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
Skill Development for Self-Determination
Problem Solving & Decision Making Define the problem Gather information Identify pros and cons Make an informed decision Communicate preferences
Problem Solving
Skill Development for Self-Determination
Goal Setting Identify vision and long range goals Identify all possible resources Develop a plan of action to reach goals Evaluate outcomes
Goal Setting
Skill Development for Self-Determination
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.
18-21 Programs: Description 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.
18-21 Programs: Description 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.
18-21 Programs: Description 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.
18-21 Programs: Description 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