive integrated employ- ment (CIE) are less than 10% (Hiersteiner, Bershadsky, Bonardi, & Butterworth, 2016), with many continuing to be sent to segregated work settings earning less than minimum wage (Winsor et al., 2017). This unemployment and underemployment lead to a lifetime of poverty and dependence on state and federal subsidies for many individuals with disabilities. There is hope for improving these dismal outcomes, however (Wehman et al., 2018). First, we know more than ever about what activities and experiences predict positive out- comes in employment, postsecondary education, and independent living (Mazzotti, Rowe, Sinclair, Poppen, Woods, & Shearer, 2016). These predictors offer concrete guidelines for individualized education program (IEP) teams to consider in preparing students for success. Meanwhile, other research focused exclusively on promoting CIE for individuals with dis- abilities has identified several important factors that can improve outcomes, including employment experience prior to exiting school (Wehman et al., 2015), self-determination skills (Shogren, Wehmeyer, Palmer, Rifenbark, & Little, 2013), well-coordinated interagency collaboration (Sung, Sánchez, Kuo, Wang, & Leahy, 2015), and higher parental expectations for CIE (Carter, Austin, & Trainor, 2012). Many of these studies and their implications for practice are discussed later in this chapter and throughout this book. Furthermore, legislation such as the Workforce Innovation and Opportunity Act (WIOA) of 2014 (PL 113-128) offers greater opportunity to gain access to these activities that we know work for students, bringing schools and community agencies together to improve services. More than ever, there are great possibilities for creative, person-centered approaches to transition planning. This book provides a guide for helping young people with disabilities live meaningful lives by engaging fully in all areas of adult life through effective transition planning. It dis- cusses why transition planning is important, what the legal and legislative mandates around transition outcomes are, and how interagency collaboration fits into the transition planning process. It touches on individualized transition planning and specific how-tos for writing and implementing transition IEPs. Post–high school options are discussed in depth, including work, independent living, and postsecondary education, as well as quality indicators for suc- cess and funding opportunities to sustain these practices.

TRANSITION IN POLICY AND LEGISLATION

Because transition programming involves supporting students as they progress from the edu- cation system to employment and adulthood, policy governing transition also reflects these two spheres. The two main legislative acts establishing transition practice are the Individu- als with Disabilities Education Improvement Act (IDEA) of 2004 (PL 108-446) and WIOA.

Excerpted from Essentials of Transition Planning Second Edition by Paul Wehman, Ph.D.

Wehman 2e_CH01_p01-22.indd 3 12/18/2019 6:02 PM

FOR MORE, go to http://bit.ly/Wehman2E

Wehman, Brooke, and Taylor

IDEA is the central legislative foundation of special education K–12 policy and sets specific guidelines for how transition planning fits into students’ educational careers. Due in part to the persistence of poor employment outcomes for individuals with disabilities (Hiersteiner et al., 2016), WIOA was passed to reauthorize the Workforce Investment Act of 1998 (PL 105-220) and Rehabilitation Act of 1973 (PL 93-112) and make a stronger commitment to CIE as the preferred outcome for all adults and youth with disabilities, shifting away from sheltered workshops and other segregated work settings. In order to accomplish this goal, state VR providers are now required to spend 15% of their total budget on Pre-ETS for school-age students with disabilities.

Individuals With Disabilities Education Act

IDEA 2004 ensures that all children with disabilities have a free appropriate public educa- tion (FAPE) that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living (34 C.F.R. 300.1[a] and 20 U.S.C. 1400[d][1][A]). Changes to IDEA in 1997 (PL 105-17) and 2004 strengthened the transition process for students with disabilities. IDEA 2004 mandates that IEP teams ensure students meet graduation requirements that relate to their postsecond- ary goals in education, employment, and independent living. These three areas form the pillars of transition planning and goal setting for all students. Research shows that effective transition programming leads to better postsecondary outcomes for students with disabilities (Mazzotti et al., 2016). IDEA definitions of FAPE have been further refined through due process litigation in recent years with the Supreme Court ruling on Endrew v. Douglas County (2017). The Supreme Court ruled that the school district had violated the student’s right to FAPE in the Endrew case because it did not provide sufficient services to ensure adequate progress, and his IEP did not include goals specific to supporting the student’s interfering behavior. In this case, the courts emphasized the imperative nature of addressing students’ educational programs to make progress toward success—not only academically but also in other areas that affect learning. In order to accomplish these goals, IEP and transition teams often must include related services providers that can recommend and provide additional specialized instruction beyond that of the special educator. Depending on students’ strengths, goals, and needs, different related services providers may be needed to support the student. Including related services in IEP and transition planning ensures the services that a student needs to succeed are coordi- nated such that each professional provides an integrated support, service, or instruction that collectively contributes to achieving the goals set by the transition team. Related services are now paired with required transition services, suggesting that policy makers want transition IEP teams to consider the supports that students may need to benefit from available transi- tion services. Related services include, but are not limited to, the following:

• Physical and occupational therapy
• Speech and language therapy
• Orientation and mobility services
• Counseling and psychological services
• Social work services Excerpted from Essentials of Transition Planning Second Edition by Paul Wehman, Ph.D. Wehman 2e_CH01_p01-22.indd 4 12/18/2019 6:02 PM

FOR MORE, go to http://bit.ly/Wehman2E

Introduction to Transition Planning

• Recreation, including therapeutic recreation
• Rehabilitation services and counseling
• Transportation The addition of related services for transition in IDEA 1997 mandated special education and related services providers to examine whether supports should be provided that enable a student to have access to a more integrated work, education, or independent living environ- ment; to demonstrate higher skills and abilities; or to accomplish objectives leading toward his or her transition goals. Some of the many revisions to IDEA in 2004 include references to the transition-age student, a definition of transition services, age requirements, mention of IEP content (including postsecondary goals), and the new summary of performance.

