Independent Living Assessments: More Than Just Cooking & Cleaning Amy Gaumer Erickson, Ph.D. University of Kansas Department of Special Education June

Independent Living Assessments: More Than Just Cooking & CleaningAmy Gaumer Erickson, Ph.D.

University of Kansas

Department of Special Education

June 2008

If a student floated in a lifejacket for 12 years, would he/she be expected to swim if the jacket were jerked off?

Independent Living

Independent living includes the skills and knowledge an individual needs to direct his or her life at home and in the community.

IDEA’s Definition of Transition ServicesCoordinated set of activities for a child with a disability that- (A) is designed to be within a results-orientated process, that is

focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities, including post-secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation;

(B) is based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests; and

(C) includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and when appropriate, acquisition of daily living skills and functional vocational evaluation.

Components of Independent Living Home Living Household & Money Management Transportation Law & Politics Community Involvement Personal Safety Recreation & Leisure Interpersonal Relationships Self-Advocacy / Self-Determination

Home Living

Household & Money Management

Transportation

Law & Politics

Community Involvement

Personal Safety &Health

Interpersonal Relationships

Recreation & Leisure

Self-Determination / Self-Advocacy

Self-Determination/Self-Advocacy Self-determination refers to an individual’s awareness

of personal strengths and weaknesses, the ability to set goals and make choices, to be assertive at appropriate times, and to interact with others in a socially competent manner.

A self-determined person is able to make independent decisions based on his or her ability to use resources, which includes collaborating and networking with others.

The outcome for a self-determined person is the ability to realize his or her own potential, to become a productive member of a community, and to obtain his or her goals without infringing on the rights, responsibilities, and goals of others. (Serna & Lau-Smith, 1995)

Teaching Students to be Involved in Transition

Skill DevelopmentSelf AwarenessProblem Solving & Decision MakingGoal SettingCommunication Skills

Providing Opportunities

Skill Development for Self-Determination

Self Awareness Identify strengths, needs, preferences

& interests Knowledge of disability, learning

styles & accommodations Understand legal rights &

responsibilities Take responsibility for actions

Self-Awareness


Problem Solving & Decision Making Define the problem Gather information Identify pros and cons Make an informed decision Communicate preferences

Problem Solving


Goal Setting Identify vision and long range goals Identify all possible resources Develop a plan of action to reach goals Evaluate outcomes

Goal Setting


Communication Skills Body image and posture Clearly express ideas & feelings Listen to what others say Ask questions Plan and organize thoughts Accept comments and criticism

Communication Skills

Self-Determination Model

Know Yourself &Your Environment

Value Yourself

Plan

Act

Experience Outcomes & Learn

Environment

EnvironmentAdapted from Field & Hoffman, 1994

IDEA’s definition of Postsecondary Goals

…appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and where appropriate, independent living skills

Exercise

Chase’s IEP

Example

The Dignity of Risk

What if you never got to make a mistake. What if your money was always kept in

an envelope where you couldn’t get at it. What if you were never given a chance

to do well at something. What if you were always treated like a

child. What if your chance to be with people

different from you was with your own family.

What if the job you did was not useful. What if you never got to make a

decision. What if the only risky thing you could do

was to act out. What if you couldn’t go outside because

the last time you went it rained. What if you took the wrong bus once and

now you can’t take another one.

What if you got into trouble and were sent away and you couldn’t come back because they always remember you’re “trouble.”

What if you worked and got paid $.46 an hour.

What if you had to wear your winter coat when it rained because it was all you had.

What if you had no privacy. What if you could do part of the grocery

shopping but weren’t allowed to do any because you weren’t able to do all of the shopping.

What if you spent three hours every day just waiting.

What if you grew old and never knew adulthood.

What if you never got a chance.

(From a parent whose son is in a support work program in Richmond, VA; published by The Arc.)

So it’s important…When is there Time

18-21 Programs

Community-based transition programs arepublic school programs operated entirely in

the community and designed specifically forstudents ages 18-21 to help facilitate themovement from school to adult life through acomprehensive approach to communityintegration.

18-21 Programs ARE…

In age-appropriate setting Designed for students ages 18-21 Funded by the Local Education

Agency Individualized for each student Interagency endeavors

18-21 Programs: Description

They ARE located in age-appropriate setting in the community, such as colleges, houses, apartments, businesses, or offices.

