Special Education Blotter

2012-03-05T15:05:00.000-08:00

Social Security

If you have been receiving Social Security benefits because of your disability, you may have questions about reapplying and about any earned income. You will need to reapply for your Social Security benefits upon turning 18 under new medical standards designed for adults, and you may continue to be eligible for Social Security benefits through work incentives program. If you do not qualify for benefits after the age 18 review, you may file an appeal within 10 days to continue receiving benefits until the appeal has been resolved (Bellil et al. 15). Some students are afraid that if they go to work after turning 22, they will lose their disability benefits yet not make enough money to support themselves. This chapter will focus on how you can utilize your benefits to your advantage when you go to work.

Long-Bellil, Melanie Jordan, and Linda Landry (2010) produced an excellent booklet for parents and students detailing the Social Security benefits for Massachusetts recipients. They state that there are two types of social security benefits: Supplemental Security Income (SSI) and Social Security Disability Insurance (SSDI). To qualify for SSI, you must be disabled and have a low income below $1,000 per month or a resource limit of $2,000. Your parents resources are counted if you are under 18, and you are allowed a resource limit of $3,000 if you are married. People who are blind do not need to meet this requirement. Under SSI, you will receive Medicaid/MassHealth benefits. When you begin to earn money, the state will gradually reduce your cash benefits, but your MassHealth coverage continues until your earnings are above $36, 133 in 2010 ($36, 982 for people who are blind). SSDI benefits are awarded to those who are disabled, have earnings below the level of $1,000 per month ($1, 640 for people who are blind), and previously worked or paid Social Security Taxes. If you are working, your benefits will cease. People who receive SSDI benefits also qualify for Medicaid coverage, which stays in effect for up to 7.5 years. Social Security provides an additional benefit for adults with disabilities whose parents have worked enough to qualify called the Child Disability Benefit (CDB). This benefit provides for individuals who were disabled before turning 22, are at least 18 years of age and, since turning 22, have never earned money of $1,000 per month or more ($1, 640 for people who are blind). To receive these benefits, you must also be unmarried or married to someone else you receives CBD or SSDI benefits, and the child of a person who worked and is now deceased or who gets Social Security retirement or disability benefits. CBD beneficiaries receive Medicaire, but their benefits are based upon their parents work records, rather than their own. If you receive CBD benefits, you fall under different rules for getting back on CBD after you have earned income through work.

When you find a job and your earnings begin to increase and you receive SSI, your Social Security benefits will go decrease. Social Security uses a formula applied to your gross income (before taxes) to determine the decrease in your Social Security benefits. Social Security subtracts the first $85 of your wages and then divides the remainder of your Gross Monthly Earnings by 2 to equal your countable income. Then, they subtract that countable income from your original SSI check to determine your Adjusted SSI monthly payment while working (Bellil, et al, 4). Often, while your SSI payment will be smaller, your monthly income actually increases because only half of your wage earnings are counted in the deduction formula. You should note that often SSI benefits coupled with your wages means that you actually have more money at your disposal each month, not less, since SSI deducts only half of your gross income from your monthly benefits payment. Under a program called 1619(a), you will also keep your MassHealth benefits as long as you stay below the SSI resource limit. Some people will earn enough money so that their Social Security benefits reach zero dollars per month. This is called the break-even point, and once you reach the break-even point, your cash benefits stop (Bellil, et al, 2010). Under the 1619(b) program, you will keep your MassHealth coverage until your annual earnings reach $36, 133 ($36, 982 if you are blind) and your resources must stay below the allowable SSI income of $2,000/month ($3,000 if you are married) by using work incentives. Also, SSDI uses a trial work period (TWP) of nine months that can be spread out over 60 months in which your earnings were over $720/month. You will receive a check for the first three months as a grace period and then receive additional checks for each month during the next three years in which your income falls below $720/month as part of the SSDI Extended Period of Eligibility (EPE).