The Workforce Innovation and Opportunity Act

In addition to IDEA transition requirements, WIOA established transition guidelines for inter- agency collaboration related to transition-age students and preparation for adulthood. WIOA is largely focused on employment, but it also includes important considerations for the prepa- ration of individuals with disabilities for successful careers through transition programming and participation in postsecondary education and training. WIOA provides funding as well as mandates for VR agency involvement in several areas of Pre-ETS related to promoting CIE for youth. WIOA, Pre-ETS, and CIE are discussed later in this chapter, along with suggestions for how practitioners can take advantage of these exciting policy changes to increase opportuni- ties for their students.

Transition Services

According to IDEA 2004 (Sec. 200.43[a]),

[The term] transition services means a coordinated set of activities for a child with a disability that

1)s designed to be within a results-oriented process that is focused on improving the aca I- demic and functional achievement of the child with a disability to facilitate the child’s movement from school to postschool activities, including postsecondary education, vocational education, integrated employment (including supported employment [SE]), continuing and adult education, adult services, independent living, and community participation; 2)s based on the individual child’s needs, taking into account the child’s strengths, I preferences, and interests; and includes instruction, related services, community experi- ences, the development of employment and other postschool adult living objectives, and, if appropriate, acquisition of daily living skills and functional vocational evaluation.

Individualized Education Program Content and Postsecondary Goals

According to IDEA 2004 (Sec. 300.320 [b]), the IEP for any student ages 16 years or older must include a statement of “1) Appropriate measurable postsecondary goals based upon age- appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills; and 2) The transition services (including courses of study) needed to help the student reach those goals.” Transition goals and services share many commonalities with IEP goals and services in that they focus on progressing the individual from where he or she is now to a future target. Transition services, such as IEP services, are

Excerpted from Essentials of Transition Planning Second Edition by Paul Wehman, Ph.D.

Wehman 2e_CH01_p01-22.indd 5 12/18/2019 6:02 PM

FOR MORE, go to http://bit.ly/Wehman2E

Wehman, Brooke, and Taylor

made up of the instructional approaches and educational experiences necessary to develop the skills and abilities outlined in respective goals. This alignment between goals and services is what ensures that students have needed support to achieve their goals. Yet, transition goals and services differ from their IEP counterparts in a few fundamental ways. Although IEP goals are typically set to be achieved 1 year from their creation, transition goals are longer in scope and provide a target for what the student will accomplish as a young adult after graduation. Also, although IEP goals can cover a broad range of academic, social, behavioral, and adap- tive areas, transition goals are typically structured around the vision for a student in the areas of employment, postsecondary education and training, and independent living. Although these three domains are included for each student, the goals themselves also vary greatly and should be individualized to the same extent as IEP goals. Both of these processes depend on meaningful, quality assessment. Transition assessment is an ongoing, coordinated process that begins in middle school and helps students with disabilities identify and plan for postsecond- ary goals and adult roles. Each student’s measurable postsecondary goals are based on data gleaned from transition and vocational evaluation assessments.

QUALITY OUTCOMES: HOW DO WE GET THERE?

It is important for students to have a viable transition plan that reflects their and their fami- lies’ needs, wishes, and desires. Transition IEPs that are aligned with these values help the stu- dents move into adulthood, enabling them to gain access to accommodations and supports, increase social competence, engage in postsecondary education, and achieve employment. Through this process, students gain better self-awareness, develop self-determination skills, and learn how to self-advocate—all key skills that will be crucial in many areas of adult life. Transition planning can seem like a daunting task for an educator, however, given the variety of students and their goals for transition as well as the complexity of achieving postsecondary goals in multiple domains of adult life. How can practitioners best utilize the limited time available to prepare students to achieve their future goals? Fortunately, although practitio- ners should also individualize programming based on students’ goals, strengths, and needs, research has also revealed several experiences that have been shown to predict more success- ful outcomes for students with disabilities. Transition planning should also ensure quality outcomes. Each transition IEP must plan for certain topic areas, including personal finance, self-determination, independent living, transportation, postsecondary education, and work (see Chapter 4 for specific domains). As previously mentioned, transition is focused broadly on creating high quality of life with opportunity and inclusion for youth with disabilities. Transition outcomes typically narrow this focus into three key domains—employment, postsecondary education (including train- ing), and independent living. Although individual goals within these domains are person specific, previous research has been conducted to identify effective practices that predict generally positive postsecondary outcomes such as improved employment rates with higher wages and more hours, increased enrollment in postsecondary education, and more inte- grated living arrangements in the community (Haber et al., 2016; Rowe et al., 2015). Many of these predictors have been identified through analysis of the National Longitudinal Transi- tion Study (NLTS-2), which examined many areas of students’ experience in school, at home, and in the community before and after their completion of high school (Mazzotti, Test, & Mustian, 2014). Mazzotti et al. (2016) conducted a review of NLTS-2 research and compiled several key predictors of positive postsecondary outcomes. Their findings draw from previous research to articulate clear guidelines that teachers and practitioners should strongly consider in preparing students. Some of the main findings from this review are included in Table 1.1.

Excerpted from Essentials of Transition Planning Second Edition by Paul Wehman, Ph.D.

