Post on 09-Jul-2018
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If you have to ask, it’s too late!
When should school‐based OT/PT services begin supporting the development of self‐advocacy
skills in students with disabilities?
Marcia K. Schneider, MHS, OTR/LRichard Healey, MS, PT, PCS, ATPHolly H. Brewin, MOT, OTR/L
Consuelo M. Kreider, PhD, OTR/L
Learning Objectives Be able to explain the differences between IDEA and ADA legislation and the need for the development of self‐advocacy for transitioning to higher education.
Be able to construct self‐advocacy goals that are holistic and developmentally appropriate for students at the elementary, middle, and high school levels.
Reflect on the challenge in resisting the urge to “over‐help” when facilitating development of a student’s self‐advocacy skills.
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AccommodationsChanges that can be made in the way a student accesses information and demonstrates
performance making it possible for the student to work with the effects of their disabilities
Secondary Level
Individuals With Disabilities Education Act (IDEA)
• Entitled to accommodations • Determined by IEP team• Involvement in transition planning required by the age of 16 with the development of postsecondary goals related to education and/or training, career and employment and if appropriate, independent functioning
Postsecondary Level
Americans with Disabilities Act (ADA) & Section 504 of the Rehabilitation Act
• Request reasonable accommodations
• Must disclose disability to the institution to be eligible for services
• Must provide supporting documentation
Transition
1999 Morningstar et al. discussion facilitating self‐determination
2010 update research indicated providing instruction and opportunities in self‐determination has occurred to varying degrees
Students are not consistently involved in their IEP meetings and those that attended did not report meaningful participation
Students are not actively engaged in transition planning process and did not have consistent opportunities to practice self‐determination skills
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Factors Critical to Transition
Self‐Determination
• Decision making, self‐awareness, and self‐knowledge
• Research has shown components of self‐determination have been beneficial for students with disabilities in postsecondary settings
• Self‐awareness and self‐advocacy play a critical role
• Lack of preparation accounted for difficulties in maintaining enrollment
• Being able to request and manage critical postsecondary accommodations can present challenges without foundational instruction
• Self‐determination has become an increasingly important skill when transitioning
• self‐advocacy skills
• self‐determination
• involvement in IEP decision making
• education about the law
• post‐secondary skills preparation
The National Longitudinal Transition Study‐2 (NLTS2)
Only 35% of students with disabilities who received services at the secondary level disclosed their disabilities at the postsecondary level
19% received accommodations from postsecondary schools although 87% of these same students received accommodations at the secondary level
43% of students who did not receive accommodations reported it would have been helpful
Students with learning disabilities comprised 69% of the population of postsecondary students with a disability
Only 64% of secondary students with disabilities received transition planning education
Receiving appropriate supports and accommodations in postsecondary programs has been shown to be related to school success and retention for students with disabilities
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Skinner & Lindstrom (2010)Strategies for school personnel to
implement for a successful transition of students with learning disabilities
Teach students about their disability and compensatory strategies
Teach students to self‐advocate
Teach students about the law
Help students select postsecondary schools wisely
Teach students how to organize for learning and living
Effective school‐based programs can bridge the transition from
high school to college for students with learning disabilities
The role of OT/PT within a multidisciplinary secondary‐school team
Teach students about their disability and compensatory strategies
Teach students to self‐advocate
Teach students about the law
Help students select postsecondary schools wisely
Teach students how to organize for learning and living
Help develop self‐advocacy goals as part of the student’s IEP team
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Developing IEP goals as a multidisciplinary team that address self‐advocacy needs
AND are holistic AND developmentally appropriate
for elementary, middle and high school students
Given adult supervision, the student will demonstrate independence for all campus mobility throughout the day, deciding whether to walk without walker, walk with walker or self‐propel wheelchair to the next campus location. 90%
Yes or No? What would you change?
Grade: 1st
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The student will change classes independently and, using any needed accommodations or modifications, will complete all grade level assignments independently and in a timely manner (written or computer) with 90% accuracy.
The student will request his accommodations when having difficulty or experiencing fatigue when completing assignments.
