Interdisciplinary, Interagency Collaboration for Transition From Adolescence to Adulthood. Panelists. Tony Antosh , Ed.D .; Director, Sherlock Center, Rhode Island College Ilka Riddle, Ph.D ; Associate Director, University of Cincinnati UCEDD Margo Izzo , Ph.D.; Associate Director, - PowerPoint PPT Presentation
Text of Interdisciplinary, Interagency Collaboration for Transition From Adolescence to Adulthood
Interdisciplinary, InteragencyCollaboration for Transition
From Adolescence to Adulthood
• Tony Antosh, Ed.D.; Director, Sherlock Center, Rhode Island College
• Ilka Riddle, Ph.D; Associate Director,University of Cincinnati UCEDD
• Margo Izzo, Ph.D.; Associate Director,Nisonger Center, Ohio State University
• Olivia Raynor, Ph.D.; Director.Tarjan Center, UCLA
Introduction, Agenda, Objectives, Issue (Antosh)
Perspectives on Transition
Youth and Families (Antosh, videoclips)
Education, Employment, Postsecondary (Izzo)
Community Living (Antosh)
Strategies for Interagency Collaboration (Raynor)
Small Group Discussion
Large Group Discussion
Wrap up and Resources
Transition Listening Session
Sue SwensonDeputy Assistant Secretary – OSERS
US Department of Education
Tuesday, December 4 3:00-4:15Gunston East
Genesis of the Symposium
• AUCD Board of Directors wanted to select one issue and use the breadth and depth of the network to create a national focus on that issue.
• Interdisciplinary Practice is one of the foundation concepts of the AUCD network.
• After significant discussion, the Board focused on applying the concepts of interdisciplinary, interagency collaboration to transition
Youth with IDD should be able to expect self-determined transitions with coordinated support from family, community, professionals, and agencies.
But they and their families often experience very little coordination and collaboration from the myriad of systems involved in the transition process
Failure to support self-determination as a central element of the person-centered
process of transition
Insufficient understanding of the role of culture in an individual or family’s
concept or approach to transition
The tendency for professionals within each realm of transition (education, health,
community living, employment, and others) to use language that is not easily
understood by other professionals, youth with IDD, families, or other community
Neglecting to specifically explore how transition in the different realms
could/should be linked for maximizing success
Self Determined Life
Youth and FamilyCulture
CompetenceHealthy LifePlace to LivePaying Job
• Promote an interdisciplinary, interagency approach to transition
• Understand the language, methodology and practices inherent in the different disciplines and perspectives
• Understand the role of culture in transition• Develop strategies for linking disciplines and
agencies• Increased awareness of network resources
Perspectives on Transition
Youth and Families
“I would like to live with my aunt who has provided me with the care that no one else has been able to do. I plan to find a part-time paying job. I would like to spend the rest of my days going to the gym to keep up my health, doing recreational activities in the community and being part of my social community. I can only do these things if I have wheelchair transportation, a job coach and a nurse to meet my medical needs.” Quote from a letter from a youth with IDD to an
“I expected assistance in planning ways that my daughter could function with support in various adult roles….I expected that the various entities that were involved with her support…would collaborate together to design supports that would help her reach her unique adult goals. I expected to have good, complete and understandable information….I expected that supports would be available in her own community in places of her choosing…. What I needed most was a guide.”
Quote from a mother
“Families want information and planning processes that are clear, simple and individualized. Families and individuals want choice and control – their own voices primary in design of services – rather than decisions made arbitrarily by others….. want what any family wants for their young adult…. looking for the ways and means….”
Quote from a community supports navigator
The Good and the Bad of Transition
Youth and Family Practices
• Good, complete, understandable information
• Focused transition planning
• Person-centered transition planning
• Family/Community Support Navigators
• Self-Determination Curriculum
Health Care Transition is…
• …the purposeful, planned movement of adolescents and young adults with chronic physical and medical conditions from child-centered to adult-oriented health care systems.
National Survey of State IDD Agency Day and Employment Services 2010
Transition to College
27 Projects implement:• Interdisciplinary approaches • VR and DD coordination• Enrollment in college classes• Employment experiences• Self-determination• Inclusive age-appropriate settings• Go to www.ThinkCollege.net
• Mobility Options in Your Community. A resource mapping tool to help you analyze the accessible transportation resources in your community
• Building a Transportation Education Continuum. An activity to assist educators to build transportation education activities across multiple tiers.
• Building Awareness in Accessible Transportation: Transit Assessment Guide for Students, Families and Educators. A tool for students, families, and educators who would like to increase their understanding of transit systems and how people with disabilities use public transportation.