Work incentives include Impairment-Related Work Expenses (IRWEs) and the Plan to Achieve Self-Support (PASS) (Bellil et al, 6) provide an additional resource for Social Security Beneficiaries who have begun or returned work . IRWEs exclude costs for items and services you need in order to work (Bellil et al 11). Perhaps you require transportation, job coaching, or medical advice. You may need medication or therapy to manage your disability enough so that you can work. Your local Social Security Office will determine if any of your out-of-pocket, disability-related expenses qualify as work-related expenses and deduct these from your earnings before applying their formula to determine your benefit eligibility. The PASS plan allows an SSI recipient aged 15 or older to save money toward a vocational goal (Bellil et al. 12). Money set aside for these vocational goals does not count toward your $2,000 limit and may include transportation, education, and clothing costs. You may plan to start a business or to earn a degree to increase your earning potential. You submit a Pass application to your local SSA office, and the Social Security Administration approves these expenditures in eighteen-month blocks. Also, if you are a person who is blind, you can exclude your work-related expenses from your gross income. These expenditures need not be disability-related and fall under the Blink Work Expenses (BWE) exception (Bellil et al. 13).

Many students have expressed concern about Social Security when they contemplate their vocational goals and dreams. They worry that their earned income will not support them in the beginning and that a loss of Social Security benefits will leave them financially disadvantaged. The Social Security Administration has provided a variety of strong programs to prevent financial barriers to individuals with disabilities gaining independence.

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Long―Bellil, Linda; Jordan, Melanie; and Landry, Linda. Going to Work: A Guide to Social Security Benefits and Employment for Young People With Disabilities. Work Without Limits, Publications Office, Institute for Community Inclusions, UMASS Boston, 2010.

Ch 688 Referrals

2012-03-05T15:03:00.003-08:00

Chapter 688 Referrals

Until your twenty-second birthday, the school district provides the majority of your services. Upon your twenty-second birthday, however, the school district abdicates this responsibility to various outside service providers. Chapter 688 is a law that addresses the needs of young adults who will lose entitlement to special education services but will continue to requires services to live as independently as possible due to a severe disability. You are automatically eligible for Ch. 688 services if you are receiving SSI or SSDI benefits from Social Security (We will discuss Social Security in the next chapter) or you are listed in the registry of the Massachusetts Commission for the Blind. If you are not automatically eligible, you may still be eligible for services if you are 1.) receiving special education services, and 2.) in need of continuing services because of the severity of your disability, and 3.) unable to work 20 or more hours per week in competitive employment. Once the IEP team determines you to be in need of continuing services, they will begin the referral process.

At least two years prior to turning 22, the IEP team will make a referral to an outside agency so that services may be provided to you upon completion of your special education program (Bureau of Transitional Planning, Executive Office of Health and Human Services, web 2 May 2010). You or your legal representative will need to sign a permission form so that the school can make this referral to an outside agency and send them your records and test results. The school district, once you have given permission, will invite representatives of outside agencies to your IEP meetings during the last two years of your secondary school experience to provide for a smooth transition from school to adult services. The human service agency will then write an Individual Transition Plan (ITP) that will include time lines, goals, and objectives to helping you become as independent as possible.

The ITP outlines the day, vocational, residential, and support services you may need and the agencies providing those services. (Bureau of Transitional Planning, web 2 May 2010). Human Services agencies providing services in Massachusetts are the Departments of Mental Health (DMH), Developmental Services (DDS), Social Services (DCFS), Public Health (DPH), and the Massachusetts Commission for the Blind (MCB), the Massachusetts Commission for the Deaf and Hard of Hearing (MCDHH), and the Massachusetts Rehabilitation Commission (Mass. Rehab.). You may receive services from only one of these agencies. Your IEP team will determine which outside agency best fits your individual needs.

__________________________________________________________

Bureau of Transitional Planning
Executive Office of Health and Human Services

Department of Education
Special Education Planning and Policy Development Office

Volunteering

2012-02-24T08:24:00.000-08:00

Volunteering can be a great way to get out of the house, make new friends, and gain valuable work experience. I have found that many service organizations are happy to make room on their volunteering schedule for people with disabilities if presented in the right light! Sorting clothes, organizing food pantry shelves, even planting a row of a garden and donating this to a food pantry are wonderful ways to enhance vocational skills while making a difference.