They are NOT high school classes that go out into the community every once in a while (or even part of every day) for instruction.


They ARE created for students (young adults ages 18-21) who need support to increasing their independence as adults. This could include students with any disability.

They are NOT work programs, sheltered workshops, or enclaves.


They ARE designed for students who are served by the Local Education Agency (i.e. still enrolled in high school). They may also include young adults who are supported by adult service providers.

They are NOT strictly accommodations or training provided by colleges, vocational rehabilitation, or adult service providers.


They ARE individualized for each student based on the student’s IEP goals which take into account interests, preferences, and desired postschool outcomes.

They are NOT self-contained classes with all student having the same schedule or experiences.


They ARE interagency collaborations with the goal of creating a smooth transition from school services to services from adult agencies.

They are NOT referrals to Vocational Rehabilitation or other adult service providers without follow-up linkages.

“[C-Tran] is more hands-on and real life. You can actually do what you’re learning…I like it better. There’s not very many people, and you can work with the teacher one-on-one.”

Everyone could use a little practice dealing with the Big Bad Wolf.

Components of 18-21 Programs Employment experience Postsecondary education and training Community mobility Interagency linkages Social & communication opportunities Self-determination & independent living

skills Peer friendships Leisure & recreation activities

Online Independent Living Assessments Independent Living Skills Assessment Tool,

http://www1.dshs.wa.gov/pdf/ms/forms/10_267.pdf Ansell Casey Life Skills Assessment,

http://www.caseylifeskills.org/pages/assess/assess_aclsa.htm

The Learning Clinic’s Transition & Independent Living Skill Assessment, http://www.thelearningclinic.org/PDF/TILSAInstructionsandForm.pdf

Transition to Community Living Self-Assessment, http://www.hcbs.org/files/112/5587/Transition_Guide_to_Community_Living.pdf (assessment starts on pg. 20)

Other Related Assessment

Functional Behavioral Assessment, http://cecp.air.org/fba/

North Central Regional Resource Center’s List of Assessments, http://www.transitionassessment.northcentralrrc.org/methodsTools.aspx

Quickbook of Transition Assessments, http://doe.sd.gov/oess/specialed/forms/tacklebox/docs/tb07/QuickbookIEP%20Checklist%20Final.pdf

IEP Team Decision Assistance Form

Option 1: Go to www.transitioncoalititon.com Choose the Best Practices online learning

module Go to ‘My Library’

Option 2: Go to the Missouri Department of Education Website http://www.dese.mo.gov/divspeced/ Compliance/specedpost-sectransition.html

Free Self-Determination Assessments

American Institutes for Research. (1994). AIR Self-Determination Scale. Available on the Zarrow Center website, http://www.ou.edu/zarrow/AIR%20User%20Guide.pdf

Wehmeyer, M.L., & Kelchner, L. (1995). The Arc’s self-determination scale. Arlington, TX: The Arc of the United States. Available online at www.beachcenter.org.

Self-Determination Websites

Self-Determination Synthesis Project. Charlotte, NC: University of North Carolina. Web: http://www.uncc.edu/sdsp

Self-Determination Technical Assistance Centers. Colorado Springs, CO; Fountain, CO; Overland Park, KS; Monroe County, NY. Web: http://www.sdtac.uncc.edu/project_description.asp

Self-Determination Educational Materials. University of Oklahoma, Zarrow Center: http://education.ou.edu/zarrow/

Taking Charge: Stories of Success & Self-Determination. University of Washington, DO-IT Self-Determination Videos: http://www.washington.edu/doit/Video/

C-Tran Manual

This manual is based on the development and operation of a community-based transition program in Lawrence, Kansas. The teachers reveal their insights and share many of their resources, programming, and curricula to help others develop community-based transition programs. http://transitioncoalition.org/transition/section.php?pageId=72

Learn more about Community-Based 18-21 Programs

See the Database of 18-21 Programs at www.transitioncoalition.org under RESOURCES for the most comprehensive list and description of 18-21 Programs in the United States.

Contact Information

Amy Gaumer Erickson, Ph.D.

Transition Coalition

KU Department of Special Education

521 JR Pearson Hall, 1122 W. Campus Rd.

Lawrence, KS 66045

[email protected]

Documents

Independent Living Assessments: More Than Just Cooking & Cleaning Amy Gaumer Erickson, Ph.D. University of Kansas Department of Special Education June