Using the Maine Deaf & Hard of Hearing Student s Guide to Transition

Transcription

1 Using the Maine Deaf & Hard of Hearing Student s Guide to Transition January 10, :00 to 3:30 PM Q &A 3:30 to 3:45 Conrad Strack, M.S. Ed Shana Kelley-Cohen, M.A., LCSW

2 Presentation Outline for Today Using the Guide- Elements of the Guide Four Transition Areas Self Determination Education Employment Independent Living Question and Answer

3 Development of the Guide Funding from Pepnet 2 (Federal Department of Education grant) à National Deaf Center Increase understanding of needs for Deaf/deaf and Hard of Hearing students Team members: Parents, VR Counselor, Community Advocate, School Social Workers, and Teacher of the Deaf

4 Deaf and Hard of Hearing Student s Guide to Transition Guidelines friendly for students, school staff, and parents Covers recommendations by grade for 8th-12th grade Goals through the years Checklist Documentation Questions to guide planning Resources

5 Self-Determination Communicating needs effectively Advocating for self in a variety of settings Educating others about needs & laws Developing awareness of resources

6 Self-Determination and the Guide 8 th Grade Understand your Audiogram & Identify accommodations needed to remove communication barriers 9 th Grade Identify communication barriers in a variety of settings & Explain possible solutions for improving communication access

7 Self-Determination and the Guide 10 th Grade Be able to request accommodations that are effective and explain why needed 11 th Grade Identify where to go on college campus or place of employment to request accommodations; Understand basics of laws such as IDEA & ADA

8 Self-Determination and the Guide 12 th Grade Talk with others about laws that protect the rights of deaf and hard of hearing people and how these laws apply RESULTS: Students who understand their own communication needs and can self advocate effectively

9 Education and Training Learn and understand elements of education plan Taking ownership of their own education Planning for Postsecondary Education

10 Education/Training and the Guide 8 th Grade Develop & maintain organizer; Learn about high school courses; Demonstrate problem solving strategies 9 th Grade Develop a four year course plan; Demonstrate ability to work within a team

11 Education/Training and the Guide 10 th Grade Review course plan & adjust as needed; Participate in annual transition assessments; Visit college or vocational training programs 11 th Grade Demonstrate strong study skills; Review admission requirements for postsecondary programs

12 Education/Training and the Guide 12 th Grade Consider taking a community college course; Apply to colleges & training programs RESULTS: Students who can plan and problem solve when challenges arise

13 Employment Identifying and pursuing interests Gaining experience Learning Executive Functioning skills of organizing, planning, and time management

14 Employment and the Guide 8 th Grade Gain volunteer experience; Identify opportunities for paid work 9 th Grade Identify opportunities to explore interests; Complete a sample job application

15 Employment and the Guide 10 th Grade Demonstrate job search skills; Participate in a mock interview 11 th Grade Participate in job shadowing; Apply for a job in the community that matches skills and interests

16 Employment and the Guide 12 th Grade Obtain a paid job RESULTS: Students who have both the job skills and soft skills they need to be effective in the work place

17 Why student work experience is important Youth with previous paid work experience were 4.53 times more likely to achieve integrated competitive employment (Center on Transition to Employment Issue Brief: Post-School Outcomes for Transitioning Youth with Developmental Disabilities)

18 Vocational Rehabilitation Services Assist individuals in employment activities to find and maintain employment Rehabilitation Technology Job Development/Job Coaching Information/referral Evaluation/assessment Transition workshops College/Training Vocational guidance and counseling Job Shadowing

19 Independent Living Health and Safety Personal finance and money Social relationships Scheduling appointments

20 Independent Living and the Guide 8 th Grade Apply academic learning to solving real world problems whenever possible 9 th Grade Open a bank account and learn how to deposit and withdraw money

21 Independent Living and the Guide 10 th Grade Describe the differences between credit cards, debit cards, and checks 11 th Grade Demonstrate ability to create a budget

22 Independent Living and the Guide 12 th Grade Identify risks of borrowing money & not paying bills on time; Take personal finance class if possible RESULTS: Students who have financial awareness that fosters increased independence

23 Thank you To the Maine Summit Team who developed the Guide and to the agencies that supported our work Sitara Sheikh, Jennifer McCann, Kerry Fitzgerald, Suzette Carter, Christy Callahan, Meryl Troop, Shana Kelley-Cohen, and Conrad Strack Maine Department of Labor & Division for the Deaf, Hard of Hearing, and Late Deafened Disability Rights of Maine Deaf Advocacy program Maine Educational Center for the Deaf and Hard of Hearing

24 Thank you for your attention Shana Kelley-Cohen, LCSW Conrad Strack, M.S.Ed. Please complete your evaluations in order to receive your Certificate of Attendance