The great thing about helping others is that once you have finished, you feel pretty good about yourself, too! Most people, disabled or otherwise, want to feel useful and that they have something to contribute. It may be hard at first to find ways to help out, but Internet searches, job coaches, and even school organizations all will have ways for you to get involved, and a surprising amount of self-confidence comes when you help someone else. Helping someone else and sharing your talents gives you the chance to feel needed and useful and it will also look great on a resume that you might want to hand to an employer in the future. Helping others, building self-esteem, and gaining experience make volunteering a win-win situation for all!

You will need to find a volunteer opportunity that is right for you. First, list your interests and your skills. You need to know what you can offer to a non-profit or other volunteer opportunity. Practice making phone calls and selling yourself. Have someone you trust role play with you. You can also set up a person-centered planning meeting where you meet with people you trust who care about you. They can offer valuable insight into your skills and talents and also tell you what you need to work on before beginning a volunteer opportunity. Plus, the more people you involve in the search, the larger your network is. Having people in your life with connections will help you get your foot in the door. The people at your planning meeting can check into volunteer jobs and get back to you at the next meeting, or they can help you identify places you should call to get started. Every one of us knows someone who knows someone who could probably help us out if needed. So, start volunteering today!

Dream Big

2012-01-01T15:15:00.000-08:00

Have you ever had a dream? I always wanted to be a professional ballet dancer. I could say that one of the reasons I did not become a ballet dancer is because I severely injured my leg in a car accident as a kid and spent the better part of a year learning how to walk again, but the truth is that I just don't have the kinesthetic intelligence needed to be a professional dancer. And that's okay. At 38 years old, I take ballet and tap lessons and I've danced on stage. I shared my love of dance with my students, I have helped students with disabilities put on stage productions, and I work part-time as a secretary in a ballet studio where I am surrounded by talented dancers. My own child has danced in company productions of the Nutcracker and is probably better now at age 7 than I will ever be, but I still dance. I worked backstage with a professional dance company and I got invited to the cast party. This is enough for me. I am surrounded by dance and dance is an integral part of my life, even if I am not part of a company or touring the world. So, as a teacher, how can I not encourage my students to dream? I know that there are very well-meaning people out there who think that it is kinder to tell a student that his or her dreams are impossible rather than watching the person suffer when they fall flat on his or her face, but I disagree. First off, how do we actually know someone will "fall flat on his or her face?" The truth is, we don't. No one knows the future. I know how hard it is to watch someone you love struggle. It's an incredibly painful ordeal to let someone fall and be hurt. Everyone, though, deserves the right to make a bad decision or to take the chance to fail. We've all made poor choices and we've learned from them. Our students with disabilities deserve the same chances.

Along the way, I recognized that I a just not a very graceful person. I came to the conclusion on my own that there were other talents I possessed, but I continued my love affair with pirouettes and pointe shoes despite the recognition that this would not be a life long career for me. If we allow students the freedom to pursue dreams, often they will find for themselves their limitations. I have worked with students who wanted things that the "world" would laugh at and discourage, but I did not. There are niches in every career that will fit if we work to find solutions. We just have to help our students carve out that niche. Perhaps a student will not be a pilot but will find working in and around aircraft in a different capacity incredibly satisfying. Perhaps the student who wanted to be a nurse will succeed as a nursing assistant or work as a recreational aide in a nursing home. There are so many ways to keep dreams alive. I say, let your students dream big. It's the first step to finding meaningful goals toward which to work as they begin their transition to adulthood.

Appearances...

2011-12-14T11:01:00.000-08:00

Mrs. MacLarty will be giving a presentation on Transition planning in Methuen at the Methuen SEPAC meeting on Dec. 14, 2011 at 7pm at the Comprehensive Grammar School.

