Important tips for Parents: Transition to Adult Services

This past Saturday I had the privilege of attending a conference targeting young adults with Special Needs. The conference was held at the Frostig Center and was presented by TASK- Team of Advocates for Special Kids. The conference specifically discussed Transition to Adult Services and the purpose was to provide parents with an overview of the transition requirements under IDEA and how to effectively participate in the development of Individual Transition Plans (ITP). The presenter, Suzanne Galindo from TASK, outlined several important points and offered many helpful resources. I have listed some of the take away points.


1. It is your right as a parent to request a FORMAL vocational assessment to be completed prior to the ITP. Many schools have their teachers, therapists, aides, and even PE coaches fill out the ITP. The ITP is a very important document that will assist your child with learning skills necessary to be independent. The goals written on the ITP should be "appropriate, measurable, post secondary goals relating to training, education, employment, and when appropriate, independent living skills." Goals such as; Will become a fashion designer, or Will attend a 4 year college, may not be appropriate for all children. Please refer to page 131 in the Transition Handbook for further information. Transition to Adult Living, Information and Resource Guide

2. It is recommended to have the Department of Rehabilitation and Regional Center (if you are a client), attend your EXIT IEP. It is at that time the departments will decide what services will be offered and by whom. Having this determined at the IEP will save you many headaches.

3. The Higher Education Opportunity Act allows students with intellectual disabilities to be eligible for Pell Grants. For more information Association of University Centers on Disability

4. Bet T'tzedek offers support to families looking to conserve their children. They offer low cost services and the process is simple.

5. The Special Edge Newsletter: Informing and supporting parents, educators, service providers,and policy-makers on topics related to special education

If you have further questions I urge you to call TASK or speak to a local advocate. I have had the opportunity to work with several wonderful advocates and attorneys  if you need a referral I would be happy to assist you. Additionally, I am available to assist you with forming clinical teams to support your family through this process as well as refer you to transitional programs to support your young adult.

Transition Toolkit from Autism Speaks

Autism Speaks launched the Transition Toolkit for parents and young adults. It is a great resource and free of charge. You will find the link listed below.

http://www.autismspeaks.org/sites/default/files/california.pdf

http://www.autismspeaks.org/family-services/tool-kits/transition-tool-kit

2e Learners: Optimizing Success

This afternoon I was honored to attend a luncheon presented by Bridges Academy. The guest speaker was Dr. Susan Baum and the topic was 2e Learners. Presented below is an article written by Dr. Baum. Please visit Dr. Baum's site for additional resources. http://www.internationalcenterfortalentdevelopment.com/

The Ten Commandments I Teach By:

Optimizing Success for 2e Learners

 By Susan Baum

To optimize learning in today’s classrooms, we must first create learning communities that respect the intellectual, physical, and emotional needs of students. This is especially true for twice-exceptional students. Because of their constant struggle with the little things that others do easily, their sense of self is fragile and their academic self-efficacy is compromised. (Self-efficacy is belief in one’s own ability to successfully organize and carry out some behavior.) 

Over the years, I have found opportunities to create positive learning environments that nurture the emotional and intellectual development of these special youngsters. In this brief article I will share the ten commandments that guide my efforts to create this vital learning community. For me, these are nonnegotiable in offering a comprehensive educational opportunity to twice-exceptional students.

Intellectual Environment

Twice-exceptional students need to learn at a rate commensurate with their ability. Many have advanced interests, talents in specific areas, or great capacity to think critically and creatively. To meet these needs, I do four things.

	I	Provide a challenging curriculum. These bright youngsters need a curriculum that engages their advanced-level interests and problem-solving abilities. Watering down the curriculum serves no purpose and, in fact, does harm to these students’ fragile sense of academic self-efficacy.
	II	Allow access to the curriculum. Many twice-exceptional students fail because they have difficulty obtaining information through reading or listening. Offer them opportunities to access content by using books on tape, technology, websites, video or DVD representations, experiential learning, demonstrations, etc. Offering all students in the class choices of how to achieve learning objectives has two advantages: it optimizes learning in general; and it allows the twice-exceptional student to accept accommodations without feeling different or inferior.
	III	Provide ways for twice-exceptional students to communicate effectively. Putting ideas in writing is often problematic to these youngsters. Handwriting and spelling challenges are obstacles to recording ideas. Difficulty in organizing information also taxes short-term memory, making it difficult for them to concentrate as they complete writing assignments. These students should always have access to technology for putting ideas on paper, taking notes, completing writing assignments, or making presentations. Use programs like Inspiration™ or Kidspiration™ for pre-writing opportunities and planning. When assigning written research reports or essays, allow these students to first create a PowerPoint presentation, and then have them talk from the slides. Turning the slides into a full report or essay is much easier; the slide show becomes their outline.
	IV	Use instructional strategies to enhance student engagement. Look for teaching and learning activities that allow twice-exceptional students to focus and sustain attention during the learning process. Helpful instructional strategies include using moral dilemmas, simulations, Socratic questioning, project-based learning, and creative problem solving, to name a few. An excellent resource for engaging strategies is the book Models of Teaching (Joyce, Weil, with Calhoun).