Wehman 2e_CH01_p01-22.indd 6 12/18/2019 6:02 PM

Introduction to Transition Planning

Introduction to Transition Planning

cooking, hygiene, sexuality and relationships, and transportation training

Although transition planning should not be limited to these activities, these researchbased predictors do offer an important guide and framework for general preparation. Students should be engaging in as many of these activities as possible because research has shown

to advocate throughout the transition process for their children.

disabilities and discovered a strong predictive link between parents holding high expectations for their child’s outcomes and eventual success. In fact, students whose parents indicated they thought they would later support themselves through a paid job are five times as likely to achieve employment (Carter et al., 2012). In another study of transition-aged English learners with disabilities, Trainor et al. (2019) found that not only did parental expectations of engagement in postsecondary education predict students’ eventual enrollment but also they pointed to a lack of knowledge about potential education options, financial aid, and career counseling as key barriers. In other words, not only is fostering high parental expectations identified as a promising practice in and of itself (National Technical Assistance Center on Transition, 2019), but also equipping parents with knowledge about activities, interagency collaboration, and options for the future can strengthen the result of other best practices. Teaching and supporting students to advocate for themselves, however, is perhaps even more important than empowering parents and families

FOR MORE, go to http://bit.ly/Wehman2E

Wehman, Brooke, and Taylor

randomized control group design study, found that students who exited high school with higher levels of self-determination went on to achieve better outcomes in employment and community access. In addition to employment and community living, self-determination skills play a large role in postsecondary education settings (Getzel, 2014). On college cam- puses, self-determination is needed to advocate for accommodations (often requiring self- disclosure of disability), coordinate with disability services offices, and manage needed sup- ports (Getzel & Thoma, 2008). Students with disabilities need to learn the skills to advocate on their own behalf. To be effective self-advocates, students have to learn how to advocate and what to advocate for. Stu- dents have ample opportunities to learn and practice self-advocacy skills within the context of the education planning process. Students’ perspectives have too often been lost because they have not had the opportunities or the skills to express them within IEP, transition, or general education planning meetings. A first step toward enabling students to express their wants and needs during these meetings is to educate students about their rights and respon- sibilities under IDEA, their civil rights under the Americans with Disabilities Act (ADA) of 1990 (PL 101-336), or, more generally, rights available to all citizens.

Access to Accommodations and Supports

The ability to use accommodations and supports helps bridge the gap between youth and adult services. Accommodations may be taken for granted in the school setting where they should be coordinated by the case managers to be seamlessly delivered by each of the stu- dent’s teachers and service providers. Adults are afforded no such provision, however, and must disclose their disability in order to receive those critical accommodations in postsecond- ary education or employment settings. Of those students who receive IEP services in high school, less than one third received accommodations in college and postsecondary education settings, and even less (26%) chose to disclose their disability to their employer in order to secure job accommodations (Newman et al., 2011). Newman, Madaus, and Javitz (2016) found that only 24% of students with disabilities received accommodations in postsecondary education settings, compared with 98% of those who received them in high school. Unfortu- nately, accommodations are too often overlooked in transition planning and not sufficiently documented. This is troubling, given how critical accommodations and supports are to many students. This lack of needed accommodations and supports may provide an insight into the dismal employment and enrollment rates of people with disabilities. On the other side of the equation, there are resources to support businesses who are hir- ing and advancing youth with disabilities. The Job Accommodation Network (JAN) is one such resource. They have developed an online tool specifically designed to help businesses recruit, hire, and retain applicants. Although JAN has an entire site of products, the Work- place Accommodation Toolkit contains examples of accommodation policies and processes from companies known for being inclusive, a suite of accommodation forms, scenario-based video training featuring the interactive accommodation process, and a number of best and emerging practices for creating inclusive workplaces. The Toolkit can be found at https:// askjan.org/toolkit/index.cfm and is listed in the resources in Table 1.5.

Social Competence and College and Career Readiness

Another reason for planning transition is to promote greater social competence and social networking. For people with disabilities, social competence is critical for job tenure, friend- ships, and general self-esteem. In fact, as the economy shifts to become more specialized and

Excerpted from Essentials of Transition Planning Second Edition by Paul Wehman, Ph.D.

Wehman 2e_CH01_p01-22.indd 8 12/18/2019 6:02 PM

FOR MORE, go to http://bit.ly/Wehman2E

Introduction to Transition Planning

employers place greater emphasis on employability and soft skills, individuals whose disabili- ties affect social competence may be at risk for discrimination (Lindsay et al., 2014). Getting along with others, developing interpersonal connections, and establishing social networks in the community are among the most important features of a successful life in and outside of the workplace. More than ever, youth need instruction in topics as diverse as digital citizen- ship, relationships and sexuality, handling criticism, managing a professional reputation, and many others. Unfortunately, many young people with disabilities do not receive instruction in these areas or opportunities to practice and develop these competencies. Social inclusion and networking in a community have a strong effect on employment, integration, and general quality of life (Simplican, Leader, Kosciulek, & Leahy, 2015). An individual’s social network is made up of family members, neighbors, friends, employers, and social groups to which the person belongs. A person’s social network is a tremendous asset in transition planning as it represents the natural supports and capital an individual has at her or his disposal. Social networks are not static—they can be expanded by meeting new people and joining social groups and leisure activities. Individuals in a social network can provide direct and indirect leads for employment. Chapter 2 explores in more depth how to incorporate transition planning inclusively into a student’s community. Career advancement is heavily dependent on having the skills and capacity to learn how to demonstrate different talents in a variety of settings. College can help with this. Morning- star, Lombardi, Fowler, and Test (2017) studied competencies needed to prepare students for college and career and recommended a focus on social inclusion as well as soft skills such as teamwork, problem solving, and professionalism. In a Delphi study of experts’ opinions of knowledge, skills, and experiences, skills needed for social interaction emerged as a signifi- cant factor for students with more significant disabilities (Morningstar, Zagona, Uyanik, Xie, & Mahal, 2017). Test, Smith, and Carter (2014) framed relationships as one of three pillars needed to equip youth with skills needed for adulthood, along with rigorous academics and relevant skills instruction.

