DOCUMENT RESUME

ED 441 291 EC 307 638

AUTHOR Steveley, Janet D.; Houghton, Joan; Goehl, Karen S.; Bailey,Brent R.

TITLE Planning Today Creating Tomorrow: A Guide to Transition.INSTITUTION Indiana State Univ., Terre Haute. Blumberg Center for

Interdisciplinary Studies in Special Education.SPONS AGENCY Indiana State Dept. of Education, Indianapolis. Div. of

Special Education.PUB DATE 1995-00-00NOTE 58p.

CONTRACT 14294-010-DY09PUB TYPE Guides Non-Classroom (055)EDRS PRICE MF01/PC03 Plus Postage.DESCRIPTORS *Agency Cooperation; *Deaf Blind; Education Work

Relationship; *Educational Planning; *Financial Support;Secondary Education; Teacher Collaboration; *Teamwork;*Transitional Programs

IDENTIFIERS Indiana

ABSTRACTThis booklet provides information designed for individuals

who are involved in the transition planning process both for persons withdeaf-blindness and for persons with other disabilities. The purpose of theguide is to introduce common misperceptions encountered during transitionplanning, components of transition planning, and the transition planningprocess. The first section of the'guide presents common misperceptions basedon the collective experiences of educators who-have participated intransition planning for students over the years. The following sectionidentifies general considerations and common transition issues when beginningtransition planning, including thinking about the person, exploring alloptions, learning to work as a team, and sharing responsibility among teammembers. A general step-by-step process to transition planning is thenpresented, along with examples of plans developed for two women with visionand hearing losses who returned home to Indiana after attending schools outof state. Appendices include resource information, checklists, the transitionplan with a map with timelines for the two women, and a transition mobilewith instructions. A glossary of common terms used during transition planningis included. (CR)

Reproductions supplied by EDRS are the best that can be madefrom the original document.

r--

Planning TodayCreating Tomorrow

A Guide to Transition

Janet D. Steve ley, MS

and

Joan Houghton, MS

Helen Keller National Center-

Technical Assistance Center

Karen S. Goehl, MS

Indiana Deaf-Blind Services Project

Brent R. Bailey, PhD

Indiana Deaf-Blind Services Project Consultant

PERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIAL HAS

BEEN GRANTED BY

._S ._1(no-i(1

I !

U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

This document has been reproduced asreceived from the person or organizationoriginating it.

Minor changes have been made toimprove reproduction quality.

TO THE EDUCATIONAL RESOURCES Points of view or opinions stated in thisINFORMATION CENTER (ERIC) document do not necessarily represent

1 official OERI position or policy.

2

CREW

TOM "

A Guide to Transition

Janet D. Steveley, MSand

Joan Houghton, MSHelen KellereNational Center-

() TechnicalWssistance Center9

Karen S. Goehl, MSIndiana Deaf-Blind Services Project

1 Brent R. Bailey, PhDIndiana Deaf-Blind Services Project Consultant

1 3

Planning Today

Creating Tomorrow

A Guide to Transition

Janet D. Steve ley, MSand

Joan Houghton, MSHelen Keller National CenterTechnical Assistance Center

Karen S. Goehl, MSIndiana Deaf-Blind Services Project

Indiana State University

Brent R. Bailey, PhDIndiana Deaf-Blind Services Project Consultant

Blumberg Center for InterdisciplinaryStudies in Special Education

Indiana State University, 1995

Acknowledgments

Planning Today Creating Tomorrow: A Guide toTransition was developed with support from TheHelen Keller National Center-Technical AssistanceCenter, The Blumberg Center for InterdisciplinaryStudies in Special Education, and the Division ofSpecial Education, Indiana Department of Education.

We would like to express our appreciation for thedevelopment of this manual to Dr. William R.Littlejohn, Director of the Blumberg Center and Dr.Jane M. Everson, Director of The Helen KellerNational Center-Technical Assistance Center. Inaddition, special appreciation is extended to the teammembers at Options For Better Living, Inc.,Bloomington, Indiana, for their efforts with Karen andBachie's transition back home to Indiana.

Special thanks to Craig Eberhardt of the BlumbergCenter for Interdisciplinary Studies in SpecialEducation at Indiana State University, for the layoutand design of this publication.

Planning Today-Creating Tomorrow: A Guide to Transition was developedwith support from Training for Facilitators for Problem Solving inCommunity-Based Care Coordination # 14294-010-DY09 from theDivision of Special Education, Indiana Department of Education. Thecontent does not necessarily reflect the position or policy of the IndianaDepartment of Education or the Blumberg Center and no officialendorsement of these materials should be inferred.

Table of Contents

Acknowledgments i

Table of Contents iiiIntroduction 1

Common Misperceptions 3

The Importance of Sound Transition Planning 6Thinking about the Person 6Designing the Future 6Understanding the System 7

Exploring all Avenues 7

Learning to Work as a Team 8

Sharing Responsibility 8

Sorting It Out 9How Does Transition Start? 9Who is on the Team? 10A Vision of Tomorrow 10Life in the Community 11

Where are the Jobs? 13

Waivers, Wraps, and Other Dollars 14

AppendicesAppendix A:Appendix B:Appendix C:Appendix D:Appendix E:Appendix F:

Person Centered PlanningTransition ResourcesGoals, Roles, and ProcessMeeting Effectiveness ChecklistAction PlanBack Home Again in Indiana:Karen and Bachie's Transition Map

17

18

20222324

25

Glossary of Terms 43Mobile Instructions 48

i

iii

Introduction

The word transition has become synonymous with changefor many persons with disabilities today. According to dataover the last decade from the TRACES Technical AssistanceProject, approximately 600 individuals who are deaf-blindreach age 22 each year. They leave traditional educationalprograms and enter the world of adult services. Thoughparents, educators, and service agencies have tried toprepare them for the future, the process is anything butsimple. In the end, the number of people, procedures, andproblems confronted during transition planning continue tomake the prospects for a successful outcome extremelychallenging.

Planning Today-Creating Tomorrow: A Guide toTransition contains information designed for individualswho are involved in the transition planning process forpersons with deaf-blindness including those persons withother disabilities. The purpose of this guide is to introducecommon misperceptions encountered during transitionplanning, components of transition planning, the transitionplanning process applied to two women who returned hometo Indiana, resource information, and transition terms anddefinitions.