 Physical Environment

The physical environment of a classroom can contribute to or inhibit classroom success. Many twice-exceptional students have difficulties attending and focusing in highly stimulating environments. They need opportunities for quiet as well as opportunities to move about. The following accommodations work well in meeting these needs. 

	V	Provide office space. Some students require quiet space where they can collect their thoughts and focus on the task at hand. Create a private office in a corner of the room where any child can sign up to work. In this space should be a computer or AlphaSmart™ (an electronic keyboard), headphones, and music. (Yes, many students with AD/HD focus better while listening to music.) Have sketch pads and building materials available as well. Many of the more spatially gifted students - those with Asperger Syndrome, AD/HD, or dyslexia - need to draw before they write. They literally sketch out their ideas. Others build models to create meaning.
	VI	Create a reading corner. We have found that some students with reading or attention difficulties are overwhelmed and debilitated by fluorescent lighting. Have a comfortable reading chair and a lamp with soft light available for students who suffer from light sensitivity.
	VII	Provide grouping arrangements. Twice-exceptional students fare much better in classes with fewer students. For me, small class size is a major contributor to the success of these students. Unfortunately, schools are not likely to have options in terms of class size. Thus, it becomes imperative that we keep whole-class teaching to a minimum. Use interest or talent grouping to allow these students to be with others with whom they share ideas and skills. Pair-share activities as well as small groups of students at an interest center provide opportunities for more active participation by twice-exceptional youngsters; these arrangements enhance their ability to sustain attention.

Emotional Environment

For many twice-exceptional students, school becomes a matter of survival. These students, many of whom are overly sensitive about their differences, use their creativity and intellectual energy to navigate the hostile waters of school. They need to feel valued and smart. I offer two ideas to support these students emotionally.

	VIII	Use differentiation and strength-based opportunities for all students in your classroom. No child likes to be different. Offering choice to all students for how to learn and for how to be assessed allows any student, including the twice-exceptional student, to feel smart and to take responsibility for learning. By showing that we value a three-dimensional model of the DNA molecule equally as much as a well-written essay about the molecule, we empower students to learn. More about strength-based learning can be found in the book Multiple Intelligences in the Elementary Classroom: A Teacher’s Toolkit (Baum, Viens, & Slatin with Gardner).
	IX	Teach the skills of emotional intelligence. Hold class meetings where students talk about social and emotional issues. During these meetings, teach strategies in time management, communication, and self-understanding. Cover learning styles, personality profiles, and individual talents. When twice-exceptional students see that all of us have emotional issues, strengths, and interests, they can better understand themselves and learn how to advocate effectively for themselves.
	And the Final Commandment
	X	Empower these students through talent development. If I could do only one thing to help twice-exceptional students on their journeys, it would be to identify and develop their talents. It is their talents that will provide them a pathway to success in life. It is through the rigors of talent development that they will become self-regulated and goal-directed. It is through talent development that they will develop positive identities and like-minded friends.

Talent development opportunities can include advanced classes in their talent areas, opportunities to work on creative projects with other talented students, mentorships, and competitions. It is our responsibility to match the student with the opportunity. For more on the promise of talent development see the article “The Promise of Talent Development for Twice Exceptional Students.”  

I hope these ideas will help you develop you own set of commandments to meet the unique needs of those students whose gifts and talents are compromised by their academic, social, or emotional challenges.

References

Baum, S, (2005). “The Promise of Talent Development for Twice-exceptional Youngsters.” Gifted Education Communicator, 35, 13-16.

Baum, S., Viens, J., & Slatin, B., with Gardner (2005) Multiple Intelligences in the Elementary Classroom: A Teacher’s Toolkit. New York: Teachers College Press.

Joyce, B., Weil, M. with Calhoun, E. (2000). Models of Teaching. Boston: Allyn & Bacon.