Competitive Integrated Employment

As previously mentioned in this chapter, studies have reported that individuals with disabili- ties participate less in the work force than individuals without disabilities. Thereby, young adults with disabilities in the early years of their careers are more likely to be unemployed, underemployed, or living below the line of poverty compared with young adults without disabilities (Bureau of Labor Statistics, 2015; Lindstrom, Kahn, & Lindsey, 2013; Wehman et al., 2015). Despite the efforts that have been made over the past decades, the employ- ment outcomes of individuals with developmental disabilities have not shown much progress (Siperstein, Parker, & Drascher, 2013). The passage of WIOA has brought new excitement to millions of people with disabili- ties, their families, and their advocates, giving hope that these grim employment statistics will at long last improve. WIOA promises to ensure that transition from secondary education and/or postsecondary education to CIE is the primary goal for youth in transition, includ- ing youth with significant disabilities. WIOA modified the long-standing definition of SE to include a definition of customized employment (CE) for the first time. This new definition ensures that an SE outcome is clearly distinguished by CIE; is based on an individualized determination of the person’s strengths, abilities, and desires; and is designed to meet the specific interest of the individual and employer (U.S. Department of Labor, 2015; Wehman et al., 2016). The process known as CE has been defined by the U.S. Department of Labor, Office of Disability and Employment Policy to be a flexible process designed to meet the

Excerpted from Essentials of Transition Planning Second Edition by Paul Wehman, Ph.D.

Wehman 2e_CH01_p01-22.indd 9 12/18/2019 6:02 PM

10 Wehman, Brooke, and Taylor needs of the job candidate with a disability and the employer and can take such forms as task reassignment, job carving, and job sharing, leading to a new or modified job description (Inge, Graham, Brooks-Lane, Wehman, & Griffin, 2018). Another important feature of WIOA was a mandate for the Rehabilitation Services Administration to analyze policies and practices and make VR services available to all students with disabilities, beginning at age 14 through 21 years of age. WIOA makes clear that these Pre-ETS are not meant to replace the transition services that are discussed in this book and mandated under IDEA, but rather create a new set of VR services by dedicating 15% of their federal funding. Pre-ETS services are intended to be open to all students, most of whom are not VR clients but are likely eligible for agency services. The specific service categories that are funded under Pre-ETS include 1) job exploration and counseling, 2) workplace readiness training, 3) counseling on postsecondary enrollment, 4) instruction in self-advocacy, and 5) work-based learning experiences. Table 1.2 gives a brief description of each of these five services as well as possible desired outcomes/ goals. This mandate has already led to considerable national progress in developing innovative strategies to expand services across the five required Pre-ETS service categories (National Council on Disability, 2017). As implementation expands nationwide and VR capacity is

Table 1.2. Required pre-employment transition services (Pre-ETS)

FOR MORE, go to http://bit.ly/Wehman2E

Introduction to Transition Planning

employment opportunities and ultimately careers of choice. How this implementation of WIOA affects programs and services for students with disabilities will vary from commu- nity to community and state to state based on economic demands, local infrastructure and resources, and the needs of communities. School and VR agencies at the state level and within local communities are working to create innovative approaches to providing Pre-ETS to improve CIE outcomes for students. Because the specifics of Pre-ETS will necessarily vary, transition practitioners should seek out more information about services, programs, and ini- tiatives available to help students in their area. Reviewing information and resources provided by state and local VR providers is a good starting point. Contacting local VR offices and meeting counselors can not only provide insight into available programs, but it also may lead to collaboration that could provide even more opportunities for students in the future. In addition to focusing on these five critical areas of transition planning for school-age youth, WIOA-mandated Pre-ETS also require expanded interagency collaboration. Although this collaboration is focused on local education agencies (LEA) and state VR agencies respon- sible for coordinating these services for all students with disabilities, it also includes other community organizations such as work force development boards, one-stop centers, com- munity rehabilitation providers, centers for independent living, and employers (Workforce Innovation Technical Assistance Center, 2019). Although not every student will direct coor- dination with every potential organization, each of these partners has specific areas of exper- tise and responsibility, which may be the key for providing a pathway to successful adult outcomes for many students. Some organizations can provide access to funding and ser- vices, whereas others can provide learning opportunities and instruction in vocational, self- advocacy, or community-based functional learning skills. Effective transition professionals should be familiar with services provided by each organization, know local points of contact, and consult and collaborate to create innovative and effective transition plans for students beyond graduation.

THE TRANSITION PLANNING TEAM

A transition planning team may consist of any of the following individuals: the student, family members, general and special education teachers, the school principal or administra- tive designees, occupational therapists, speech-language pathologists, school psychologists, VR counselors, community agency representatives, and other related school or adult service providers. The key to selecting the right transition planning team members is aligning a student’s goals and needs with services needed to achieve those goals, and the expertise of team members to provide those services—either presently or in the future. As previously mentioned, parental engagement and empowerment is key to a successful transition, and high parental expectations are a strong predictor of postschool success (Carter et al., 2012; Trainor et al., 2019). Parents often have unique insight into their child, can affect their child’s values and decisions (e.g., career, college, residence), and—as a key member of their child’s social network—have a strong role in supporting their child throughout the transition process and into adulthood. Not only do parents need to be engaged in this process, but also they need access to information about options that are available. For example, since 2010, many students enrolled in college through Transition and Postsecondary Program for Students with Intellectual Disabilities (TPSID), a model demonstration project implemented at institutions across the country; graduates of these programs have achieved positive employment outcomes (Grigal, Papay, Smith, Hart, & Verbeck, 2019). Most parents of students who may be eligible for opportunities such as TPSID may not realize these options exist. Therefore, educating parents and raising expectations is critical to promoting student success beyond graduation.