The guide is organized as follows:

A. Common MisperceptionsThese misperceptions were based on the collectiveexperiences of the authors who have participated intransition planning for students over the years.

B. The Importance of Sound Transition PlanningThis section identifies some general considerations

1

and common transition issues when beginningtransition planning.

C. Sorting It OutThis section contains a general step-by-step processto transition planning with examples applied for twowomen who returned home to Indiana.

D. AppendicesIncluded in this section are resource information,checklists, the transition plan using a map withtimelines for the two women and a transition mobilewith instructions.

E. Glossary of TermsProvided in this section is a list of common termsalong with definitions often used during transitionplanning.

NOTE.It should be noted that each local education agency addresses transition

planning differently for students. So"me agencies include a statement oftransition services and transition related objectives in the student'sIndividualized Education Program (IEP). Other agencies choose to have aseparate transition plan (Individualized Transition Plan) attached to the IEPfor the student. Check with your agency to become familiar with the type ofplans used for documenting transition related activities.

2 8

Common Misperceptions

Misperception #1The right to quality, community services is guaranteed toevery individual with a disability.

Educational programs are guaranteed for students.However, community services are not guaranteed foradults even though adults may be eligible for services. Thismeans there may be long waiting lists. These waiting listsare due to limited funds or state priorities for movingindividuals from institutions to community settings.

Misperception #2The transition process means getting a job.

A job is important, but other areas need to be consideredduring the transition process. Some of the areas may include;living arrangements, relationships and friends, leisure time,homemaking, education, health concerns, transportation,estate planning, guardianship, advocacy, and financial needs.

Misperception #3A good transition plan will guarantee a successful transitionfrom school to adulthood.

The transition plan is an important part of the process.However, making sure goals and objectives are met is whatreally counts. Too often, transition plans are reviewed atannual IEP meetings only to find that nothing has happened.The transition plan is a useful guide, but it is one very smallpart of the transition process.

3

Misperception #4Team members work well together during the transitionprocess.

Bringing a group of people together does not mean theywill automatically work as a team. For example, teammembers may not understand each others' functions, roles,goals, or terms. Education team members may not be awarethat vocational rehabilitation members and servicesprimarily focus on employment and are time limitedservices. Vocational rehabilitation team members may not beaware that educators should take an active part in jobpreparation.

Misperception #5It is easy to make decisions as long as team members keepthe person's best interest in mind during the transitionprocess.

Group decision making is not easy because what differentteam members consider important will depend on personalbeliefs, values, and experiences. For example, one teammember supports a person's choice to work in thecommunity. Another team member believes that adequatesupports are available in a sheltered workshop and notavailable in the community.

Misperception #6Choices about services are limited to what is available in thelocal community.

Often, a person's choices are forgotten when teammembers choose from existing services without consideringnew possibilities. For example, all team members agree theperson enjoys physical work outdoors in quiet, non-crowded

4 10

places. However, the only work option presented at the teammeeting is assembly work in a crowded, noisy, shelteredworkshop. Team members did not search for otherpossibilities based on the person's preferences.

Misperception #1Team members have all the answers to all of the questionsthat may arise during the transition process.

Meeting a person's needs and preferences means findingpeople who can help. No one team member can possiblyhave all the answers to all of the questions. For example, theperson's family members are interested in meeting futurefinancial needs through estate planning. Other teammembers may not have the information, but they can provideresources to the family to get additional information.

Misperception #8The monies to cover costs of services for adults withdisabilities are from one government source.

Funds for adult services come from a variety of sources.Creating a total funding package often is complicatedbecause monies are provided by various governmentagencies including but not limited to VocationalRehabilitation, Social Security Administration (SSA),Mental Health, Mental Retardation/DevelopmentalDisabilities (MR/DD), and Housing and Urban Development(HUD). Each funding source has different applicationprocesses and eligibility criteria.

11

The gmportance of Sound TransitionPlanning

'Thinking about the Person

Sound transition planning begins with getting to know theperson. Team members will need to learn about theimportant aspects of the person's life. These aspects mayinclude the important people in his life, what works and doesnot work for him, how he currently spends time in thecommunity, information regarding his capabilities, and hisdreams about the future.

There are a number of ways to gather this information.Home interviews, mapping, and choice/preference surveysare a few of the tools available. Most importantly, teammembers should carefully listen to the person and thoseindividuals who are closest to him. If he is not able to tell hisdreams, his dreams will need to be explained by thosemembers who know him best. See Appendix A for severalresources about person-centered planning.

Designing the 3uture

The transition planning process is simply designing afuture lifestyle based on a person's abilities, needs, andchoices. This process helps the person decide things likehow she will spend time with friends, what work she will do,and where she will live.

Transition planning meetings usually begin by discussingthe person's dreams for the future. Once team members havea clear understanding of the person's dreams, they can assisther by writing appropriate IEP goals, and connecting herwith needed services and resources. Team members need to

6

12

realize that her dreams and goals will change over time. Asthese dreams and goals change, her plan will need to beupdated with her team members. See Appendix B for severalresources about transition planning.

Understanding the System

Adult service systems are complex. As the person leavesschool, he will require different services. Each of theseservices are provided by different agencies. For example, ifhe needs to receive assistance in finding a job, locating ahome, and getting financial assistance, he will need to go tothree different agencies. Each of these agencies will havedifferent rules about who can receive services. It is importantfor planning team members to know about state and localservice systems.

Some of the ways team members can learn more aboutservice systems include reading brochures and transitionmaterials, or attending training workshops. Inviting adultservice representatives to join the team early in the planningprocess is another way team members can learn more aboutstate and local adult systems.

Exploring all Avenues

Team members need to consider services and resourcesoutside of "disability" agencies. Communities have anumber of services available to all citizens. For example, aperson, regardless of her disability may qualify for foodstamps or low income housing assistance programs.

In order for her to get these services, team members needto learn what is available in her community. Team membersmay want to gather information about a "non-disability"agency or invite a guest from the agency to the team meeting.

13 7

Learning to Work as a cream

Teamwork means coming together around a commongoal, sharing ideas, and solving problems. Working togetheras an effective team takes time. In the beginning, teammembers may not know each other, know what each otherdoes, or know each other's views.

