Chapter 12: Planning for Postsecondary Life: Transitions and Community Involvement
Microboards are a "new and innovative program supporting individuals with disabilities in communities of their choice" (The Arc of Texas Microboard website). Microboards are formed when a small group of committed family and friends join together with a person with a disability to create a nonprofit organization.
Briefly describe microboards.
Only 35 percent of adults with disabilities are employed either full- or part-time, and only 55 percent of this group is competitively employed compared with 78 percent of their typical peers (Harris & Associates, 2004; National Longitudinal Transition Study 2, 2005). One out of five adults with disabilities does not have a high school education, compared with one in eleven adults without disabilities, and approximately 21 percent of students with disabilities drop out of school (Harris & Associates, 2004; U.S. Department of Education, 2006). Three times as many individuals with disabilities live in poverty (income less than 15,000 dollars a year) than adults without disabilities (Harris & Associates, 2004). The goal of postsecondary education has often been stated as preparing youth for lives of community involvement and success as adults. The facts above suggest that social and educational systems have not been effective in preparing the 373,000 students with disabilities who exit the educational system each year.
Describe a few of the challenges that individuals with disabilities face in relation to education and employment and disproportionately high rates of poverty.
This group develops a person centered plan called a PATH, which stands for planning alternative tomorrows with hope. PATH identifies the dreams and goals of the person with a disability, and addresses the support needed to make these a reality. David and Faye Wetherow of Canada originated the concept. Currently, 14 states support the use of microboards. By building bridges that allow individuals to participate in and contribute to their communities, providing social opportunities, and managing services such as transportation, medical care, and home supervision or support, microboards support individuals in determining and carrying out their dreams. Microboards are a Medicaid waiver program provider that serves an individual. As such, the microboard gains control over financial decisions. The most important benefit is the control the individual with a disability gains over his own life with supports from the nonprofit microboards. The corporate structure of the microboard ensures the sustainability of the network of support. It gives families and friends "peace of mind that something legal and concrete is in place with people who know and care for the individual" (The Arc of Texas Microboard website). Two types of microboards can be formed: a natural support microboard and a microboard that provides home and community services (HCS) under the Medicaid waiver program. In the second instance, all aspects of an individual's care including hired staff would be paid for by the microboard with waiver program funding. The microboard has the power to build resources in a nonprofit bank account for the benefit of the individual with the disability. Examples of purchases from this account might be a washer, a refrigerator, or an automobile that staff will use to drive the individual to approved locations. By renting office space in the person's home, the microboard nonprofit provider can share housing expenses with the individual, allowing individuals on a fixed income more financial flexibility. Finally, the microboard can choose an amount to pay support staff and direct care workers, thus possibly attracting and retaining higher quality staff with a greater commitment to the individual with disabilities. Microboards can provide estate planning services such as writing the individual's needs or wishes into a will or serving as a trust advisor in the event of a significant family member's death. Microboards are a relatively recent but very promising practice that can enable community living for individuals with disabilities.
Describe how microboards can support individuals with significant disabilities to live in the community.
To ensure effective transition services, IDEA 2004 requires that every student with a disability must have an individualized transition plan (ITP) incorporated into their IEP beginning no later than age 16. The ITP must include a statement of postsecondary goals as well as a statement of the linkages and/or responsibilities that various agencies will assume in support of the student in making a smooth transition to adult life. Additionally, the ITP must include a statement of transition service needs and courses of study to be pursued to enhance successful community living. The ITP is updated annually and can be viewed as an instrument of coordination and cooperation between the student, family, and professionals from schools, vocational support services, postsecondary education, and other community agencies.
Describe the components of an individualized transition plan.
Intentional circles of support are part of many person centered planning models. A circle of support is a group of people who care about change happening for the focus person and choose to give their time and resources to working for change. They see themselves as an action oriented group that exists with and for the person, commit themselves to working alongside the focus person, and meeting from time to time for as long as it takes to assure that the person has a secure and interesting community life. The more diverse the group's skills and connections the more they can get done. The better they are able to listen and see things from the focus person's point of view, the more the focus person will be strengthened by their support. (Mount, 2002) These advocates support individuals with significant needs to study in ordinary schools, work at real jobs, live safely in their own homes, and become fully participating members of their communities.
Discuss circles of support and explain why they are important when planning for and supporting community living for individuals with disabilities.
