Transition1 Transition Issues From School-based Physical Education to Community-based Recreation

TransitionTransition 11

Transition IssuesTransition Issues

From School-based Physical From School-based Physical Education to Community-based Education to Community-based

RecreationRecreation


Definition of TransitionDefinition of Transition

• Coordinated set of activities designed Coordinated set of activities designed within an outcome-oriented process which within an outcome-oriented process which promotes movement from school to post-promotes movement from school to post-school activities including: post-secondary school activities including: post-secondary education, vocational training, integrated education, vocational training, integrated employment, continuing and adult employment, continuing and adult education, adult services, independent education, adult services, independent living, and community participation (IDEA -living, and community participation (IDEA -PL 101-476, 1990).PL 101-476, 1990).


Legal Mandate for TransitionLegal Mandate for Transition

• IDEA - PL 105-17: IDEA - PL 105-17:

– requires transition services for students with requires transition services for students with disabilities to begin as early as age 14 disabilities to begin as early as age 14

– plan must be included in the student’s IEP plan must be included in the student’s IEP (known as ITP - Individual Transition Plan).(known as ITP - Individual Transition Plan).


IDEIA 2004 – Changes to TransitionIDEIA 2004 – Changes to Transition

IDEIA has extensive changes to the IDEIA has extensive changes to the legal requirements for transition. legal requirements for transition. Previously, the law required “a Previously, the law required “a statement of transition service needs” statement of transition service needs” (beginning at age 14), and “a statement (beginning at age 14), and “a statement of needed transition services for the of needed transition services for the child (beginning at age 16). IDEIA child (beginning at age 16). IDEIA eliminated age 14 (now starts at 16).eliminated age 14 (now starts at 16).


Transition (cont.)Transition (cont.)

new statement - “result-oriented process.”new statement - “result-oriented process.”• “…“…appropriate measurable post secondary appropriate measurable post secondary

goals based upon age appropriate transition goals based upon age appropriate transition assessments related to training, education, assessments related to training, education, employment, and, where appropriate, employment, and, where appropriate, independent living skills…and the transition independent living skills…and the transition services (including course of study) needed to services (including course of study) needed to assist the child in reaching these goals.assist the child in reaching these goals.


Philosophical Mandate Philosophical Mandate for Transitionfor Transition

• Functional life skills model (e.g., Block, Functional life skills model (e.g., Block, 1992; Brown et al., 1979; Certo, Schleien, 1992; Brown et al., 1979; Certo, Schleien, & Hunter, 1983)& Hunter, 1983)

• Top-down model (Wessel & Kelly, 1986)Top-down model (Wessel & Kelly, 1986)


Key Philosophies of a Key Philosophies of a Functional ModelFunctional Model

• Chronological age appropriatenessChronological age appropriateness

• Functional skillsFunctional skills

• Community-based instructionCommunity-based instruction

• Partial participationPartial participation

• Data-based teachingData-based teaching


Developing a Transition PlanDeveloping a Transition Plan

• Analyze community (what is available)Analyze community (what is available)

• Discuss possible goals and objectives with Discuss possible goals and objectives with parents and studentparents and student

• Determine goals and objectives Determine goals and objectives (see sample)(see sample)

• Determine who will implement planDetermine who will implement plan


Implementation Process for Implementation Process for Inclusive RecreationInclusive Recreation

(from Wagner, Werterald, (from Wagner, Werterald,

& Wilson, 1994)& Wilson, 1994)


Step 1:Step 1: Initial Contact and Initial Contact and Registration ProcessRegistration Process

• Assess participant's interestsAssess participant's interests

• ID suitable programID suitable program

• Observe program and discuss client with Observe program and discuss client with staffstaff

• Help register participantHelp register participant


Step 2:Step 2: Data Gathering:Data Gathering:

• Discuss with participant and/or parents to Discuss with participant and/or parents to determine:determine:

– questions questions – concerns concerns – anticipated accommodationsanticipated accommodations– etc....etc....