Mrs. MacLarty will give a presentation on transition planning to the Tewksbury SEPAC on Thursday, February 9th at 7 pm at TSEPAC Office, Room 204, Wynn Middle School, 1 Griffin Way, Tewksbury

Formal and Informal Testing

2011-11-28T16:02:00.000-08:00

Formal and Informal Testing

Don't let the word “testing” scare you. This isn't something you can fail, and you have probably gotten used to testing procedures without even realizing it. Your school district tests you every three years as part of your IEP re-evaluation process. Transition Assessment aims to discover your occupational and vocational strengths and weaknesses may be conducted as part of this three-year re-evaluation process. You may wish to have outside agencies conduct your formal testing or you may select some of the manuals and take some of the tests independently. You can even go online and find various vocational aptitude tests. “A vocational aptitude test might consist of an instrument that assesses an individual's abilities, personality characteristics, and interests, and compares the individual's responses to those persons considered to be successful in their occupations and professions” (Gale, Barry. 1990).

“First, become familiar with the different types of transition assessments and their characteristics, including reading their respective manuals, seeking independent information (e.g., test reviews, professional articles) and talk with local adult service providers and employers. Again, it is recommended that you use multiple evaluations on an ongoing basis. Second, select assessment instruments and methods that help the student to answer the following questions:

Who am I?
What are my unique talents and interests?
What do I want in life, now and in the future?
What are some of life’s demands that I can meet now?
What are the main barriers to getting what I want from school and my community? and
What are my options in the school and community for preparing me for what I want to do, now and in the future” (NSTTAC, web 1 May 2010).

Your assessment procedures will need to take into account several key factors when determining the evaluation procedures to use. Knowing your reading level , your general I.Q. Scores, nature of your disability, post-secondary vision, and community opportunities and resources will help determine the type of testing your team will conduct. The team will also need to use reliable, valid testing measures to ensure the best outcome. You will be able to suggest testing measures of your own, such as the Armed Services Vocational Interest Survey (ASVAB) if you are interested in a career in military service or the Brigance Life Skills Inventory if you are considering independent living after high school.

There are several different types of assessment measures available. Some informal testing measures include interviews, surveys, environmental or situational analysis, and direct observation (NSTTAC, web 1 May 2010). Interviews, questionnaires, and surveys provide the Team with valuable information about your likes, dislikes, and plans after high school. Environmental analysis, conducted by a job coach, employer, or other professional, provide data on how you perform in various community and vocational settings. It gives a real picture of your functioning based on your current activities. Direct observation provides a similar picture to the environmental analysis and involves a data collector watching you work or utilize community resources and then recording his or her observations. Your school has their own performance measures as well, including state and district testing, progress reports, and classroom observation. These performance measures indicate how well you function in areas such as task completion, following directions, and on-task behavior.

More formalized transition assessments provide outside agencies with the information needed to assist you in your transition. They also provide valuable information to your Team regarding your strengths and aptitudes as well as where you would require accommodations. Formal testing includes achievement tests measuring your level of academic functioning, psychological testing quantifying your intellectual level of functioning and any learning disability you may have, and adaptive behavior or independent living scales evaluating the types of assistance you may need to function fully within the community and employment settings. Timmons et al (2005, web 1 May 2010) have written a guide for professionals detailing the transition assessment process that provides a valuable table (1.3) explaining a variety of testing procedures and their uses. You will find a link for this guide in the resources section of this booklet.

At your IEP team meetings, make sure you discuss formal and informal transitions assessment. Based on your level of functioning and your disability, your family and your Team will need to consider in which areas you require transitional assessment. Assessments can include some of the following: Interest testing, career exploration, work values, job skills, physical capacity, assistive technology, occupational therapy, physical therapy, speech and language, hearing, or vision. Chances are, you are not receiving services to address all of the above areas. You will need to assess only those areas in which you require a direct service or have a direct need or are required by your school district or outside agencies to determine eligibility requirements. Once you and the Team determine your assessment need, school district personnel can provide most, if not all, of the testing and will reconvene the team to share their results.