When prompted by support staff, the student will be able to verbalize the nature of his disability and any challenges that he is having completing academic assignments.
Yes or No? What would you change?
Grade: 6th
The student will access her academic instruction and campus environment independently by utilizing and self‐advocating for all required classroom and testing accommodations and supplementary aids and services in order to progress and participate within the general education setting as expected for grade levelstandards.
The student will self‐advocate for her self‐care needs throughout the school day with the support of the IEP team members.
The student will request a copy of the class notes and/or utilize various forms of note taking assistance as needed with the support of the IEP team members.
The student will access and utilize all required adaptive devices and campus furniture successfully as needed with the support of the IEP team members.
Yes or No? What would you change?
Grade: 6th
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Given only the general supervision provided her peers, the student will safely and independently drive power wheelchair to all campus locations daily, including opening building doors.
Yes or No? What would you change?
Grade: 6th
The student will access his academic instruction and campus environment by utilizing and self‐advocating for all required classroom and testing accommodations and supplementary aids and services in order to progress and participate within the general education setting as expected for grade level standards and in preparation for transition into collegiate and workplace settings.
The student will self‐advocate for his self‐care needs throughout the school day with the support of the IEP team members.
The student will request a copy of the class notes and/or utilize various forms of note taking assistance as needed with the support of the IEP team members.
The student will report any accessibility or scheduling difficulties; and, will report any repair issues with walker to physical therapist and/or manufacturer via phone message or email.
Yes or No? What would you change?
Grade: 10th
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The student will improve fine motor skills, endurance level, hand writing skills, and multisensory processing skills, to be able to participate and perform at his full potentiallevel.
The student will improve fine motor skills by cutting on curved lines, drawing line through the maze without touching the outside lines 3/5 times with 75% accuracy
The student will improve his hand writing with focus on letter formation, spacing, and line orientation, 3/5 times with 75% accuracy
Yes or No? What would you change?
Grade: 9th
When driving power wheelchair, the student will be independent for all class changes in functional time period, including identifying hazards (curbs, walkway step‐offs, loose sand, etc.) and opening any classroom and building doors.
Given appropriate accommodations within a private accessible toilet area, the student will demonstrate ability to transfer independently from wheelchair to toilet and from toilet to wheelchair when requested.
Yes or No? What would you change?
Grade: 6th
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By the end of this IEP, the student will be able to complete all class assignments in a legible and timely manner using either manual or electronic means 80% of the time.
The student will independently check her written work for errors in legibility and correct all errors identified before turning in her completed product.
The student will copy notes from the textbook and board/overhead within the time allotted without errors or omissions using proper letter formations, alignment, size and spacing.
The student will independently utilize a keyboarding device to complete written work using both hands to type at a steady rate and editing functions as needed to correct her complete product.
Yes or No? What would you change?
Grade: 8th
John will demonstrate the ability to identify and self‐advocate for his anticipated accommodations in the collegiate setting across academic, campus and living environments as required by ADA.
John will articulate anticipated classroom and testing accommodations and the procedures for requesting at his college of choice.
John will articulate his needs regarding specialized equipment and caregiver assistance in his living environment and across campus.
Yes or No? What would you change?
Grade: 12th
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• Campus Disability Office Certifies eligibility for academic accommodations; Provides documentation of eligibility
Student communicates accommodations with EACH instructor
Student works with each instructor re: ‐ how to actually implement accommodations‐ what the accommodation targets & why it is helpful ‐ other potential ways the instructor can help meet student’s needs
‐ problem solving skills‐ negotiation skills‐ self‐awareness/disability awareness ‐ reflection skills
How do Accommodations Happen in Higher Education?
• Provide feedback to instructors regarding what works & why
• when something’s not effective: why, & suggestions for how to make it better
• Articulating needs • Advocating for solutions
• Professional development; professional networking networking like a grown‐up
• Advocating strengths
• Planning for employment/future professional role:
• Classroom accommodations don’t translate to work!
