Building Your Future Intensive Training Meeting Mechanics & Guiding Principles WELCOME & INTRODUCTIONS Presenters Visitors Today’s Itinerary • Morning: – Meeting Mechanics: Dave Schoemer – Teaming Process: Kelly Dunlap • Afternoon: – Guiding Principles to Inform Practice: Kelly Dunlap & Maureen Ziegler Improving the Journey • Wait for Team Time to Talk – Write / share notes • Cell Phones on Silent • CONTRIBUTE – Everyone has a contribution to make Why Problem Solving Process? MEETING MECHANICS Team Process / Team Time Review Action Items from Module 1 Improving Outcomes through Improved Educational Practices GUIDING Opinions; Opinions; Opinions!!! Guiding Principles = Herding Cats Guiding Principle • NO OPINIONS • ALL DECISIONS INFORMED BY…. – THE LAW – THE RESEARCH – THE DATA What is FAPE? IDEA 2004 An educational program that is individualized to a specific child, designed to meet that child's unique needs, provides access to the general curriculum, meets the grade-level standards established by the state, and from which the child receives educational benefit. 20 U.S.C. §1401(9). To provide FAPE, schools must provide students with an education that prepares the child for further education, employment, and independent living 20 U.S.C. §1400(c)(5)(A)(i) National Outcome Data: Housing • 2008 Easter Seals Study: – More than 80% of adults with ASD ages 19-30 live at home with their parents; may of these parents aging. • Adults 19-30 with Autism – – – – – With parents or guardian 81% Independently, with spouse or partner 3% With other family member/spouse/partner 0% Supported residence for individuals with special needs 14% Other 2% • Adults 19-30 with Asperger – – – – – With parents or guardian 71% Independently, with spouse or partner 9% With other family member/spouse/partner 5% Supported residence for individuals with special needs 7% Other 7% Easter Seals, 2008 National OUTCOME DATA: Employment • A University of Wisconsin-Madison 2002 study of 405 adolescents and adults with ASD found that only 10% were in competitive employment. • Barnard, et.al. 2001 – As few as 6% of individuals with ASD have fulltime employment – 12% of individuals with Asperger Syndrome are employed despite having average or high than average IQs • 2008 Easter Seals Study (Living with Autism): About 6 in 10 children with ASD aged 16 or older have not looked for work, yet 75% of typical children are already working. • Even compared to individuals with other disabilities, the employment outcomes for individuals with ASD is significantly lower. Engagement in education, employment, or training after leaving school Other health impairment Learning disability Speech / language impairment Hearing impairment Emotional disturbance Traumatic brain injury Visual impairment Orthopedic impairment Mental impairment Multiple disabilities Autism 0 NLTS2, 2009 20 40 60 Percentage 80 100 120 What predicts post-school employment? • Students who had the highest degree of integration with age-appropriate peers were more likely to engage in post-school employment • IQ, behavior problems, physical disability, and individual demographics did not correlate with integrated employment outcome White, J. & Weiner, J.S. (2004). Influence of least restrictive environment and community based training on integrated employment outcomes for transitioning students with severe disabilities. Journal of Vocational Rehabilitation, 21, 149– 156. Predictors / Outcomes Education Employment Indep. Living Career Awareness P (Potential) P --------------- Community Experience --------------- P --------------- Exit Exam Requirements / High School Diploma Status --------------- P --------------- Inclusion in General Education M (Moderate) M M Interagency Collaboration P P --------------- Occupational Courses P P --------------- Paid Employment / Work Experience M M P Parental Involvement --------------- P --------------- Program of Study --------------- P --------------- Self Advocacy / Self Determination P P --------------- Self Care / Independent Living P P M Social Skills P P --------------- Student Support P P P Transition Program M P --------------- Vocational Education M M --------------- Work Study --------------- M --------------- Do Sheltered Workshops Help Prepare Individuals with ASD? • Two groups compared: • a) 215 supported employees who were in sheltered workshops prior to entering supported employment • b) 215 supported employees who were not in sheltered workshops • Groups were matched on primary diagnosis, secondary diagnosis (if present), and gender. • Results showed that there were no differences in rates of employment between the groups. • Individuals who participated in sheltered workshops earned significantly less ($129.36 versus $191.42 per week), and cost significantly more to serve ($6,065.08 versus $2,440.60), than their non-sheltered workshop peers. • Results suggest that individuals with ASD achieve better vocational outcomes if they do not participate in sheltered workshops prior to enrolling in supported employment. Cimera, R. E., Wehman, P., West, M., & Brugess, S. (2012). Do sheltered workshops enhance employment outcomes for adults with autism spectrum disorder? Autism, 16(1) 87–94. Michigan’s Unique Opportunity: 26 Where are students without disabilities receiving their education / preparation? Education Independent Living Employment “Results will no longer take a back seat to compliance.” Eleanor White Michigan State Director of Special Education (8-13-11) Accurate? / Reliable? Aligned with Principles of PersonCentered Planning / SelfDetermination? Unemployable vs. Conditions for Employment Wanna go to your IEP? Primary Goals for Students with ASD: Socialization / Communication Independence Skills do not develop without opportunities! Academic (Integrated Setting) Behavior / Independence Social / Communication Dignity of Risk: Not a “Readiness” Model • Were YOU Ready? • Risk Management: – Know the Risks – Plan for Risks – Opportunities The Push Guiding Principle: PRESUME COMPETENCE Least Dangerous Assumption High Expectations Leads to Better Outcomes The Pygmalion Effect (Rosenthal & Jacobson, 1968) Later research: Expectancy Effect Madon et al (1997) - teacher perceptions and expectations have a greater relative impact on achievement among low achievers than among high achievers. CONGRESSIONAL FINDINGS Understanding Federal Law U.S. Code (U.S.C.) 50 Titles Title 20: Education 78 Chapters Chapter 33: IDEA — IV Subchapters Subchapter I: General Provisions 82 Sections -- denoted as § § 1400: Findings / Purpose …the implementation of this chapter (33 : IDEA) has been impeded by low expectations, and an insufficient focus on applying replicable research on proven methods of teaching and learning for children with disabilities. CONGRESSIONAL FINDINGS • “Almost 30 years of research and experience has demonstrated that the education of children with disabilities can be made more effective by – – having high expectations for such children and ensuring their access to the general education curriculum in the regular classroom, to the maximum extent possible, in order to • (i) meet developmental goals and, to the maximum extent possible, the challenging expectations that have been established for all children; and • (ii) be prepared to lead productive and independent adult lives, to the maximum extent possible; “ IDEA Congressional Findings (C) FINDINGS - Congress finds the following: – (1) Disability is a natural part of the human experience and in no way diminishes the right of individuals to participate in or contribute to society. Improving educational results for children with disabilities is an essential element of our national policy of ensuring equality of opportunity, full participation, independent living, and economic self-sufficiency for individuals with disabilities. Post-Secondary Transition Outcomes EMPLOYMENT GUIDING PRINCIPLES • Allen Anderson: www.employmentoutcomes.com – “Abandon no one to unemployment.” • Griffin – Hammis Associates: – “All people have contributions to make in the marketplace.” • Mark Gold & Associates: – “All people have interests that provide motivation for employment.” The Spectrum of ASD Inclusive Employment Options Callahan, Michael (2009). Supported Employment / Customized Employment Matrix: Is “Competitive the new “Independent.” Mark Gold & Associates Competitive / Demand Employment Customized Employment / SelfEmployment Natural Supports / Reasonable Accommodations Does not need either SE or CE to become / stayed employed. Needs CE to become employed; Does not need SE to stay employed Supported Employment / Natural Supports Does not need CE to become employed; Needs SE to stay employed Needs both CE to become employed and SE to stay employed. “The potential of individuals with ASD to become employed and engaged adults is limited more by the failure of the systems charged with supporting them than by the challenges associated with being on the spectrum.” Peter Gerhardt; Current State of Services for Adults with Autism 2009 IN THE NEWS…July 2012 Unfinished Business: Making Employment of People with Disabilities a National Priority COMMITTEE ON HEALTH, EDUCATION, LABOR & PENSIONS Tom Harkin, Chairman http://harkin.senate.gov/documents/pdf/500469b49b364.pdf Employment First… Everyone can work and there is a job for everyone Not working should be the exception - all individuals, schools, families and businesses must raise their expectations People will be hired because of their ability not because they have a disability Communities embrace people who contribute People are healthier safer and happiest with meaningful work Employment First… True employment is not a social service Employment is a win/win for everyone Employment First – New Jersey http://www.state.nj.us/governor/news/news/552012/app roved/20120419a.html Employment First - Minnesota • “Expecting, encouraging, providing, creating, and rewarding integrated employment in the workplace as the first and preferred option for youth” Minnesota - Employment First Manifesto, 2007 Employment First - Oregon • Asking “What will it take?” http://www.youtube.com/watch?v=slj1ZA8_A6k Employment First – How? • • • • Better public education High Expectations for all stakeholders Policy advocacy Awareness and education of families What are students saying about Employment First? • http://www.youtube.com/watch?v=_qLMuBTEEHs&list=PL041 49A8F40E0B0A0&index=3&feature=plpp_video Campaign for Disability Employment JAKE JOHNSON WINNER 2012 Establishing Guiding Principles ACTION PLAN • What are the team’s guiding principles relative to post-secondary outcomes for students with ASD? – – – – Higher Education Employment Independent Living Community Involvement • Does your behavior & attitude and current practices and procedures align with those guiding principles? V3 DISCOVERY Interview & Survey Tools Interviews and surveys in the V3 Discovery process are intended to provide the team information from persons knowledgeable about the student to assist in writing the student’s post-secondary vision, vocational profile, and/or visual resume. In conducting surveys and interviewing people, it is important to focus on relevant and positive information including interests and preferences, skills and contributions, experiences, supports and services, conditions for success, and connections as well as challenges that may impact employment and independent living. First, create a list of people who know the student best and take time to brainstorm anyone else to add to the list. Include peers who the student interacts with in inclusive environments. Next, determine who will be interviewed and who you will be asking to complete a survey. Name / Contact Info Relationship to Student Survey or Interview? Person Responsible There are three survey / interview tools that can be used: o Discovery Short Survey o Detailed Discovery Survey / Interview o Peer Survey Interviews / Survey Tips: You can use the survey forms as a guide to conduct face to face interviews. Take time to adapt questions and format in order to maximize information gathering. Provide opportunities for people to clarify and expand their responses. Listen for the difference between facts and feelings or opinions. Keep the interview positive and avoid deficit-driving information gathering.