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Gale, Barry. "Discover What You're Best At," Simon and Shuster, New York, 1990 quoted in Encyclopedia of Psychology. April 6, 2001. Web 1 May, 2010. http://findarticles.com/p/articles/mi_g2699/is_0003/ai_2699000352/

National Secondary Transition Technical Assistance Center. Web 30 April, 2010.

http://www.nsttac.org/indicator13/indicator13.aspx , and 1 May 2010 http://www.nsttac.org/products_and_resources/tag.aspx

Timmons, J., Podmostko, M., Bremer, C., Lavin, D., and Wills, J. (2005). Career Planning Begins with Assessment: A Guide for Professinals Serving Youth With Educational and Career Development Challenges (Rev. Ed). Washington, D.C.: National Collaborative and Workforce and Disability for Youth, Institute for Educational Leadership. Available at www.ncwd-youth.info/resources_&_Publications/manuals.phpwww.ncwd-youth.info/resources_&_Publications/manuals.php

www.ncwd-youth.info/resources_&_Publications/manuals.php . Web 1 May 2010.

The IEP Transition Goal

2011-11-28T15:58:00.000-08:00

The IEP Transition Goal

In 1990, the Individuals With Disabilities Act (IDEA) extended their requirement of a Free and Appropriate Education (FAPE) for all children regardless of a disability to include transition planning (Wehman, 5). IEPs must now include formal transition plans that include vocational, educational, and community involvement to facilitate the transition process for individuals with disabilities. The hope was that this would lessen the vocational gap between those with and those without disabilities.

Your educational liaison, the person in charge of your IEP should meet with you personally to determine your future plans. This would be a good person to invite to your person-centered planning meetings. The IEP Transition Goal should incorporate your likes and dislikes and the vision and action plan you set in your Person-Centered Planning meeting will help your IEP team set a comprehensive transition goal with you. You should update the transition goal annually and include benchmarks that are appropriate to improve the student's post-school outcomes. By outlining the specific steps needed to reach your transition goals, the Team increases the likelihood of your success by breaking down the process into small, manageable pieces. Your IEP team will meet with you and your family when you are sixteen, and sometimes earlier if the team feels this is appropriate, and begin discussing your post-graduate plans.

When you attend your IEP meeting, the team will ask you if where you see yourself after high school. Will you attend college or a technical school? Will you pursue full- or part-time employment? Will you attend a day-hab program? Will you live at home, with friends, or in a group home? These questions will drive your transition plan and I urge you to discuss them openly with your Person Centered Planning Team before your IEP meeting because your transition plan will reflect these plans and will have objectives listed in your IEP that will reasonably ensure you accomplish your goals. Once you have established the type of post-secondary activities you want to pursue, share these with your IEP team. You will need to become a strong self-advocate and identify both your goals and the obstacles to those goals so that the team can put supports in place to help you accommodate your disability and achieve your aspirations.

The IEP team can help you identify your strengths and accommodate your weaknesses through formal and informal testing. You can request these tests as part of your three-year re-evaluation process or you can ask for them to be conducted outside of the three-year time-line. We will discuss the types of formal and informal testing in the next chapter, but these measures provide additional data on you and how you learn and work. They will help educate the team about the best way for you to reach your goals and I recommend you request these testing measures as you approach the transition age and discuss them at your IEP meetings as they relate to your transition goals. Doing so will bolster your transitional experience and increase your likelihood of success.

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Wehman, Paul, Ph.D. Life Beyond the Classroom, Transitions Strategies for Young People With Disabilities. Paul H. Brooks Publishing Company, Baltimore, 2006.

Formal Testing Areas

2011-11-11T07:16:00.000-08:00

In special education, there are a number of formal tests. Vocational assessment also uses a variety of formal assessments to ascertain a student's ability to work at various jobs as well as his or her interest level in a variety of work experiences.

Vocational and Career Interest Assessments measure interests, preferences, values, and temperaments. They are used by schools and work-force preparation programs to match and individual's interests and values to employment opportunities. They include interest testing, personality inventories, career exploration and experiences, and work values assessments.