Clear goals, roles, and processes will provide structure tohelp team members move forward. For example, if a teammember understands his role within the team, he will be aneffective team member. If a team member does notunderstand his role, he may feel frustrated and notparticipate during team meetings. See Appendix C for moreinformation on working together as a team.

Sharing Responsibility

Sharing responsibility simply means dividing tasksequally among team members. Some tasks may need to becompleted by a particular team member or a subgroup ofteam members. For example, applying for services throughVocational Rehabilitation is given to a subgroup consistingof the person, a family member, and the vocationalrehabilitation counselor. Team members have theopportunity to volunteer for tasks based on their interests,talents, and roles.

One way to help team members share responsibility is touse an action plan. Action plans are written during eachmeeting. Tasks, timelines, and team members responsible forcompleting the tasks are written on the plan. At thebeginning of the next team meeting, the action plan isreviewed to see what has been done. See Appendices D andE for more information on effective meeting strategies andaction plans.

8 14

Sorting gt Out

How Does Transition Start?aeginning the Dialogue

The Individuals with Disabilities Education Act (IDEA)requires school members begin the transition planningprocess at least by the time the person is 16 years old. Theindividual responsible for starting the transition planningprocess usually is the transition coordinator, teacher, orschool counselor. This individual sets the date for themeeting, and invites the person, family, and adult agencyrepresentatives. During the meeting, this individual guidesthe discussion, helps organize information, and provides thedirection for next steps of the planning process. After themeeting, this individual makes sure all team membersreceive a copy of the action plan and oversees the progressof team members.

Karen and Bachie are young women from Indiana withvision and hearing losses. Karen attended school at PerkinsSchool for the Blind in Watertown, Massachusetts. Bachieattended school at Chileda Institute in La Crosse, Wisconsin.After completing school, both women planned on returningto Indiana. See Appendix F for Karen and Bachie'sTransition Map.

Transition coordinators from Chileda and Perkins talkedwith each young woman's local school district representativeto begin the transition planning process. They asked for helpfrom the Indiana Deaf-Blind Services Project Coordinator.In addition, the newly forming teams asked for help from anassociate at the Helen Keller National Center-TechnicalAssistance Center . . . The dialogue began . . .

159

Who is on the Team?Partners in PlanningA team is formed around the preferences and needs of the

person and his family. A team usually consists of the personand his family, school staff members, adult servicerepresentatives, and other advocates.

The team may include school staff members, such as avocational educator, a vision teacher, or a transitioncoordinator. Adult agency representatives may include a casemanager, a rehabilitation counselor, or an employmentspecialist. Advocates might include a neighbor, a co-worker,or a family friend.

Local teams were formed before Karen and Bachiereturned to Indiana. Their team members included theirschool district representatives, case managers from thedevelopmental disabilities agency, their parents, andvocational rehabilitation counselors. The team brought inother people as needed for special information.

11 Vision of Tomorrow11 Person-Centered ApproachFuture planning begins with exploring the person's

dreams for life as an adult. It looks beyond a person'sdisabilities and helps others see her for her gifts, strengths,and capacities. Person-centered planning does not focus onfixing the person's weaknesses. Instead, it explorespossibilities for people to contribute in their communities.Additionally, person-centered planning helps the personbuild friendships within the community.

The person's dreams and preferences guide the transitionplanning process. It is critical that the person be activelyinvolved. Sometimes pictures, tactile sign language, or

10

16

electronic communication systems are used by the person totalk about his own goals and dreams.

Person-centered planning requires teams of people tothink beyond "programs." This may be difficult becauseparents and professionals sometimes think that a person withdisabilities has to go to a certain place to receive supportservices (e.g., group homes, sheltered workshops, or dayactivity programs). For example, many parents do not thinkan apartment is an option for their adult child because theywere told that apartments are for "high functioning" peoplewith minimal support needs.

A job, a place to live, and leisure activities were designedaround the things Karen and Bachie like to do. Karen likesto swim, so her team helped her get a membership to thelocal YMCA. They also found that one of Karen's favoriteactivities is digging in the soil, so team members helpedKaren become involved in a community garden. Jobs thatare very structured with routines work best for Karen. Theteam found a job for her at a local restaurant where sheworks part time preparing place settings.

Bachie's team members identified playing withPlaydoughTM as one of her favorite activities. Since this is anactivity most 20 year old women would not do, the teamlisted as many similar adult activities as they could that werelike playing with PlaydoughTM. As a result, Bachie enrolled ina community ceramics class . . . and the vision continued . . .

Life in the CommunityTurning a House into a Home

Deciding where and how a person with disabilities willlive in the future is an important part of the transitionprocess. Teams can assist the person in describing her ideal

11

future living situation. This includes where she wants tolive, who she would like to live with, and the type andamount of support she will need.

A home is not the same as a program. Often programs(e.g., group homes), have a number of rules and regulationsthat may not give a very "homelike" feeling. Programs mayhave requirements for people to be involved in "activetreatment." These programs may have restrictions on roomdecorations due to fire codes. Programs often require largenumbers of unrelated people with disabilities live together.

Separating housing from support has become a keycomponent in what is sometimes called "supported living."The idea behind supported living is that the person with adisability can purchase support services from an agency thatdoes not own the buildings in which she lives. The agency'srole is to provide only the services she wants and needs.Since the agency is not the landlord, decisions about the typehousing, and who lives in the house, are left to her. Peoplewith disabilities can take control of the home they live in,either by renting or purchasing the housing.

A recommendation was made that both Karen and Bachiemove to a large institutional facility because they needed tohave a lot of support. However, the people who knew Bachieand Karen described their ideal living situations as "smalland family-like." One former staff member said many ofBachie's challenging behaviors would decrease in a settingwith fewer people.

Team members envisioned Karen and Bachie living in atypical house or apartment close to town. A home that wasuncluttered was important to both young women because oftheir vision losses. Because both young women enjoyanimals, a place that allowed pets was important.