Employment provides not only income but independence, identity, and increased life satisfaction for many individuals with or without disabilities. As such, and given the high incidence of under- or unemployment for individuals with disabilities, planning for successful employment is a critical aspect of many transition plans. Many individuals with disabilities work in competitive employment. In the past, many individuals with intellectual disabilities worked in sheltered workshops. Sheltered workshops are generally large facilities where job training occurs for minimum wage. These workshops are segregated: only the supervisors are individuals without disabilities. Sheltered workshops have come under criticism in recent years because of the low wages paid, the segregated work setting, and the absence of meaningful job training and transitioning to competitive employment. More recent models such as supportive, competitive employment have proved to be more effective in training individuals for real jobs in real communities. In supportive, competitive employment, a job coach or employment specialist works with an individual who is placed in a job alongside other workers who are not disabled. The job coach provides on-the-job assistance, training, and support on both the specific job requirements and social and work related skills, such as returning from break on time. Additionally, individuals may benefit from vocational education during or after high school, apprenticeship programs, and vocational rehabilitation programs. Currently, many colleges and universities provide support for individuals with physical challenges, autism, learning disabilities, and sensory impairments. More than ever, young adults with disabilities are attending and graduating from two- and four-year colleges. Supports might include braille reading machines, sign language interpreters, additional technology, and additional learning supports. Graduating from college increases the likelihood of employment and good wages once a job is obtained. For individuals with disabilities who are academically oriented, a college education is an important goal of transition planning.
Discuss employment and educational opportunities for individuals with disabilities.
Person centered planning is a powerful tool designed to help create a vision and plan for the future for an individual with disabilities. Person centered planning is a model for transition planning that can help the team develop a meaningful ITP by identifying the goals and aspirations of the young adult with disabilities. Does he or she want to live alone or with a roommate? Near an urban center or more suburban? Attend college? Get a job? Be an active member of the local YMCA? What supports are necessary to make these possibilities real? The answers to these types of questions are critical to the development of an effective ITP. Over the past thirty years, person centered planning has evolved into a significant and powerful tool that can empower a person with a disability, known as the focus person, to live a life based on his or her individual preferences and aspirations.
Discuss how person centered planning is related to transition planning.
The word transition is defined by the Encarta Dictionary as "a process or period in which something undergoes a change and passes from one state, stage, form, or activity to another." All individuals go through various transitions, including from home to preschool, from prekindergarten to kindergarten, from elementary to middle school, from middle to high school, and from high school to postsecondary life. Adults also experience many transitions, including leaving school and getting a job, changing jobs, moving, having children, changing careers, and retiring. For most people, transitions are often stressful. They include elements of the unknown and require adapting to new situations, expectations, people, and environments. Often new skills must be learned for transitions to be successful. Some transitions, like going to college or moving to a new city, may be chosen; others, like unemployment, may not. Whether chosen or not, transition times are challenging to most individuals. Scales designed to measure stress contain many items about current transitions. Thus, changing jobs and moving contribute to our stress levels, whether we are excited about the change or dismayed by it.
Discuss what is typical about transitions and why they can be stressful.
While each disability presents unique challenges to individuals, many challenges are shared. School-aged struggles to develop language and communication, social skills, mathematical and linguistic literacy, self-regulation and self-advocacy, and meaningful and supportive relationships often continue to challenge individuals into adulthood. For individuals with vision impairments, hearing impairments, or physical disabilities, technology might play an important role in both transition planning and adult supports. Transition plans should address current needs for instruction as well as supports that might be needed throughout adulthood. Periodically reassessing the strengths and needs of individuals with disabilities in relation to transition planning will enable needed supports to be altered as greater independence is developed. Transition planning needs to involve the student, his or her family, educators, individuals from the community, and other support agencies. Planning must be comprehensive, addressing all areas of adult life, including employment, residential living, friendships, health, and community life. Community life may include being an active part of a church, synagogue or mosque; shopping locally; eating in restaurants, participating in clubs or sports, or being active in civic activities and politics. Transition planning must be broad-based enough to provide for success in immediate situations while not restricting future opportunities.
List the areas that should be considered when planning for full participation in community life.
Educators are faced with balancing two challenges in relation to the curriculum and instruction surrounding effective transition planning. One challenge for educators is to create curricula and instructional strategies that effectively prepare students to fully participate in community life. A second challenge is to balance that with the ever increasing emphasis on academic excellence and full participation in the general education curriculum. Functional skills and community-based instruction need to be balanced with academic learning objectives. This balance, and the ITP, must be based on an individual student's needs, strengths, and desires. Whether curricula and instruction should focus on academic performance, functional skills, or both must be determined for each individual.
What balance is a challenge faced by educators developing transition plans and supportive curricula and instruction? How should that balance be achieved?