Job Aptitudes and Skills measure aptitudes, work behaviors, and skills. These assessments are used by schools and work-force preparation programs to ascertain an individual's ability to find, perform, and hold onto specific jobs. Work experiences and other related programs give the individual an opportunity to experience performance that document actual work potential.

Occupation Specific Certification measures mastery of knowledge, skills, or abilities in specific occupations. These are tests and assessments given at the end of apprenticeships, educational programs, or other job-training programs focused on a specific job or career area. They are used by licensing boards, businesses apprenticeship programs, and prep. programs for students to issue a credential or license.

Physical and Functional Capabilities measures the work capacities and tolerance for jobs through work tolerance, physical capacity scales, work samples, and community-based assessments. These are used by the work force and preparation programs to ascertain an individual's ability to do a certain job.

Physical and Functional Capactities measures the need for diagnoses and medical therapies. These include Occupational Therapy Assessments, Physical Therapy Assessments, Speech and Language Assessments, Hearing Assessments, and Vision Assessments that are used schools and work-force prep. programs to determine the need for any necessary medical intervention, accommodations, and independent living supports. These are used to determine eligibility for special education and vocational rehabilitation.

What is Person-Centered Planning?

2011-11-11T06:21:00.000-08:00

Person-Centered planning helps an individual with disabilities achieve their dreams and goals. Many people with disabilities may get discouraged or feel that their disability prevents them from achieving their dreams. I've heard some of my students complain that they will never find a good job or that they will never get to do what they really want because they have a disability. Having a disability, however, does not mean that you cannot achieve goals and dreams. Achieving these goals and dreams just takes a bit more planning and often some help from the caring people in one's life. Everyone, regardless of a disability, can do some things well. Person-centered planning helps someone with a disability discover their gifts and talents in a friendly, supportive environment.

To begin with person-centered planning, you can draft a list of people who know the individual well. These can be teachers, service providers, family members, friends, and community members. The most important thing they will all have in common is that they care about you and that they can help identify your gifts and talents. It's important to have a variety of invitees because different people often see you in a different light. A boss will notice work-related talents that may not be seen at home and a classroom teacher or service provider will have different insight than a best friend.

Once you have your list ready, you can choose a date and time for a first meeting. It's a good idea to have a location away from the school in a friendly atmosphere that will put everyone at ease. At the first meeting, you can brainstorm the likes, dislikes, talents, and areas that will need additional support for you to meet your goals. You do not need to have any specific goals in mind at the time. One of the benefits of having a whole team of people at your service is that they might recognize things about you that you enjoy that maybe you never thought could be turned into a job. Most people in their teens do not know what they would like to do for the rest of their lives, and many people have more than one career in their lives. It's okay to be unsure or uncertain about your future. That's why you have people in your corner to help you. They can recognize things in you that you are not yet aware exist.

The first meeting is a brainstorming session that will help to get the ball rolling. Everyone should share their ideas on what you do well, what you like to do, and identify possible areas where you could use these skills.
This is a positive meeting where people share with you the best they see in you. If anyone has any networking ideas or contacts, these should also be shared at the initial meeting. Then, follow-up tasks can be assigned to members of your planning team and you can reconvene to follow-up on the networking activities. During this meeting, you will develop some idea of possible goals for your future and subsequent meetings will help you to map your your course of education or employment for your future.

“Person-centered planning involves the development of a "toolbox" of methods and resources that enable people with disability labels to choose their own pathways to success” (Blessing, Carol. Cornell University Employment and Disability Planning and Education Site). The process involves people chosen by you, the individual, who come together as a team to map out your skills and accomplishments and provide insight into possible career or educational paths. It takes time and dedication from you and from the caring people in your life who truly want you to succeed. Success is possible and identifying a team of people to help you is the first and best step toward the a successful future.

Blessing, Carol. Employment and Disability Planning Education Site. Employment and Disability Institute, Cornell University School of Industrial and Labor Relations, Ithaca, New York 14853-3901. Web 21 April 2010. http://www.ilr.cornell.edu/edi/pcp/index.html

Unemployment Statistics for Adults with and without Disabilities

2011-11-02T06:25:00.000-07:00

Below is a basic profile of people with disabilities in Massachusetts from the Massachusetts Rehabilitation Commission. This study was published in 2004 and is available through the website at www.mass.gov/Eeohhs2/docs/mrc/executive_summary_05.doc.