Excerpted from Essentials of Transition Planning Second Edition by Paul Wehman, Ph.D.

Wehman 2e_CH01_p01-22.indd 11 12/18/2019 6:02 PM

FOR MORE, go to http://bit.ly/Wehman2E

Wehman, Brooke, and Taylor

Student involvement is also essential to effective transition. Students should be invited and encouraged to participate in transition-related meetings. Student participation in the IEP and transition process is critical to developing relevant self-determination skills and preparing students to self-advocate after exiting school. Chapter 2 explores a continuum of approaches for promoting student participation in the IEP process. Each team member has a role to play in setting a student up for success and making sure that necessary support is provided along the way. The roles and responsibilities of the various participants in the transition IEP process are outlined in Table 1.3 (deFur, 2005) and discussed in greater depth in Chapter 6. As previously mentioned, coordinating with team members and interagency collaboration are crucial to the success of students not only in the short term, but also in continuing to receive necessary support into adulthood. Since the passage of WIOA, the Pre-ETS mandate offers an opportunity for school transition staff to think outside the box to combine resources, ideas, and innovative practices with their colleagues in VR agencies and other community organizations.

THE PLANNING PROCESS

Promoting a seamless transition to adulthood is the objective of transition planning in high school. For students to make as seamless a transition to community living as possible, they should spend increasing amounts of time in the community each school year. This commu- nity focus should begin in younger grades, either through direct community-based instruc- tion or partnership with parents and families to implement goals beyond the classroom. By age 20, the student making the transition should be settled into the living arrangement, employment position, and community activities that he or she is expected to gain access to at age 22. This goal can be accomplished by systematically including the student in community life early in the educational process (Thoma & Wehman, 2010). The transition planning process is ongoing and can be thought of as a series of phases. The three major phases are planning and development, implementation and collaboration, and outcome evaluation. Chapter 4 describes in more detail how the planning process can be individualized to each student’s needs. Table 1.4 shows the transition planning time line, beginning in elementary and middle school years and continuing through a student’s gradu- ation and exiting from school. As highlighted in Table 1.4, the transition process represented a systematic progression of building skills and experiences from early on in a student’s educational career through gradu- ation. Key concepts such as self-determination, self-advocacy, and social skills can and should be incorporated into educational programming as needed as early as elementary or preschool grades. Likewise, career exploration and work-based skill instruction should begin long before graduation. Incorporation of the benchmarks included in Table 1.4 for each age will ensure that students stay on track to receive programming needed to set them up for future success.

Planning and Implementation

Planning begins with establishing a transition team that is responsible for carrying out all three phases of transition. The initial task is to develop long-range goals in employment, edu- cation, and independent living, giving priority to the interests and preferences of the student and his or her family. Once goals have been established, comprehensive assessments of the student’s needs in all goal areas should be conducted in order to determine the student’s pres- ent level of performance in these areas. School and community professionals and agencies that may be involved in the transition process should be identified.

Excerpted from Essentials of Transition Planning Second Edition by Paul Wehman, Ph.D.

Wehman 2e_CH01_p01-22.indd 12 12/18/2019 6:02 PM

Introduction to Transition Planning

Introduction to Transition Planning

services, consultation, and coordination services within the school setting. Adapted by permission from P. Wehman, P. J. McLaughlin, and T. Wehman (Eds.), 2005, Intellectual and developmental disabilities: Towards full community inclusion (3rd ed.) (pp. 138–140). PRO-ED.

14

When the student has completed all of the assessments, hold an IEP planning meeting that includes all team members. The purpose of this meeting is to develop functional and measurable goals and objectives. For employment goals, it is important to clearly state in the body of the IEP what type of work experience the student will have and how many hours per week he or she will be working at the job. In all areas of transition planning and instruction, specify the natural environments to be used. To the greatest extent possible, transition skills should be taught in the environments in which students will be expected to use them as independent adults. This means that work experience should be gained in competitive, integrated settings through part-time or summer work where possible. Likewise, community living skills

settings through part-time or summer work where possible. Likewise, community living skills such as travel training, grocery shopping, and leisure activities should be practiced in the real

FOR MORE, go to http://bit.ly/Wehman2E

Introduction to Transition Planning

Implementing the transition IEP is the responsibility of all team members. Throughout the implementation phase, progress toward transition goals should be measured daily, weekly, or biweekly. By monitoring progress at these short time intervals, team members will obtain the information necessary to adjust instructional programs to ensure that the rate of stu- dent progress is sufficient to meet the annual goals. Changes to transition goals may include increasing or decreasing the level of support given to the student, especially in the area of employment (e.g., SE, additional coaching at the current place of employment). Transition goals and objectives should also be adjusted to meet the changing community living goals of the student and his or her family.

Ongoing Evaluation

Evaluation should be conducted on an ongoing basis using data collection focused on progress toward transition goals. Daily, weekly, or biweekly progress data should be used to inform instructional programming, modify goals, and establish new goals. Evaluation mea- sures should track progress toward desired outcomes while ensuring that promising transition practices are incorporated. How quickly and effectively a program adjusts to the needs of a student is an indication of the quality of the program. See Figure 1.1 for a checklist outlining steps needed for supporting transition planning and Chapters 4, 5, and 6 for more detail on individual transition planning.

