Скачать или смотреть Transition for Students with Developmental Delays and Intellectual Disabilities in Episode 116

If you’d like to receive our Episode 116 bonus resources for teaching transition to students with developmental delays or intellectual disabilities, click this link http://tensigma.org/episode116bonus
The federal definition of DD/Intellectual Disabilities under IDEA is the following:
• "Significantly sub average general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child’s educational performance.” [34 CFR §300.8(c)(6)]

An intellectual disability is a below-average cognitive ability with three (3) characteristics:
• Intelligent quotient (or I.Q.) is between 70-75 or below
• Significant limitations in adaptive behaviors (the ability to adapt and carry on everyday life activities such as self-care, socializing, communicating, etc.)
• The onset of the disability occurs before age 18.

The biggest challenges for students who are Developmentally Disabled/Intellectual (DD/I) transitioning to adult life are transitional services/supports, adaptive behavior, and avoiding & responding to victimization
Transition services can be related to education, justice, housing, recreational, employment, health care, etc. and may include:
• Case management (a case manager helps the person apply for Medicaid in order to get a variety of supports including daily living needs, health care and long-term care services and supports)
• Family support (for example, respite care)
• Vocational & day programs & Residential options
• Early intervention & Special education

Transition supports include the resources and individual strategies necessary to promote the development, education, interests, and well-being of the person.
Suggestions for supports/services include involving parents/families very early in the transition process. Keep in mind that the transition age is too late, while supported employment, group homes etc. sometimes have very long waiting lists.
In terms of suggestions, it’s important to provide resources and information for adult agencies. For example, have a transition fair and invite local agencies to share information and resources, while possibly inviting all appropriate outside agencies to the student’s IEP meeting *Ensure you are meeting compliance requirements
Adaptive behavior is the collection of conceptual, social and practical skills that have been learned by people in order to function in their everyday lives.
• Conceptual Skills – receptive and expressive language, reading, writing and self-direction
• Social Skills – interpersonal, responsibility, self-esteem, following rules, obeying laws, not being gullible, avoiding victimization.
• Practical Skills - personal activities of daily living such as eating, dressing, mobility and toileting; instrumental activities of daily living such as preparing meals taking medication, using the telephone, managing money, using transportation and doing housekeeping activities; occupational skills; maintaining a safe environment.

Suggestions for adaptive behavior include any of the following:
First, find out what the student’s strengths and interests are, and emphasize them. Create opportunities for success. Second, be as concrete as possible. Demonstrate what you mean rather than giving verbal directions. Show a picture and provide the student with hands-on materials and experiences and the opportunity to try things out. Third, break longer, new tasks into small steps. Demonstrate the steps. Have the student do the steps, one at a time. Provide assistance, as necessary.

The final challenge for DD/I is avoiding & responding to victimization. One in three children with an identified disability for which they receive special education services are victims of some type of maltreatment (i.e., either neglect, physical abuse, or sexual abuse. (Leigh Ann Davis, M.S.S.W., M.P.A)

As part of each episode of Transition Tuesday, we provide additional tips, teacher tools, and resources related to the topics we cover. For this week’s bonus, we are providing a bonus resource PDF for teaching transition to students with developmental delays or intellectual disabilities, which can be accessed by clicking this link - http://tensigma.org/episode116bonus

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We hope you enjoyed this episode and that the information about teaching transition to students with developmental delays is helpful to guide your students to make a successful transition to adult life.