Who Initiated Activities During Three Days
•Agency Staff 27.4%
•Family Community Friend 0.4%
•Someone else 0.1%
Transition Planning should include:• Where to Live• How to Get There• Community Activity• Leisure and Recreation• Building a Social Network• Making Decisions
Interagency Collaboration and Coordination Interagency Collaboration
IDEA Transition Planning
The IEP must include for each student beginning at age 16 (or younger, if determined appropriate by the IEP team) a statement of needed transition services for the student, including, if appropriate a statement of interagency responsibilities or any needed linkages.– 34 CFR 300.347(b)(2)
agencies • Lack of sufficient information/awareness • Insufficient preparation of students for
US Government Accountability Office (2012), Better federal coordination could lessen challenges in the transition from high school
Three groups typically served by interagency teams that vary by setting, roles and responsibilities
– (State level agencies) Developing cross-agency policies to facilitate transition
– (Regional/local district personnel)Developing procedures and guidelines at district level
– (Individual level) Working with individual students at IEP meeting or other interagency meetings
The CA Postsecondary Education Interagency
The Tarjan Center, a University Center for Excellence in Developmental Disabilities established a workgroup consisting of public agencies representing rehabilitation, developmental disabilities services, education, and community colleges in partnership with the State Council on Developmental Disabilities and the California Health Incentives Improvement Project to address needed changes to improve access and participation in postsecondary education.
CA Postsecondary Education Interagency Workgroup
Participants• John Kimura, Jeff Reil and Susan Mathers, California Department
of Rehabilitation• Denyse Curtright, Don Braeger, Rick Ingram, Victoria King,
Department of Developmental Services• Carol Risley, State Council on Developmental Disabilities• Scott Berenson,& Scott Valverde, California Community Colleges
Chancellor’s Office• Dr. Catherine Campisi & Rachel Stewart, California Health
Incentives and Improvement Project*• Jill Larson, Dr. Dan Boomer, California Department of Education• Carolyn Nunes, Director of Special Education, San Diego Office of
Education• Dr. Olivia Raynor & Wilbert Francis, Tarjan Center at UCLA• Dr. Kathleen Rice, Facilitator
How We Created an Engaged and Committed
Group • Developed relationships, mutual understanding
and trust among diverse partners;• Assessed the environment for change;• Attended to the priorities and context under which
each agency operated• Identified assets and barriers and developed an
actionable plan for our work• Affirmed individual and agency’s commitment to
improve outcomes for youth with developmental disabilities
• Built a sense of purpose, hopefulness and commitment to the work
Step 1: Map Each Agency’s Initiatives that Support Students with ID and ASD
Raynor, O., Campisi, C & Francis, W. (2012), Pathways to PSE for Students with ID & Autism
Raynor et al., 2012
Step 2: Create an Interagency Matrix
( Raynor et al, 2012)
Step 3: Utilize Case Studies to Identify Supports, Strengths & Gaps
• Identified key issues and unmet needs• Services each agency provided in response
to student needs• Regulations policies or local practices that
created available services, prevented them from being provided or could have been employed but were not
• Who else needed to be involved?• If the system worked well, what would have
Example: Reflection Discussions
• What are you pleased to see? What is most surprising? What is concerning to you?
• What else is possible? For your agency? For collaboration between agencies? What is the collective meaning of this work for students with intellectual disabilities or autism?
• What needs to happen with this information? What does this mean for this group
• What needs to happen next? Who else needs to be involved? How?
Step 4: Deepen the Learning of Each Agency About One Another
• What are the top 3 priorities of your agency? What receives the most attention, resources, etc.? What is your agency held accountable for? Where does this accountability originate (e.g. legislation, funding sources)?
• Where does attention to people with ID and ASD in pursuing PSE fit in with those priorities and accountability expectations?
• Which of your agency’s programmatic efforts or initiatives are truly working to specifically support people with ID and ASD in pursuing PSE? How many people with ID and ASD are utilizing these services? Are these numbers representative of the ID and ASD population? How do you know they are successful?
• Looking at the Chart mapping the current legislative authority and core functions (Step 1 above) or the Agency Interaction Matrix (Step 2 above), what other questions would help you learn about the work of this agency?
Reviewing the Steps
• Deciding to Collaborate – The Invitation• Creating a Shared Understanding of Each of the
Partners, their Individual Roles and Responsibilities
• Creating a Shared Understanding of How Each Agency Might Work Together
• Utilize Case Examples to Surface Barriers and Unmet Needs
• Deepening Understanding of Systems Barriers through Learning Conversations
Pathways to PSE for Students with ID and Autism: An
Birth - 5
Knowledge and Skills Required
Information Provided to or by Individuals with ID & Families
Youth Ages 6-15
Raynor et al., 2012
• It is critical to start early to lay the foundation (life experiences, role models, mentors, examples of success) for college and a career.
• There is a need to raise expectations across the board –i.e., parents, self advocates, agencies, and schools, that individuals with ID/ASD will achieve success in their lives and careers.
• Perceived authority and decision making influences the interpretation of policies, planning and service provision at a state and local level.
• Context is critical. During the course of our work, new barriers and opportunities for collaboration emerged.
Question to Consider:If the system worked well, what could/should happen to support this student’s self-determination and success?•What could education do?•What could the DD system do?•What could VR do?•Which agency is responsible for coordinating the health care needs? What could they do?•Who else needed to be involved?
Discuss the Following – Record Your Best Ideas:•What are the key transition issues?•In your experience with transition, what needs are typically not met? What are the barriers to meeting those needs? •What surprised you about your discussion? What was new information?•What recommendations would you suggest to make transition a more collaborative process? What strategies would you use?