PLANNING COMPONENTS

A smooth transition from school to adulthood requires sound school programs and services in which useful learning takes place in alignment with comprehensive transition IEP plan- ning and with consideration of an array of employment, community, and residential choices for students and their families. Some guiding questions to consider when starting, organiz- ing, implementing, and following up from transition planning meeting are provided in the checklist in Figure 1.1. In addition to these logistical and collaborative considerations, teachers should consider the individual circumstances of the student as they relate to transition planning. Figure 1.2 provides a list of important questions for teachers to consider when conducting transition planning for an individual student. Taking into account what research has shown to be promising practices for transition planning, it is important for practitioners to consider several research-based predictors of suc- cess. Figure 1.3 provides a consideration checklist to make sure transition best practices are incorporated into planning. Finally, transition does not end at graduation. Rather it represents the complete pathway from school to adulthood for an individual. Figure 1.4 provides a final checklist of programs, options, and other considerations needed after graduation that should be considered during transition planning.

CONCLUSION

Transition planning focuses on an important but complex phase in a young person’s life in which expectations, supports, and the entire social ecology around an individual will change. As a result, this makes transition planning and implementation quite complex, but it also provides a focus on skills and experiences that will directly affect a positive trajectory in one or more areas of life for students. Fortunately, these efforts are aided by recent research revealing important predictors of success and legislation that promotes CIE and steps needed

Excerpted from Essentials of Transition Planning Second Edition by Paul Wehman, Ph.D.

Wehman 2e_CH01_p01-22.indd 15 12/18/2019 6:02 PM

FOR MORE, go to http://bit.ly/Wehman2E

Checklist for Supporting Transition Planning and Review

Instructions: Read over and refer to this checklist of important considerations and factors that will need to be addressed in the transition planning and review processes. Space is provided to fill in names, if needed. Starting the Transition Process ❑❑ Who will tell the student about the transition planning process and work out with the student whom to involve in the process? ❑❑ Who will tell the parents or caregivers about the process, discuss how the parents can support the student, and ask whom the parents would like to involve in the process? ❑❑ Who will organize dates for transition plan meetings and review for the year? ❑❑ Who will inform and invite other professionals with at least 3 months’ advance notice?

Organizing and Planning the Meeting ❑❑ How will students participate in, contribute to, and/or lead their IEP and transition meetings? ❑❑ Which agencies will be invited to participate in the meeting in order to coordinate present and future services? ❑❑ Who will chair the meeting? ❑❑ How and when will the student and family be introduced to the questions to assist him or her with thinking about the visions for the future or life after secondary school, and how will he or she be supported to find the answers? ❑❑ How will the meeting be made a relaxed, person-centered, and positive experience for the student and the family (e.g., in terms of layout, refreshments, venue, music, timing)? ❑❑ Has someone organized supplies (e.g., flipchart, pens) and designated a notetaker? ❑❑ How will families get to and from meetings? Will they need help?

Follow-Up on the Transition Meeting ❑❑ Have the student and family agreed that colleges or other support agencies can see the transition plan? ❑❑ Who will ensure that all people involved in the plan or review have been given copies of the documents? ❑❑ Who will ensure that all necessary agencies are sent a copy of the plan or review? ❑❑ Who will follow up and make sure that people are taking the actions agreed to in the plan? ❑❑ Who will contact agencies that were not able to attend the meeting to inform them of the agreed-on actions? ❑❑ Have dates been agreed on for subsequent reviews over the coming year?

Figure 1.1. Checklist for Supporting Transition Planning and Review.

Essentials of Transition Planning, Second Edition, by Paul Wehman Copyright © 2020 by Paul H. Brookes Publishing Co., Inc. All rights reserved. Excerpted from Essentials of Transition Planning Second Edition by Paul Wehman, Ph.D.

Wehman 2e_CH01_p01-22.indd 16 12/18/2019 6:02 PM

FOR MORE, go to http://bit.ly/Wehman2E Checklist of Important Questions for a Teacher to Consider

Instructions: Check the items that indicate sound school programs and services in which transition planning can flourish.

Figure 1.2. Checklist of Important Questions for a Teacher to Consider.

FOR MORE, Transition Planning Checklist

Instructions: When planning, a teacher should consider the following questions:

Figure 1.3. Transition Planning Checklist.

FOR MORE, go to http://bit.ly/Wehman2E

What a Student Will Need Post–High School Checklist

1.hat skills will the student need to access support services on college and university campuses? W 2.ill the student have regular competitive integrated employment opportunities? W Yes No 3.ill competitive integrated employment programs offer ongoing employment supports? W Yes No 4.as the team planned for accessing available and reliable transportation options to support transition goal areas, H providing instruction and travel training as needed? Yes No 5.ill residential alternatives, such as supported living, group homes, and in-home companions, be available in the W community? Yes No 6.ill various leisure activities, such as a cycling club, ballroom dancing, and YMCA membership, be available, and will W the student be encouraged to check out these recreational options? Yes No Figure 1.4. What a Student Will Need Post–High School Checklist.