According to the 2002 American Community Survey (ACS)^¹, there were 865,000 persons ages five and over with a disability in Massachusetts, representing about 15.0% of the population in this age group.

These individuals had disabilities that fell into one or more of the following categories: sensory disabilities (213,000), mobility disabilities (443,000), and cognitive disabilities (293,000).

445,000 of these 865,000 individuals who reported having one or more disabilities were of prime working ages (18-64).

These individuals face multiple barriers to labor force participation, employment, job retention and career advancement.

Only 219,000 or 49% of working age adults with disabilities were in the labor market, compared to 70% for the entire working age population.

Of the 219,000 who were in the labor force, 194,000 were working and 25,000 were unemployed but looking for work, an unemployment rate of more than 11%, about two times the rate of the working age population in Massachusetts and the nation (2002).

1 The Center for Personal Assistance Services of the University of California at San Francisco has compiled state and national data on the prevalence of overall disability and of self-care difficulty by gender, age, race and ethnicity, type of disability, family income, benefit recipiency, employment status, and living arrangement.

Uvin, Johan; Karaaslanli, Devrim; White, Gene. Evaluation of Massachusetts’ Public Vocational Rehabilitation Program, Commonwealth Corporation, 2004.

The Institute for Community Inclusion also published a study in 2006, reporting unemployment rates for individuals with disabilities from the years 2000-2004. They found that only 36% of people with disabilities were employed at that time, as compared to 73% of adults of working age without disabilities.

Sulewski, Jennifer Sullivan and Butterworth, John. Massachusetts Employment and Disability Snapshot Report, 2000-2004. Institute for Community Inclusion, Boston MA, 2006.

What is Transition Planning?

2011-10-26T12:12:00.000-07:00

The post-school outcome for students with disabilities does not look as bright as it does for their non-disabled peers. Individuals with disabilities are more likely than their non-disabled counterparts to be unemployed or under-employed. The transition plan, developed by the Team during regular IEP meetings, should improve the post-school outcome of individuals with disabilities by planning for their future in several different areas. Transitional planning considers an individual's needs based on his or her disability and then draws up a plan for for the education of a student with disabilities that takes into account the students' interests, skills, deficits, community and social needs, and independent living. The Team addresses long-term goals that student may have with the assumption that planning ahead will provide the student with better options in the future and lead to a satisfying life experience and community involvement. Federal mandates state that transition planning begin by age 16, but Massachusetts law mandates transition planning begin for students at age 14.

Resources for Parents in Massachusetts

2011-10-26T12:00:00.000-07:00

Here is a small list I have composed of helpful resources for parents of, or individuals with, disabilities. I hope you find it helpful!

Resources

1. Indicator 13 Checklist. National Secondary Transition Technical Assistance Center. Web 30 April, 2010. http://www.nsttac.org/indicator13/indicator13.aspx

2. List of Formal and Informal Testing Procedures. National Secondary Technical Transition Assistance Center. Web 1 May 2010. http://www.nsttac.org/products_and_resources/tag.aspx

3. Table 1.3: Formal Testing Areas. Timmons, J., Podmostko, M., Bremer, C., Lavin, D., and Wills, J. (2005). Career Planning Begins with Assessment: A Guide for Professinals Serving Youth With Educational and Career Development Challenges (Rev. Ed). Washington, D.C.: National Collaborative and Workforce and Disability for Youth, Institute for Educational Leadership. Available at www.ncwd-youth.info/resources_&_Publications/manuals.php

4. A Guide to Chapter 688: Massachusetts' Transitional Planning Program. Bureau of Transitional Planning Executive Office of Health and Human Services, Departtment of Education Special Education Planning and Policy Development Office. Revised 4/2007. Web 2 May 2010, http://www.doe.mass.edu/sped/688/