“No one’s going to give me time-and-a-half at work”
• Articulating strengths & motivations
• Healthy Lifestyle/Routines Social • Managing time for what’s important• Discerning & adopting/strategies that family uses for adoption when living outside parents’ home
But…College Transition is a Life TransactionIt Requires: Beyond the Classroom Advocacy
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UF OTs Recognized the Need for Holistic Supports in Higher Education
Comprehensive Support for STEM Students with Learning DisabilitiesHRD‐1246587; 2013 – 2017
Person
Environment
Tasks
Advocacy in Actionhttp://stemscholar.phhp.ufl.edu/
“I think …because we have different ways of learning, it kind of makes us more open, or creative when we are approaching what are we doing in life or in school...”
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Bob’s Story – Living with LD
• One Scholar’s experiences while living with a learning difference as a successful university student with a bright future.
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Questions?
Thank you
Bureau of Exceptional Education and Student Services (BEESS), Division of Public Schools, Florida Department of Education. (2010). Accommodations: Assisting Students with Disabilities. Retrieved from http://www.fldoe.org/core/fileparse.php/7690/urlt/0070069‐accomm‐educator.pdf
Morningstar, Mary E., Kleinhammer‐Tramill, Jeannie P. and Lattin, Dana L. (1999). Using Successful Models of Student‐Centered Transition Planning and Services for Adolescents with Disabilities. Focus on Exceptional Children, 31(9), 1‐20.
Morningstar, Mary E., Frey, Bruce B., Noonan, Patricia M., Ng, Jennifer, Clavenna‐Deane, Beth, Graves, Perry, Kellems, Ryan, McCall, Zach, Pearson, Mary, Bjorkman Wade, Diana and Williams‐Diehm, Kendra. (2010). A Preliminary Investigation of the Relationship of Transition Preparation and Self‐Determination for Students with Disabilities in Postsecondary Educational Settings. Career Development for Exceptional Individuals, 33(2), 80‐94.
Newman, L., Wagner, M., Knokey, A.‐M., Marder, C., Nagle, K., Shaver, D., Wei, X., with Cameto, R., Contreras, E., Ferguson, K., Greene, S., and Schwarting, M. (2011). The Post‐High School Outcomes of Young Adults With Disabilities up to 8 Years After High School. A Report From the National Longitudinal Transition Study‐2 (NLTS2) (NCSER 2011‐3005). Menlo Park, CA: SRI International. Available at www.nlts2.org/reports/
References
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Newman, Lynn A and Madaus, Joseph W. (2014). Reported Accommodations and Supports Provided to Secondary and Postsecondary Students with Disabilities: National Perspective. Career Development
and Transition for Exceptional Individuals, 1‐9, DOI: 10.1177/2165143413518235.Newman, Lynn A., Madaus, Joseph, W. and Javitz, Harold S. (2016). Effect of Transition
Planning on Postsecondary Support Receipt by Students with Disabilities. Exceptional Children, 1‐18.Powers, Kristin M., Gil‐Kashiwabara, Eleanor, Geenan, Sarah J., Powers, Laurie E., Balandran,
Julie and Palmer, Catherine. (2005). Mandates and Effective Transition Planning Practices Reflected in IEPs. Career Development for Exceptional Individuals, 28(1), 47‐59.
Skinner, Michael E. & Lindstrom, Bobbie D. (2003). Bridging the Gap Between High School and College: Strategies for the Successful Transition of Students with Learning Disabilities, Preventing School Failure: Alternative Education for Children and Youth, 47:3, 132‐137, DOI: 10.1080/10459880309604441Trainor, Audrey A. (2005). Self‐Determination Perceptions and Behaviors of Diverse Students
with LD During the Transition Planning Process. Journal of Learning Disabilities, 38(3), 233‐249.U.S. Department of Education Office for Civil Rights (2011). Students with Disabilities
Preparing for Postsecondary Education: Know Your Rights and Responsibilities. Retrieved from http://www2.ed.gov/about/offices/list/ocr/transition.html
References
Acknowledgements
• HRD 1246587 National Science Foundation. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
• K12 HD055929 National Institutes of Health – National Center for Medical and Rehabilitation Research (NICHD) and National Institute for Neurological Disorders & Stroke. The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health.
• NIH/NCATS Clinical and Translational Science Award to the University of Florida UL1TR000064 – REDCap