12 18

Bachie and Karen had never met each other. Members ontheir planning team struggled to decide if they would enjoyliving together. Both of them needed a roommate, for bothfinancial and social reasons. Since Karen and Bachie hadsimilar interest and support needs (i.e., sensory losses andmedical conditions), rooming together seemed to be theanswer. Team members felt Karen and Bachie should have athird roommate (without disabilities) living with them toprovide the extra support they needed . . . options arecreated . . .

Where are the gobs?aging in the Work 3orce

Work is an important part of adult life. Work allowspeople to pay their bills, participate in activities they enjoy,and interact with other people with similar interests. Peopleoften feel good about themselves when they contribute theirtime and energy to something worthwhile. Work is importantfor the majority of people, including people with disabilities.

In the past, people with disabilities often had to work inspecial places where training and support were provided(e.g., sheltered workshops or work activity centers).Beginning in the early 1980's, people began to thinkdifferently about how to best support persons withdisabilities on the job. "Supported employment," similar tosupported living, is a strategy that allows persons to work incommunity businesses with support. Persons withdisabilities no longer have to go to a certain place to work.Now, they can select from a broad range of career choices.

Transition planning team members help the person planher future career by developing community work experiencesites based on her interests and capabilities. Team membersalso can help her identify paid jobs that will continue after

13

19

she leaves school. Team members will identify agencieswhich can provide support services to her, such as a jobcoach to teach new job skills.

The first priority when Karen and Bachie returned homewas to get them settled in their home. Although planning forjobs began early, it took much longer than expected. Forexample, neither Bachie nor Karen could become eligible forservices through vocational rehabilitation until they had anestablished address in Indiana.

Currently, Karen has a job at Damon's, a local restaurant.Each day, she works from 8:30 a.m. to 10:30 a.m. She wrapssilverware in napkins used for place settings. This job isworking well for Karen because team members knew fromKaren's school work experiences she needed a structuredroutine, a job that provided tactual information based on herlearning style, and a job that did not require a highproduction rate or speed.

Bachie is not working for pay yet, but is involved in workexperiences that help her explore her interests. Shevolunteers at a church folding bulletins and preparing thesefor mailing. Since Bachie enjoys cooking, team membersalso are investigating volunteer work in a local soup kitchen.

Waivers, Wraps, and Other DollarsCreating a 3unding Package

Obtaining funds to support a person's dream is animportant part of the transition process. Funding for adultservices comes from different sources, each with differentrequirements about how the money can be spent. Forexample, "Medicaid Waivers" can be used for a variety ofsupport services, but not for room and board.

1420

Medicaid Waivers are one funding option. Funds fromMedicaid pay for medical services and long-term care forpeople who do not have much income, are elderly, disabled,or blind. In the past, a large portion of Medicaid Waiverfunds went directly to large, residential facilities (e.g.,institutions). Persons who wanted or needed long-term careservices had only one choice; an institutional setting.

Now, states are allowed to use Medicaid Waiver fundsdifferently. Funds can be used to move persons out ofinstitutions or to avoid placements in institutions. MedicaidWaiver funds can be used to purchase a variety of supportservices that the person may need, such as respite, assistancein the home, adaptive devices, or support on the job. Specificservices that a state offers depend on what is written in theMedicaid Plan for the individual state.

"Wrap around services" are another funding source. TheIndiana Department of Education provides funding to localeducation agencies for a variety of specialized studentsupports. The local education agencies apply for this fundingin order to provide the additional support needed to educatethe student in the local community.

Another funding source are housing subsidy programsthrough HUD, such as "Section 8" funding. Persons eligiblefor Section 8 vouchers and certificates pay just 30% of theirincome toward rent and the federal government subsidizesthe rest. For example, someone whose only income isSupplemental Security Income (SSI) at the maximum benefitrate, would pay $137.40 per month in rent.

Karen and Bachie receive Medicaid Waivers for supportservices. Team members discovered that both womenqualified for wrap around monies since they had notgraduated from school before they returned to Indiana.

2115

Finally, team members placed Bachie and Karen's names ona Section 8 housing list in their county . . . and the fundingsearch continues . . .

22

16

Appendix A:

Appendix B:

Appendix C:

Appendix D:

Appendix E:

Appendix F:

Illppendices

Person-Centered Planning

Transition Resources

Goals, Roles, and Process

Meeting Effectiveness Checklist

Action Plan

Back Home Again in Indiana:Karen and Bachie's Transition Map

23

17

Ilppendix person - Centered Planning

Everson, J.M. (1995). Beyond programs and placements:Enhancing the development of individualizedtransition services. In J.M. Everson (Ed.),Supporting young adults who are deaf-blind in theircommunities: A transition guide for service providers,families, and friends (pp. 21-41). Baltimore, MD:Paul H. Brookes.

This chapter provides descriptive information on howthe personal futures planning process is used intransition planning. Team collaboration among variousagencies involved in providing transition relatedservices and activities is emphasized. It gives a step-by-step approach for team members to follow duringthe transition planning process.

Falvey, M.A., Forest, M., Pearpoint, J., & Rosenberg,R.L. (1994). Building connections. In J. Thousand,R. Villa, and A. Nevin (Eds.), Creativity andcollaborative learning: A practical guide toempowering students and teachers (pp. 347-368).Baltimore, MD: Paul H. Brookes.

This chapter provides information on various mappingstrategies including McGill Action Plans (MAPs) andPlanning Alternative Tomorrows with Hope (PATH)which is a branch of the MAPs process. A series ofquestions are identified for team members to answerduring the planning process. Hints for good facilitationof a MAPs or PATH planning session also are included.

18 2 4

Kansas State Board of Education. (1991). MAPS: A planfor including all children in schools. Topeka: Author.

This manual describes a step-by-step mapping processusing a case study approach. Included in this manualare tips on how to get a MAP group started for theirchildren. Comments and quotes from various parentsand individuals who have been involved in a MAPprocess also are included.

Mount, B. (1992). Person-centered planning-findingdirections for change using personal futuresplanning: A sourcebook of values, ideals, andmethods to encourage person-centered development.New York: Graphic Futures, Inc.

This manual provides strategies and steps for guidingpersonal futures planning meetings. Sample maps andsymbol suggestions are included. Several guidelinesare provided for conducting effective planningmeetings, talking with agency representatives, and howto work with policy makers.