5. Chapter 688 Human Services Agency Information. Massachusetts Department of Elementary and Secondary Education website. Updated May 18, 2007. Web 2 May 2010. http://www.doe.mass.edu/sped/688/

6. Chapter 688 Student Referral Form. Massachusetts Department of Elementary and Secondary Education website. Updated May 18, 2007. Web 2 May 2010. http://www.doe.mass.edu/sped/688/

7. Social Security Guide. Long-Bellil, Linda; Jordan, Melanie; and Landry, Linda. Going to Work, A Guide to Social Security Benefits and Employment for Young People With Disabilities. Work Without Limits, Publication Office, Institute for Community Inclusion UMASS Boston, 2010 edition.

8. Guardianship. Various articles discussing guardianship and alternatives. The ARC of San Juan County. Web 7 May, 2010. http://www.thearcthriftown.org/guardianship.html

9. Guardianship. The Center for Self-Determination. Web. 7 May, 2010. http://www.centerforself-determination.com http://www.centerforself-determination.com http://www.centerforself-determination.com http://www.centerforself-determination.com /

10. Alternatives to Guardianship Materials. The University of Montana Rural Institute. Alternatives to Guardianship Materials. Web 7 May 2010. http://ruralinstitute.umt.edu/transition/WebConf_materials.asp

11. One Stop Career Centers. The North Shore Career Center. Web 7 May 2010. http://www.nscareers.org/

12. One Stop Career Centers. Executive Office of Labor and Workforce Development. Web 7 May 2010. http://www.mass.gov/?pageID=elwdagencylanding&L=4&L0=Home&L1=Government&L2=Departments+and+Divisions+%28EOLWD%29&L3=Massachusetts+One-Stop+Career+Centers&sid=Elwd

13. Association on Higher Education and Disability (AHEAD) . Web 14 May 2010 http://www.ahead.org/

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15. Health Care Transition. Answers4Families. 1994 - 2009
A partnership of the Nebraska Department of Health & Human Services and UNL's Center on Children, Families, and the Law, UNL Extension at the University of Nebraska - Lincoln.
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Physical Fitness

2011-10-17T09:21:00.000-07:00

Physical Fitness provides one of many critical elements in a successful transition to post-secondary activities. Most of us started our first jobs in gas stations, grocery stores and the like working long hours for a little bit of money. We didn't plan to stay here, but working in these types of jobs gave us the necessary experience needed to obtain a job we liked better or paid a higher rate. We probably came home tired from work, and I bet many of you still come home tired from work each day! Any of us, with or without a disability, benefit from physical fitness whether it is to lower our stress level or to keep up with an active child. A person with a disability, especially a significant disability, will find that it is easier to perform the necessary job functions in a demanding job with good health and fitness. Starting out, standing for six hours a day is a formidable task, especially if the student is not used to being active. It may be harder to find an exercise program for a person with significant disabilities, but I believe it is essential to success. If a student can't perform consistently for a few hours at a time, that student is less likely to hold competitive employment. Think about it...if you were the hiring manager, you would want to hire people who could perform the task at hand successfully for a sustained period of time. Physical fitness provides a competitive edge over those without a strong exercise program.

You can tailor the exercise program to individual needs. Work with your PT or OT specialist. Go for regular walks or play active games, but encourage students to maintain a high level of physical fitness at whatever level they can successfully manage. Moods will improve, and you've just made an investment in the future!

Welcome to the Blog!

2011-10-17T09:06:00.000-07:00

Hi! I'm so glad you've come to visit my classroom. I will be posting here on various elements of special education with a focus on transition planning. Students with disabilities have much higher rates of unemployment and underemployment after finishing school than those without disabilities. These statistics started the push for transition services in the secondary school setting, and I, for one, am glad! I love it when my students succeed and go on to do great things and a disability should not keep anyone from enjoying life or being productive. In addition to helping students succeed in the classroom on a daily basis, I love working on skills that my students can take with them into their post-secondary activities. I hope you will come here to learn, share, or ask questions that this might be another vehicle for student success.