Ch 17

Individuals with Disabilities Education Act (IDEA)

A special education law that requires schools to educate students with disabilities in least restrictive environments to the greatest extent of their abilities using plans tailored to the individual needs of the students.

Secretaries Commission on Achieving Necessary Skills (SCANS)

Basic skills, thinking skills, personal qualities, identification and appropriate use of resources, interpersonal skills development, information processing, understanding

In community-based practice focusing on work transitions following a disability, occupational therapy roles include:

Completing ergonomic evaluations Consulting on community and transportation accessibility Making recommendations for reasonable accommodations and Providing direct service with the individual focusing on the occupational performance areas related to ADLs and IADLs

Self-determination is a set of behaviors that includes skills such as:

Decision making Goal setting and attainment Internal self-control Leadership Positive attitudes about outcomes Problem solving Self-advocacy Self-observation and awareness

School to Work Transitions Program:

Developed by occupational therapists in 1994 Funded by U.S. Department of Education Included a significant role for occupational therapists in transition program for students classified as having emotional and behavioral disabilities (EBD) Three foundational components of the program School-based learning and activities Community-based learning and activities Linkage or connection between the activities

Students with disabilities have significantly less successful outcomes related to:

Employment rates and retention Advancement in employment Independent living Community participation

School-to-Work Opportunities Act (1994)

Federal act designed to assist the states in building school-to-work systems that prepare students for high-skill, high-wage jobs or future education.

Work and Careers Opportunities Program (WCOP)

Federally funded. To foster independence, self advocacy, self determination, and post secondary school and work opportunities for students with disabilities

Transitioning to Retirement:

Financial planning is essential for a quality retirement An activity or occupational engagement plan is also essential The Tactical Activity Planning (TAP) developed by Cantor (1981), or Canadian Occupational Performance Measure (COPM) (Law et al., 2005) can serve as a basis for an occupational profile

Transitions Following Military Service

Increases in injury rates for Traumatic Brain Injury (TBI), Post-Traumatic Stress Disorder (PTSD), as well as suicide rates were observed for 5 consecutive years Increases in disorders and injuries have led to an overall increase in programs such as: Wounded Warrior Project Pets for Vets Program

School to Work Transition Program was based on best practices (Sample, 1998) correlated with positive post-school employment outcomes for youth with disabilities, including

Individualized planning Interagency collaboration Paid work experience Parental involvement Social skills training Vocational intervention

Reasons reported for lack of involvement of occupational therapy in transition planning and delivery included:

Lack of demand from parents and teachers Lack of understanding of educators and related service personnel about the role that occupational therapists could play (this included school-based occupational therapy practitioners)

Americans with Disabilities Act (ADA)

Legislation passed in 1990 that prohibits discrimination against people with disabilities. Under this Act, discrimination against a disabled person is illegal in employment, transportation, public accommodations, communications and government activities.

Transitioning from School to Employment

Students with disabilities leave high school without the necessary occupational skills to succeed in entry-level jobs

Ticket to Work and Work Incentives Improvement Act of 1999

Trial work period: 9 Mo without losing SSDI benefits, cash benefits continue for 3 mo. If income falls below SGA for a 33 mo period, can return and are reinstated for 36 mo.

Transitions include

Work transitions School to employment or postsecondary education Return to work following injury or disability Wounded warriors returning to post-military service employment Older adults transitioning to retirement

Bridge employment

a phased or graded approach to retirement that aids in the transition to retirement Employment is less than full time Can be a planned reduction in hours and/or responsibilities Can be in the same career or in a novel career (with a similar skill set)

Transition

a process of change or movement from one place, situation, or context to another

Legacy planning is

a type of phased retirement A client can project when he or she may no longer want to be responsible for specific tasks or roles A smooth transition is planned with the appropriate people within an organization to be proactive Often the client who participates in legacy planning is an expert in his or her field and mentors the person who will be working in that role when he or she leaves

In 2007, based on a congressional mandate, 35 Warrior Transition Units (WTU) were developed by the Army to

better meet the rehabilitation and vocational training needs of injured soldiers.

Transition planning from secondary education is mandated (IDEA, 2004) to begin?

by a student's 16th birthday

Transition from high school to post-secondary education

is often more problematic for students with disabilities compared to their nondisabled peers