 

Susan Baum, Ph.D., is an educator and author. As Professor of Education at the Graduate School of the College of New Rochelle,  she teaches courses in elementary education and the education of gifted and talented students. She consults internationally and is co-founder of AEGUS, the Association for the Education of Gifted Underachieving Students.     

Get ready for Summer! Summer Prep Programs

Getting ready for summer? Check out this great article on specialized summer prep programs. The article targets adolescents on the Autism Spectrum but can be applied to all adolescents. There are several new programs available. Please feel free to contact me and we can explore!

http://www.autismafter16.com/article/10-25-2011/getting-real-summer-prep-programs-high-schoolers

Sustainable Growth at Pacific Quest

Last week I had the opportunity to visit Pacific Quest in lovely Hawaii. Located on the Big Island in Hilo, Pacific Quest (PQ) is not your average wilderness program. Created by Mike and Suzanne McKinney, PQ has 2 programs; one for adolescents and the other, young adults. The model for the programs is "Sustainable Growth", a focus on the mind, body, and emotions.

Welcoming Ceremony

The moment I stepped foot onto the adolescent campus I felt an overwhelming sense of peace and stillness. I traveled with several other consultants and we were welcomed by the students in a ritual like passing. As I stated out loud my desired intent in life I was welcomed through the passage by a young man who was graduating in a couple of days. As a group we then, were introduced to the beloved "Land Man", Travis Slagle, Horticultural Therapist. He walked us through the process by which the adolescents and young adults explore their emotions, learn emotional regulation, and grow as a result of planting and harvesting produce.  Once we had a general understanding of Horticultural Therapy we were put to work. Along side the adolescents, we shoveled, sifted, and planted beans. The activity gave us an opportunity to connect with the adolescents and gain a better understanding of the therapeutic process. Last Thanksgiving PQ donated close to 80 lbs of beans to the local community to be served at thanksgiving dinner. Additionally they take the weeks harvest and sell at the local farmers market and donate the proceeds to a chosen island organization. It was a wonderful experience that left my arms a bit sore the next day.

Planting Seeds

We were then treated to lunch made by the kids; fresh avocado and veggie soup, green salad with homemade dressing, fresh fruit, guacamole, and pineapple tea. The food was fantastic! Most of the meals served at PQ come from the garden with protein additions. The adolescents joined us for the meal.Throughout the meal we discussed the phase system, rites of passage concepts, and the overall sense of the program. All of the adolescents commented on their love for the treatment team, the food, and the atmosphere. This was the first placement for some of the adolescents and they appreciated the opportunity to attend PQ. For most of the day (6a-6p) the participants; adolescents and young adults, spend time in their prospective areas, harvesting, participating in therapeutic sessions and groups, cooking meals, learning life skills, and reflecting in their "Hale's". "Hale" pronounced HA-LAY is Hawaiian for simple thatched roof dwelling. Every participant is assigned a Hale and has the opportunity to utilize it for shelter throughout the day. At the end of the day all of the participants retire to the dormitory area. The dorms are very simple, clean, and have working showers and bathrooms.

"Hale" overlooking Kona Coast

The young adult program is located in Reeds Bay, in the town of Hilo and is right on the water. Water activities include but are not limited to canoeing, stand up paddle boarding, swimming, and fishing. All participants adolescents and young adults have opportunities for outings including hiking the volcano's, fishing, swimming, and community service. They also have opportunities to participate in Yoga, Strength Training, and Qi Gong.

The clinical team spearheaded by Hilary Moses is an impressive one. The focus on Rights of Passage, Mindfulness, and Horticultural Therapy provides a well rounded treatment approach. Additionally they have Dr. Britta Zimmer, Naturopathic Physician. She works with the psychiatrist, participant, family, and PQ team members to provide a well rounded nutritional program and integrated medical treatments as necessary including the use of supplements. All of the participants I spoke to love Dr. Britta and commented on how since they arrived at PQ their sleeping, eating, and overall health have vastly improved. Once participant had lost close to 30 lbs just by living a more mindful and healthier lifestyle.

One of the amazing gardens

The pure and true healing power of nature is incredible  You can feel the sense of pride and accomplishment from all of the participants. It was a pleasure visiting the program and I look forward to referring families.

Some References:

Gardening for Children with Autism Spectrum Disorders and Special Educational Needs: Engaging with Nature to Combat Anxiety, Promote Sensory Integration and Build Social Skills. Natasha Etherington (2012) Buy it on Amazon.

Green Nature/Human Nature. Charles Lewis (1996)