Mount, B., & Zwernik, K. (1988). It's never too early, it'snever to late: A booklet about personal futuresplanning. St. Paul, MN: Metropolitan Council.

This document provides information on the personalfutures planning process in a user friendly way. It isfilled with many pictures of individuals working,living, and playing in community settings, as well assample maps including visions, dreams, and choices.

2519

Appendix 9: Transition Resources

Everson, J.M. (Ed.). (1995). Supporting young adults whoare deaf-blind in their communities: A transitionplanning guide for service providers, families, andfriends. Baltimore: Paul H. Brookes.

This book is an excellent resource for issues involvedin transition planning of young adults with deaf-blindness. A chapter as told by consumers presents thefeelings and experiences through real life accounts oftransition from school to post-school settings. Nationalresources and program contact information also arelisted in the appendices.

Everson, J.M. (Ed.). (1995). Transition services for youthwho are deaf-blind: A best practices guide foreducators. Sands Point, NY: Helen Keller NationalCenter-Technical Assistance Center.

This monograph provides an overview of transitionservices commonly overlooked for individuals withdeaf-blindness. Some of those areas are orientation andmobility needs (including transportation),communication needs (including interpreter services),and postsecondary education opportunities. Many ofthe chapters include checklists, forms, and guidelinesfor team members to use when doing transitionplanning activities.

2620

Everson, J.M., & Houghton, J. (1994). Best educationaland transitional guidelines for youth who are deaf-blind. Sands Point, NY: Helen Keller NationalCenter-Technical Assistance Center.

These guidelines are useful to transition planning teamsand families for monitoring and evaluating theimplementation of services and activities through thetransition years 14-21. The guidelines are divided intwo areas; person-centered services and needs, andprogram service-centered needs across three agegroups; middle school, high school, and postsecondary.

Killiam, S. (1994). A guide to SSA benefits and workincentives for individuals who are blind. Sands Point,NY: Helen Keller National Center-TechnicalAssistance Center.

This document includes topics specific to the use andapplication for Supplemental Security Income andSocial Security Disability Insurance. It is presented in auser friendly format that is easy to follow.

2? 21

felppendix C: goals, Roles, and Process

An easy way to help guide team members through anactivity is to outline the activity using three components:goals, roles, and process. These components will assist teammembers understanding of the activity's purpose, teammembers' roles during the activity, and how the activity willbe completed step-by-step.

goalThe goal of an activity is made up of two parts. One part

is telling what the end result will be after the activity hasbeen completed.,The other part is the purpose of the activity.A goal usually can be written in one sentence and, ifnecessary, can have subparts.

Roles

Roles are assigned and described so team membersunderstand their responsibilities during the activity. Incollaborative teaming, roles often include a facilitator, atimekeeper, a recorder, a reporter, and a watch out (to makesure and evaluate whether members are following theagenda and team ground rules).

Process

The process is a step-by-step description of what teammembers need to do in order to meet the goal. The steps arelisted in a sequential order; the number one step listed first,followed by the second step. This pattern is continued untilthe last step is reached. It looks like a recipe with all of theingredients needed to finish the task and the order in whichingredients should be added.

22

n

ilppendix D: Meeting Effectiveness Checklist

Was the agenda written before the meeting? Does itinclude timelines and the team member responsible byeach agenda item?

Did the chairperson ask for additional items at thebeginning of the meeting?

Was a timekeeper assigned to set time limits for eachagenda item?

Did the recorder keep attendance, assist in mapmaking, keep meeting minutes, and write items on theaction plan during the meeting?

Did everyone participate during the meeting?

Did the facilitator communicate well with other teammembers by bringing members in who were notparticipating, testing for understanding throughout themeeting, summarizing agenda items after each wascompleted, summarizing decisions at the end of themeeting, and closing or redirecting team members whowere dominating the discussion during the meeting?

Ej Was an action plan completed at the end of everymeeting and given to team members on time?

Was a next meeting scheduled as an agenda item?

Was a Kaizen (satisfaction evaluation) completed at theend of the meeting?

fl Was the action plan reviewed at the beginning of everymeeting to talk about successes, what still needs to bechanged, and what needs to continue?

.9 23

,elppendix E Action plan

ACTION PLAN Date

Tasks To Be CompletedPerson(s)Responsible Timeline

An action plan is a document in which activities (whatneeds to be done), persons responsible to implement theactivities (who is going to do the activities), and thetimelines in which the activities are to occur (when activitieshappen) are written during the meeting. Each meeting shouldstart with the action plan and end with the action plan.Activities listed on the action plan should be revisited at thebeginning of each meeting to review progress made,activities that need to be changed, or activities that need tobe continued. The action plan should be summarized at theend of each meeting. Summarizing activities listed on theaction plan gives team members one more opportunity tounderstand their responsibilities.

24

2n

1ppendix Sack Home Illgain in Indiana:Karen and 9achie's Transition Map

Karen and Bachie's transition from out-of-state educationalprograms to Indiana began in 1992. The transition effort hasinvolved individuals from education and adult service agencies.Appendix F provides a history of the team members' efforts tomake Bachie and Karen's transition happen. A glossary ofterms also is included to help with acronyms unique to Indiana.Throughout the map, boxes with solid lines indicate teammeetings; dotted lines provide action plan items or information.

31

25

The Dream

Not A/Facility!

Safe, Comfortable, Stable

Shared

Preferences/Interests Drive Activities

Support (24 hour)HouseholdersRespite Meaningful

Work

Real Work, Real Job Setting, Real $$Support (Transition Specialists)

Fun & Friends

Take Part in Community ActivitiesCommunication

Co-WorkersNeighborsCommunity Members

1:1 Support (Friends)

26

32

Sack Home '!gain gndianathe Road to 'transition

J UNE '92Indiana Deaf-Blind Services Project con-tacted to assist with transitionplanning by:

Indianapolis Public Schools,NW Indiana Special Educa-tion Cooperative,Perkins School for the BlindChileda Institute.

JUNE '92IEPMeetingBachie

Attending:IN Deaf-Blind ServicesHKNC Regional Rep.VR CounselorSchool Reps.Parent

Discussed Personal FuturesPlanningto happen over thecourse of the year.

33

7Dialogue beganHow to tran-sition students from out-of- I

state???