Step 3:Step 3: Accommodations:Accommodations:

• Conduct ecological inventory with Conduct ecological inventory with discrepancy analysis (detailed task discrepancy analysis (detailed task analysis of skill)analysis of skill)

*see handout*see handout


Step 3 (continued)Step 3 (continued)

• Determine need for accommodations Determine need for accommodations including: including: – assistive devices/facility modificationsassistive devices/facility modifications– instructional accommodations (e.g., cues, instructional accommodations (e.g., cues,

reinforcement, behavior plan, etc....)reinforcement, behavior plan, etc....)– procedures/rules of particular activitiesprocedures/rules of particular activities– interpretersinterpreters– financial assistancefinancial assistance– transportationtransportation– companion/adult supportcompanion/adult support


Step 4: Training

• Train staff and companionsTrain staff and companions– on goals of programon goals of program– on participants particular abilities/needs on participants particular abilities/needs and and

medical and behavioral information medical and behavioral information – on how to teach particular skillson how to teach particular skills– how to collect datahow to collect data– how to ask for helphow to ask for help


Step 5:Step 5: ParticipationParticipation

• Participant joins activityParticipant joins activity• Collect on-going dataCollect on-going data


Step 6:Step 6: Follow-upFollow-up

• Case manager meets with staff to Case manager meets with staff to determine degree of:determine degree of:– successsuccess– problemsproblems– solutionssolutions


Step 7:Step 7: EvaluationEvaluation

• Participant, staff, and companion are Participant, staff, and companion are evaluated to assess their experienceevaluated to assess their experience– written surveywritten survey– face-to-face interviewsface-to-face interviews– phone callsphone calls


Step 8:Step 8: Documentation Documentation of progressof progress

• On going data sheetOn going data sheet• Progress reportsProgress reports• Subjective evaluationsSubjective evaluations


Step 9:Step 9: Process continuesProcess continues

• Adjustments (if necessary) are madeAdjustments (if necessary) are made• Participant continues in programParticipant continues in program


Adapted Physical Educators Adapted Physical Educators Role in TransitionRole in Transition

(from Block & Krebs, 1992)(from Block & Krebs, 1992)


Krebs/Block ModelKrebs/Block Model

• ID community-based sport/ ID community-based sport/ recreation/fitness facility.recreation/fitness facility.

• Work with community-based facility Work with community-based facility staff.staff.


Krebs/Block Model (cont.)Krebs/Block Model (cont.)

• Conduct ecological inventory and Conduct ecological inventory and discrepancy analysis.discrepancy analysis.

• Determine amount/type of support Determine amount/type of support needed by each student.needed by each student.



• Determine who will provide support Determine who will provide support and who will train supportand who will train support

• Help with development of ITP.Help with development of ITP.



• Implement community-based Implement community-based recreation program.recreation program.

• Conduct on-going and summative Conduct on-going and summative evaluations.evaluations.


Sports as a Means Sports as a Means to Facilitate Transitionto Facilitate Transition


Sports OpportunitiesSports Opportunities

• What sports opportunities are available for What sports opportunities are available for individuals with developmental disabilities?individuals with developmental disabilities?

– Community-basedCommunity-based

– School-basedSchool-based

– Special programsSpecial programs


Community-based SportsCommunity-based Sports

• Should children with disabilities be allowed Should children with disabilities be allowed to play in regular community sports to play in regular community sports leagues?leagues?

• How much accommodations would be How much accommodations would be “reasonable” for a child with a disability?“reasonable” for a child with a disability?

• At what point is competitive sports too At what point is competitive sports too competitive?competitive?


Interscholastic SportsInterscholastic Sports

• Should children with disabilities be allowed Should children with disabilities be allowed to play in regular interscholastic sports to play in regular interscholastic sports leagues?leagues?

• How much accommodations would be How much accommodations would be “reasonable” for a child with a disability?“reasonable” for a child with a disability?

• At what point is competitive sports too At what point is competitive sports too competitive?competitive?


Special OlympicsSpecial Olympics

• What is Special Olympics?What is Special Olympics?

• Who qualifies for Special Olympics?Who qualifies for Special Olympics?

• What sports are available?What sports are available?


Special Olympics (cont.)Special Olympics (cont.)

• What is “Unified Sports?”What is “Unified Sports?”

• What is “Motor Activities?”What is “Motor Activities?”

• Why has Special Olympics been criticized?Why has Special Olympics been criticized?


Would you recommend Special Would you recommend Special Olympics to a parent of oneOlympics to a parent of one

of your students?of your students?Why???Why???

Why not???Why not???


Other Special Sports ProgramsOther Special Sports Programs

• Challenger BaseballChallenger Baseball

• Therapeutic Recreation ProgramTherapeutic Recreation Program– horseback ridinghorseback riding– swimmingswimming– otherother

Documents

Transition1 Transition Issues From School-based Physical Education to Community-based Recreation