Wehman 2e_CH01_p01-22.indd 19 12/18/2019 6:02 PM

20

Table 1.5 for further exploration of strategies used for transition planning.

to achieve it—through required transition programming and interagency collaboration. This chapter has provided an overview and background of that transition process, previewed topics that are explored more in depth in later chapters of this book, and provided examples of how to address these components in real-life situations. Consult the online resources listed in

REFERENCES Americans with Disabilities Act (ADA) of 1990, PL 101-336, 42 U.S.C. §§ 12101 et seq. Bureau of Labor Statistics. (2015, June 16). Persons with a disability: Labor force characteristics—2014. Retrieved from https://www.bls.gov/news.release/archives/disabl_06162015.htm Burke, K. M., Shogren, K. A., Raley, S. K., Wehmeyer, M. L., Antosh, A. A., & LaPlante, T. (2019). Implementing evidence-based practices to promote self-determination: Lessons learned from a state-wide implementation of the self-determined learning mode of instruction. Education and Training in Autism and Developmental Disabilities, 54(1), 18–29. Carter, E. W., Austin, D., & Trainor, A. A. (2012). Predictors of postschool employment outcomes for young adults with severe disabilities. Journal of Disability Policy Studies, 23, 50–63. doi:10.1177/1044207311414680 deFur, S. H. (2005). Transition from school to adulthood. In P. Wehman, P. J. McLaughlin, & T. Wehman (Eds.), Intellectual and developmental disabilities: Toward full community inclusion (3rd ed., pp. 123–148). Austin, TX: PRO-ED. Endrew F. v. Douglas County School District, 137 S. Ct. 988 (2017). Getzel, E. E. (2014). Fostering self-determination in higher education: Identifying evidence-based practices. Journal of Postsecondary Education and Disability, 27(4), 381–386. Getzel, E. E., & Thoma, C. A. (2008). Experiences of college students with disabilities and the importance of self-determination in higher education settings. Career Development for Exceptional Individuals, 31(2), 77–84. https://doi.org/10.1177/0885728808317658 Grigal, M., Papay, C., Smith, F., Hart, D., & Verbeck, R. (2019). Experiences that predict employment for students with intellectual and developmental disabilities in federally funded higher education programs. Career Development and Transition for Exceptional Individuals, 42(1), 17–28. Haber, M. G., Mazzotti, V. L., Mustian, A. L., Rowe, D. A., Bartholomew, A. L., Test, D. W., & Fowler, C. H. (2016). What works, when, for whom, and with whom: A meta-analytic review of predictors of postsecondary success for students with disabilities. Review of Educational Research, 86(1), 123–162. https://doi .org/10.3102/0034654315583135 Hagiwara, M., Shogren, K. A., Thompson, J.R., Burke, K. M., Uyanik, H., Amor, A. M., . . . Aguayo, V. (2019). International trends in inclusive education intervention research: A literature review. Education and Training in Autism and Developmental Disabilities, 54 (1), 3–17. Hiersteiner, D., Bershadsky, J., Bonardi, A., & Butterworth, J. (2016). Working in the community: The status and outcomes of people with intellectual and developmental disabilities in integrated employment—Update 2. Cambridge, MA: Human Services Research Institute. Individuals with Disabilities Education Act Amendments (IDEA) of 1997, PL 105-17, 20 U.S.C. §§ 1400 et seq. Individuals with Disabilities Education Improvement Act (IDEA) of 2004, PL 108–446, 20 U.S.C. §§ 1400 et seq. Inge, K. J., Graham, C. W., Brooks-Lane, N., Wehman, P., & Griffin, C. (2018). Defining customized employment as

FOR MORE, go to http://bit.ly/Wehman2E

Introduction to Transition Planning

Lindstrom, L., Kahn, L. G., & Lindsey, H. (2013). Navigating the early career years: Barriers and strategies for young adults with disabilities. Journal of Vocational Rehabilitation, 39(1), 1–12. Mazzotti, V. L., Rowe, D. A., Sinclair, J., Poppen, M., Woods, W. E., & Shearer, M. L. (2016). Predictors of post-school success: A systematic review of NLTS-2 secondary analyses. Career Development and Transition for *Exceptional Individuals, 39(4), 196–215. https://doi.org/10.1177/2165143415588047* Mazzotti, V. L., Test, D. W., & Mustian, A. L. (2014). Secondary transition evidence-based practices and predictors: Implications for policymakers. Journal of Disability Policy Studies, 25(1), 5–18. https://doi.org/10

.1177/1044207312460888 Morningstar, M. E., Lombardi, A., Fowler, C. H., & Test, D. W. (2017). A college and career readiness framework for secondary students with disabilities. Career Development and Transition for Exceptional Individuals, 40 (2), 79–91. https://doi.org/10.1177/2165143415589926 Morningstar, M. E., Zagona, A. L., Uyanik, H., Xie, J., & Mahal, S. (2017). Implementing college and career readiness: Critical dimensions for youth with severe disabilities. Research and Practice for Persons with Severe Dis- *abilities, 42(3), 187–204. https://doi.org/10.1177/1540796917711439* National Council on Disability. (2017). Pre-employment transition services implementation by VR agencies and the Rehabilitation Services Administration: The first 2.5 years. Washington, DC: Author. National Technical Assistance Center on Transition. (2016). Evidence-based practices and predictors in secondary transition: What we know and what we still need to know. Charlotte, NC: Author. National Technical Assistance Center on Transition. (2019). Effective practices and predictors. Retrieved from https://www.transitionta.org/effectivepractices Newman, L. A., Madaus, J. W., & Javitz, H. S. (2016). Effect of transition planning on postsecondary support receipt by students with disabilities. Exceptional Children, 82(4), 497–514. https://doi.org/10.1177/0014402915615884 Newman, L., Wagner, M., Knokey, A.-M., Marder, C., Nagle, K., Shaver, D., & Wei, X. (2011). The post-high school outcomes of young adults with disabilities up to 8 years after high school: A report from the National Longitudinal Transi- *tion Study-2 (NLTS-2). Retrieved from http://eric.ed.gov/?id=ED524044* Rehabilitation Act of 1973, PL 93-112, 29 U.S.C. §§ 701 et seq. Rowe, D. A., Alverson, C. Y., Unruh, D. K., Fowler, C. H., Kellems, R., & Test, D. W. (2015). A Delphi study to operationalize evidence-based predictors in secondary transition. Career Development and Transition for Excep- *tional Individuals, 38(2), 113–126. https://doi.org/10.1177/2165143414526429* Shogren, K. A., & Ward, M. J. (2018). Promoting and enhancing self-determination to improve the post-school outcomes of people with disabilities. Journal of Vocational Rehabilitation, 48(2), 187–196. https://doi.org/10