27

Vaioot 4Tite quia4e

I- -I1 AUGUST '92Indiana Deaf-I Blind Services Project DirectorI attends PFP training in Atlanta.

L J"FOCTOBER '92Indiana Deaf--I

Blind Services Project submitsapplication to HKNC-TAC toparticipate in interagency project,"The State and Local Team Part-

Lnership Model."

ENOVEMBER '92DecisionII to work directly with localI teams rather than through the

State and Local Team Partner-

Lship Model.do

Info. gatheredPlans for the FutureBegin planningTimelines1----1----1----1----1

EMORE INFO. GATHERED IIndiana Housing FinanceAuthority

Section 8City of IndianapolisPlanning Division

Section 8Purchasing programsL 1

MARCH '93FUNDINGTeam Meeting

SSIS-5 WRAP AROUND $$Medicaid Waiver $$Housing ProgramsDraft Budgets!!

APRIL '93Two Team Meetings

Input From Adult ProvidersVideos of Karen & BachieInput on budgetsAssess interest of providers

S-5 Proposals Due

VIDEO "Planning Today-Creating Tomorrow" 35

29

EPERKINS CHANGING PRO711 IGRAM FOCUSNeeded to

1make decision about when1(Karen would return to IN.

MAY '93Team Meeting

Medicaid WaiversKaren eligibilityBachie eligibility

ProvidersTwo interestedPro's and Con's

JUNE '93Team Meeting

HousingProvider identifiedNegotiations with DOEscheduledAds in paper for staff

Funding (long-term)More ideasLetterLine Item $$D/B Waiver???

3036

11

KAREN COMESHOME FROM

PERKINS!

AUGUST '93Team Meeting

Budget Issues.DOE budget negotiationshad not occurred.Karen approved for Med-icaid Waiver!!Tasks assigned to continuework on housing $$$.

Housing StatusLooking at houses the nextday.Meeting Karen's mother.

SEPTEMBER '93Team Meeting

Medicaid Waiver (Karen)New case managerDeveloping plan of care

Residential UpdateProvider did not attend!Concerns about commu-nication and timelines

IEI Rep. Joins Team!

CONCERNS ABOUTPHILOSOPHY AND

WORKING AS A TEAM!

31

OCTOBER '93Team Meeting

RESIDENTIAL UPDATEDid not attend again!Duplex soldno housingAfternoon interviewswith Transition Specialistcancelled

ConcernsResponsibility for theTransition SpecialistsAmount of time spent withKarenCommunicationHousing/Timelines ®

ETEAM DECISIONS: II INeed to rethink choice ofI Iproviders.I INeed to be clear aboutI Iwhat we want and need.L _I

ENOVEMBER '93 7Group assigned to workon Karen's PFP profileInitial taping for "Plan-ning Today-CreatingTomorrow" video

3238

NOVEMBER '93Team Meeting

Personal ProfilesCompleted Karen'sNeed to do for Bachie

RespiteStarted calling!!AdIndy paper

FundingCHAS hearingsWritten comments

DECEMBER '93Teammembers meet with staff fromOptions For Better Living inBloomington:

Options intrigued andexcitedTeam members excitedabout OptionsPhilosophies match!!

Concerns about:Long-term fundingTraining regarding sensoryimpairments

39

r -ICHAS HEARING IN

I 1

L BLOOMINGTON_J

juaracapari \./

33

DECEMBER '93Team Meeting

Update on meeting withOptions

interested!!!concerns about stafftraining and long-termfunding

Update on CHAS hearingKaren (respite, ad inBloomington paper forTransition Specialist,finances)Start making contact withVoc Rehab

34

Options can't committo new ventures

in currentfunding climate.

40

State AnnouncesI Plan For DecreasingI Medicaid Funding I

JANUARY '94Team Meeting

Review Background/Clarify Mission

Concerns:Medicaid cutsMedicaid Waiver budgetnot approvedneedsrevisionprovider mustbe identified!Options Board won'tapprove new clientswithout commitment oflong-term funding.Immediate need forrespite!

LETTER WRITINGCAMPAIGN BEGINS!

111110 4.

11.1Op..*

41

FTEAM SENDSLETTERS TO:1) The Governor

I 2) DDARS, andI 3) DOEbudget for K. I

FEBRUARY '94Team Meeting

Governor's office responseOptions will do it anyway!Revised budgets includetransition specialist andrelated servicesRespite started but nocontract from DOEArranging visit to meetBachie in WisconsinAddendum to DDARSletteraffiliate program!

35

EMARCH '94Householders interested!Roadblocks to securingfundingFirst time client has notowned the housingwhatif householders don't wantto do it anymore???Householder Contract:Daily routine to best

support KarenSupport for house-

holders (respite, dayprogram, training)

FMARCH '94--House-holders spend the daywith Karen and her

I mother. Everyone isI excited!!

MARCH '94Team Meeting

Meeting to draft AffiliateProposal to HKNC

Needs of Hoosiers who areDeaf-BlindOutline project objectives

36 42

END OF MARCH'94Options forBetter Living submitsAffiliate Proposal toHKNC.

DOE Rejects Budget!!Need to get things finalized!

Try another way

APRIL '94Team Meeting

Options and Potential House-holders attend!!

Setting up visit!!Discussing trainingactivitiessign language

Redrafting Budget

Plan of Care revised

r- ---iAPRIL '941 IAffiliate ProposalLIAccepted!!!

_I

[-APRIL '94Michelemeets with Options

1 staff in Bloomington1 Budget1 Karen's wants andL needs iEAPRIL '94Karen's 1

placement conferenceLat IPS

_1

37

EMAY '94Visits to meet Bachie andher motherSpeech consultant develop-ing plans with householderand IPS.Respite plan developed

L NO WORD ON BUDGET

7KAREN IN HOSPITALBlood sugar levels up!

Options learning more about'Karen . .

IDepartment of EducationII Approves Budget!$!

"Transition Trauma"(Initially)Confusion

I DepressionMedical Issues

38

r- --1JUNE 1, 1994KAREN MOVES INTO

I IHER NEW HOME!L _J

44

`Stuff' Arrives from Perkins7I I(quilt, chair, footstool, skates,I I

I

and craft items)

LI IKaren begins to feel at home. 1

AUGUST '94

BACHIE RETURNSTO INDIANA!

45

AUGUST '94Planning Team and Options

Staff Meet Together

Update on Karentransition issuesemploymentmedical issues

Bachie's moveLearning from Karen'sexperiencesaction plan

Technical Assistance Needs

39

SEPTEMBER '94Team Meeting

Meeting on employmentissuesnext steps (sub-group)

Training for transitionspecialistsLinking with VR andStonebelt CenterKaren moved to top ofSupported Employmentlists!

OCTOBER '94Team Meeting

Updates on Karen & Bachie

"Planning Today-CreatingTomorrow" video

Affiliate Project

ICONFLICT BREWING . . . 1Whose house is it anyway?Stay or move?

Lessons LearnedAlways separate housingfrom support!Don't give in underpressure!

40

I46

i

ENOVEMBER '94KarenI Iand Bachie move to new

LI Ihome with new support staff.

_1

#4%

DECEMBER '94JANUARY '95Team Meeting

Medical IssuesRoles & ResponsibilitiesAgency TrainingBachie & Karen need tohave jobs

FEBRUARY '95Team Meeting

The "fine art ofcommunication"

agencieshouseholdersfamiliesmedical

4 "! 41

APRIL '95Team Meeting

Review HistoryThe Dream revisitedValues Statements &Clarifying RolesRoles & ResponsibilitiesNext Steps

JUNE, JULY, AUGUST '95Vocational Planning Meetings

Karen gets a job!!!LBachie does volunteer work!!!_j

and the journey continue S

42 48

glossary of Terms

AAA Area Agency on Aging

AFA Alternate Family for Adults. Aresidential support model in which a"householder" lives with the personwho has a disability.

Affiliate Program A program through the Helen KellerNational Center's Field ServicesDivision which provides matchingstart up funds to agencies that areinterested in providing or expandingservices for adults who are deaf-blind.

CHAS Comprehensive HousingAffordability Strategy. A plan thatoutlines how a community willaddress the housing needs of low-income individuals. These plans aregenerally developed by city or statehousing authorities depending onthe size of the community.Entitlement areas with over 50,000population can submit their ownCHAS. The state housing authoritysubmits a CHAS that covers all non-entitlement areas.

Chileda Institute A residential school in Wisconsin.

43

DDARS Division of Disability, Aging andRehabilitative Services

Deaf-Blind Waiver Team members have discussed thepossibility of working with the stateto include waivers in the stateMedicaid plan targeted forindividuals who are deaf-blind.These do not exist at this time;however, Indiana does have waiversspecifically earmarked forindividuals with autism.

DOE Department of Education

HKNC Helen Keller National Center. Anational rehabilitation agency basedin Sands Point, New York, whichprovides rehabilitation services toyouths and adults who are deaf-blind.

HKNC-TAC

Hoosiers

44

Helen Keller National Center -

Technical Assistance Center. Afederally funded project whichprovides technical assistance andtraining to family members,consumers, and service providersaround transition issues for youthwho are deaf-blind.

Individuals who live in Indiana.Origin of this term is greatlydebated among Hoosiersthemselves. It also is the title of amovie starring Gene Hackman.

50

IEI Indiana Employment Initiative. Afederally funded project housed atthe Institute for the Study ofDevelopmental Disabilities atIndiana University that providestechnical assistance in the area ofsupported employment forindividuals with severe disabilities.

Indiana Deaf-Blind One of the federally funded projectsServices Project that provides training and technical

assistance to families, consumers,and service providers of childrenwho are deaf-blind, ages birth to 22(similar projects exist in every state,although some are operated throughmulti-state regional centers).

Indy Short for Indianapolis.

Integrated Field The mental retardation/Services developmental disability (MR/DD)

agency in Indiana which helpsidentify services, residential options,and funding sources.

IPS Indianapolis Public Schools

Line Item Funds

Medicaid Waivers

51

State funds that are awarded directlyto residential service providers bythe Division of Disability, Agingand Rehabilitative Services.

Funds provided through Medicaidthat are paid directly to theindividual (rather than the agencywhich provides support services) forpurchasing needed services.

45

Options Options for Better Living. Aresidential services program basedin Bloomington, Indiana.

Perkins Perkins School for the Blind,Watertown, Massachusetts

Personal Profiles

PFP

Plan of Care

S-5 Wrap AroundFunds

Section 8

46

Graphically displayed informationof a person's history, relationships,schedule, preferences, and choicesused in the Personal FuturesPlanning Process.

Personal Futures Planning. Aprocess for assisting an individualwith a disability to plan for theirfuture in a person-centered manner.

A plan developed around anindividual which specifies his or hersupport and training needs, and howMedicaid Waiver funds will be used.

Indiana Department of Educationfunds previously used to supportstudents in out-of-state educationalplacements, that are now beingmade available to "creatively"support students within Indiana.(S-5 refers to the state rule regardingout-of-state residential placements.)

A rent subsidy program whichallows low income individuals topay only 30% of their incometoward rent (the Section 8 subsidywill cover the rest).

52

SSI Supplemental Security Income

Stonebelt Center An agency in Bloomington, Indiana,that provides employment supportservices to people with disabilities.

Transition Specialists Staff members who are paid to workwith Karen and Bachie during theday. Their responsibilities includejob development, job coaching, andtraining/support in recreational andpersonal management activities.

53 47

Mobile gnstructions

Side A

THE DREAM

MOBILE

INDIVIDUALS

PREFERENCES

Side B

aSs,

THE DREAM

MOBILE

4

NEEDS

WORKS

DOESN'T WORK

N.

CHANGE ADAPT

THE DREAM IN MOTION

Haw A PERSON

LIVES TODAY

/".WHAT ARE N ,WHAT DOESA

THE ISSUES OP PERSON

HEALTII)SAFCTY? REALLY WANT\, T,

5'

`,WHAT PIECES MAINE

'

To

-WHAT PIECES DON'T:

MAKE SENSE?

USE

Sreuerties'RESOURCES`,,,

DIFFERENTIX

REDESIGN.

THE

STRUCTURE 1

RESOURCES

.1 I: i aA LIFE THAT MAKES SENSE TO THE PERSON

Z.