.3233/JVR-180935 Shogren, K. A., Wehmeyer, M. L., Palmer, S. B., Rifenbark, G. G., & Little, T. D. (2013). Relationships between self-determination and postschool outcomes for youth with disabilities. Journal of Special Education, 48 (4), 256–267. https://doi.org/10.1177/0022466913489733 Simplican, S. C., Leader, G., Kosciulek, J., & Leahy, M. (2015). Defining social inclusion of people with intel- lectual and developmental disabilities: An ecological model of social networks and community participation. *Research in Developmental Disabilities, 38, 18–29. https://doi.org/10.1016/j.ridd.2014.10.008* Siperstein, G. N., Parker, R. C., & Drascher, M. (2013). National snapshot of adults with intellectual disabilities in the labor force. Journal of Vocational Rehabilitation, 39(3), 157–165. Social Security and Work Incentives, by V. Brooke & J. McDonough, 2009, Transition IEPs: A Curriculum Guide for Teachers, 3rd Ed. (p. 130). Sung, C., Sánchez, J., Kuo, H.-J., Wang, C.-C., & Leahy, M. J. (2015). Gender differences in vocational rehabili- tation service predictors of successful competitive employment for transition-aged individuals with autism. *Journal of Autism and Developmental Disorders, 45(10), 3204–3218. https://doi.org/10.1007/s10803-015-2480-z* Test, D. W., Fowler, C. H., & Kohler, P. (2013). Evidence-based practices and predictors in secondary transition: What *we know and what we still need to know. Retrieved from https://transitionta.org/system/files/effectivepractices/* EBPP_Exec_Summary_2016_12_13_16.pdf Test, D. W., Smith, L. E., & Carter, E. W. (2014). Equipping youth with autism spectrum disorders for adulthood: Promoting rigor, relevance, and relationships. Remedial and Special Education, 35(2), 80–90. https://doi.org/10

.1177/0741932513514857 Thoma, C. A., & Wehman, P. (2010). Getting the most out of IEPs: An educator’s guide to the student-directed approach. Baltimore, MD: Paul H. Brookes Publishing Co. Trainor, A. A., Newman, L., Garcia, E., Woodley, H. H., Traxler, R. E., & Deschene, D. N. (2019). Postsecondary education-focused transition planning experiences of English learners with disabilities. Career Development and *Transition for Exceptional Individuals, 42(1), 43–55. https://doi.org/10.1177/2165143418811830*

U.S. Department of Labor. (2015). Workforce Innovation and Opportunity Act. Washington, DC: United States Department of Labor, Employment and Training Administration. Retrieved from http://www.doleta.gov/wioa Wehman, P., Brooke, V., Brooke, A. M., Ham, W., Schall, C., McDonough, J., . . . Avellone, L. (2016). Employ- ment for adults with autism spectrum disorder: A retrospective review of a customized employment approach. Research in Developmental Disabilities, 53, 61–72. Wehman, P., Sima, A. P., Ketchum, J., West, M. D., Chan, F., & Luecking, R. (2015). Predictors of successful transi- tion from school to employment for youth with disabilities. Journal of Occupational Rehabilitation, 25(2), 323–334. Excerpted from Essentials of Transition Planning Second Edition by Paul Wehman, Ph.D. Wehman 2e_CH01_p01-22.indd 21 12/18/2019 6:02 PM

FOR MORE, go to http://bit.ly/Wehman2E

Wehman, Brooke, and Taylor

Wehman, P., Taylor, J., Brooke, V., Avellone, L., Whittenburg, H., Ham, W., . . . Carr, S. (2018). Toward competi- tive employment for persons with intellectual and developmental disabilities: What progress have we made and where do we need to go. Research and Practice for Persons with Severe Disabilities, 43(3), 131–144. https://doi .org/10.1177/1540796918777730 Wehman, P., & Wittig, K. M. (Eds.). (2009). Transition IEPs: A curriculum guide for teachers (3rd ed.). Austin, TX: PRO-ED. Winsor, J., Timmons, J., Butterworth, J., Shepard, J., Landa, C., Smith, F., . . . Landim, L. (2017). StateData: The national report on employment services and outcomes. Boston, MA: University of Massachusetts Boston, Institute for Community Inclusion. Workforce Innovation and Opportunity Act of 2014, PL 113-128, 29 U.S.C. §§ 3101 et seq. Workforce Innovation Technical Assistance Center. (2019). Pre-employment transition services. Retrieved from http://www.wintac.org/topic-areas/pre-employment-transition-services/resources Workforce Investment Act (WIA) of 1998, PL 105-220, 29 U.S.C. §§ 2801 et seq.

Excerpted from Essentials of Transition Planning Second Edition by Paul Wehman, Ph.D.

Wehman 2e_CH01_p01-22.indd 22 12/18/2019 6:02 PM