The above diagram is a picture for the two sides of "TheDream Mobile". The following four pages contain all thepieces needed to make it. To begin making the dreammobile, cut all of the pieces pictured on pages 51-54. Thenconnect the pieces with string (approximately one to twoinch segments), by taping the string over the dots printed onthe shaded side. When you have finished taping the piecestogether, you will have a model to person-centered,transition planning.

48

THE DREAM

MOBILE

INDIVIDUALS

WORKS

r-

mr----7,--- --r-7 ---77---m

(--'I(

--w

j('

'-'

^--

(,,,-,

j(j1

J(W

HA

TD

OE

S, Aji

c4ij(

PER

SON

If

RE

AL

LY

WA

NT

?:

1<

Cw

I1-4

-Iz

c,..:1r

:,e''

IX)

ca)zw

il-

_)Poll

,C'

.I

:4=

11II,w

j!w

!!-tt

( !

'WH

AT

AI

I

.1(0

II(

TH

E ISSU

ES O

F

HE

AL

TH

/SAFE

TY

?ii

;11

1: H.

,,

(.

J1j

TH

E D

RE

AM

IN M

OT

ION

N

KE

EP

AD

APT

CH

AN

GE

I1

(1,

,,,

, -).,

I.

-H

(A

LIF

E T

HA

T M

AK

ES

SEN

SE T

O T

HE

RSO

N1 ( (---

----

--47

----

--T

h r-

--

--

-:-

--

rri

i,,,,

mi-

:

RE

DE

SIG

NU

SEC

A n

4k

,-

-

,z.

TH

E'

'- ST

RU

CT

UR

E &

*'

,

'

ci)

tvri

l0

STR

UC

TI,

&::

RE

SOU

RC

ES

To

Do

,;-,

..

RE

SOU

RC

ES

DIF

FEN

TL

Y

U.S. Department of EducationOffice of Educational Research and Improvement (OERI)

National Library of Education (NLE)Educational Resources Information Center (ERIC)

REPRODUCTION RELEASE(Specific Document)

I. DOCUMENT IDENTIFICATION:

LII-11.] CC

Title:

-Plann n Today Cocci! nj-Thni orroto

Author(s): Steveley Hough-ton) (coek I , 73a yCorporate Source:

ciu_cictiovttat 5 e_ect-toil

Publication Date:

/gel 5

II. REPRODUCTION RELEASE:In order to disseminate as widely as possible timely and significant materials of interest to the educational community, documents announced in the

monthly abstract journal of the ERIC system, Resources in Education (RIE), are usually made available to users in microfiche, reproduced paper copy,and electronic media, and sold through the ERIC Document Reproduction Service (EDRS). Credit is given to the source of each document, and, ifreproduction release is granted, one of the following notices is affixed to the document.

If permission is granted to reproduce and disseminate the identified document, please CHECK ONE of the following three options and sign at the bottomof the page.

The sample sticker shown below will beaffixed to all Level 1 documents

PERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIAL HAS

BEEN GRANTED BY

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)

The sample sticker shown below will beaffixed to all Level 2A documents

PERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIAL IN

MICROFICHE, AND IN ELECTRONIC MEDIAFOR ERIC COLLECTION SUBSCRIBERS ONLY,

HAS BEEN GRANTED BY

2A

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)

4,1;,1

Check here for Level 1 release, permitting reprOduOtion `='Check here for Level 2A release, permitting reproductionand dissemination in microfiche or other ERIC archival and dissemination In microfiche and in electronic media

media (e.g., electronic) and paper copy, for ERIC archival collection subscribers only

Level 2A

Signhere, -please

The sample sticker shown below will beaffixed to all Level 28 documents

PERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIAL IN

MICROFICHE ONLY HAS BEEN GRANTED BY

2B

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)

Level 2B

Check here for Level 2B release, permittingreproduction and dissemination in microfiche only

Documents will be processed as indicated provided reproduction quality permits.If permission to reproduce is granted, but no box is checked, documents will be processed at Level 1.

I hereby grant to the Educational Resources Information Center (ERIC) nonexclusive permission to reproduce and disseminate this documentas indicated above. Reproductio'n from the ERIC microfiche or electronic media by persons other than ERIC employees and its systemcontractors requires permission from the copyright holder. Exception is made for non-profit reproduction by libraries and other service agenciesto satisfy information needs of educators in response to discrete inquiries.

Signatu

ee akt_"riclio4.106) IsV 426 e_c3

Printed Name/Position/Title:

1.14cAL_

Tel- 3z -O'8 I Ft IV 230 0669Date f,

,5-40.142. it . uS (over)

III. DOCUMENT AVAILABILITY INFORMATION (FROM NON-ERIC SOURCE):

If permission to reproduce is not granted to ERIC, or, if you wish ERIC to cite the availability of the document from another source, pleaseprovide the following information regarding the availability of the document. (ERIC will not announce a document unless it is publiclyavailable, and a dependable source can be specified. Contributors should also be aware that ERIC selection criteria are significantly morestringent for documents that cannot be made available through EDRS.)

Publisher/Distributor:

Address:

Price:

IV. REFERRAL OF ERIC TO COPYRIGHT/REPRODUCTION RIGHTS HOLDER:

If the right to grant this reproduction release is held by someone other than the addressee, please provide the appropriate name andaddress:

Name:

Address:

V. WHERE TO SEND THIS FORM:.1:geninfr;

-Send this form to_the followingzEi ERIC CLEARINGHOUSE ON DISABILITIES

AND GIFTED EDUCATIONTHE COUNCIL FOR EXCEPTIONAL CHILDREN

t RESIDIL VIRGINIA 2209111589

1920 ASSOCIATION DRIVE

L....__ _

Jit.'"uittft:

However, if solicited by the ERIC Facility, or if making an unsolicited contribution to ERIC, return this form (and the document beingcontributed) to:

ERIC Processing and Reference Facility1100 West Street, 2" Floor

Laurel, Maryland 20707-3598

Telephone: 301-497-4080Toll Free: 800-799-3742

FAX: 301-953-0263e-mail: ericfac@ineted.gov

WWW: http:Ilericfac.piccard.csc.com

EFF-088 (Rev. 9/97)PREVIOUS VERSIONS OF THIS FORM ARE OBSOLETE.