Career and Transition Services for Students with Disabilities: Tools and Techniques 

June 20, 2010

Mark StarfordBoard Resource Center

PO 60‐1477 Sacramento, CA 95860916.574.1023   www.brcenter.org

Basic Facts

State agency through which California provides services and supports to individuals with developmental disabilities.

Services for 240,000 people provided through 21 non‐profit community based case management agencies called “Regional Centers”.

DDS operates 5 developmental centers ‐ 2,000 residents.

Annual Budget: $ 4.2 billion

Office of Human Rights and Advocacy Services

RightsProtects the rights of 240,000 persons with developmental disabilities served by DDS and 7,000 employees.y , p y

Advocacy Services

Consumer Advisory Committeey

Statewide 15 member committee of persons receiving services.

The CAC provides DDS with input about issues impacting people with developmental disabilities in California. 

The CAC advocates through developing media and publishing accessible materials emphasizing self‐determination, skill developmentaccessible materials emphasizing self determination, skill development and best practices.

CAC Vision "My Life‐My Way."

INCLUDE persons with disabilities in community life: Employment, Education, Recreation.

CONNECT government/public/private organizationsCONNECT government/public/private organizations.

TRANSFORM thinking and practices leading to greater outcomes and mission fulfillment.

The Board Resource Center believes all people are entitled to understandable information on issues important to them, their lives and communities: health, legal rights, government activities, self‐protection and consumer services.

BRC’s activities are guided by principles of independent decision‐making and inclusion. What underscores this work is direct involvement of persons who rely on the education and human service systems in the development and dissemination of tools that encourage the exercise of fundamental freedoms.

The BRC team has produced numerous curricula, guides and companionvideos in easy‐to‐understand and accessible formats for widespread utility. BRC established a library of adapted materials and media developed under the guidance of individuals with disabilities for use b d d l h d b l h f l d h d dby individuals with disabilities, their families and organizations who provide services and supports.

These BRC publications, presentations and videos are available on our Website  (http://brcenter.org/lib_library.html).

Session PlanSession Plan

Leadership Leadership Tools

Transition Transition Tools

Transition Transition Case Study

KeyKey Points

y

KeyKey Points

Values and BeliefsValues and Beliefs

Partner with parents 

Partnerships Build Partnershipsp

and community organizations. 

Quality Quality Services Quality, effective education programs 

Self‐Determination Empower people to k h

Develop lifelong learners with skills andmake their own 

decisions.

learners with skills andabilities to succeed. 

Preparation for the FutureKey Transition Elements

Preparation for the Future

Self‐determination ‐ Able to make choices and decisions about one’s life without more support than necessary.

Choice making ‐ Selection of one option from manyChoice making ‐ Selection of one option from many. 

Decision making –Weighing alternatives to a situation or problem, making a choice.

Problem solving – Systematic approach to overcoming obstaclesProblem solving – Systematic approach to overcoming obstacles where the solution is not immediately known.

National Employment 1st Agendap y gReal jobs, real wages, real business settings! 

Gainful integrated employment as an outcome for persons with disabilities.

T iti i l h i kill d l t• Transition curriculum emphasize skill development,                    critical thinking, problem solving and communication.

• Education and adult service systems collaborateEducation and adult service systems collaborate.

• Public and private employer participation.

• Sub minimum wage is not an acceptable employment outcome• Sub‐minimum wage is not an acceptable employment outcome.

APSE: Advancing Employment Connecting People. Apse.org

Employment of Persons with Disabilities

21 to 64 years 2008 Estimate %

Employment of Persons with Disabilities

EmployedLess than a high school education

25.3%Less than a high school education

Employed  37 6%p yHigh school diploma or equivalent

37.6%

EmployedEmployedSome college/

Associates Degree45.6%

Cornell University ‐ Employment and Disability Institute Employment: The percentage of non‐institutionalized with a disability, ages 21‐64, all races, regardless of ethnicity, with all education levels in the United States who were employed in 2008. (ACS) http://www.ilr.cornell.edu/edi/disabilitystatistics

California SamplepDepartment of Developmental Services

Community Services Budget $2 7 billionCommunity Services Budget ‐ $2.7 billion238,000 people served

18 years + 2006‐2007

Day/Work Activity 25 3%Day/Work Activity 25.3% 

Supported Employment 3%

California DDS: dds.ca.gov 2008 Fact Book

Employment PerceptionEmployment PerceptionWorld Institute on Disability

Focus Groups ‐ Youth with disabilitiesp

Findings include:Findings include:

• High interest in work and having access to easy‐to‐use tools. g g y

• Encourage parents to remain engaged and support work goals.

• Initiate peer modeling coaching and mentoringInitiate peer modeling, coaching and mentoring.

• Learn how employment affects financial/health benefits.

• Educate employers benefits of hiring a person with a disability• Educate employers ‐ benefits of hiring a person with a disability.

The World Institute on Disability, Oakland, California

Case Study – Miguel LugoCase Study gue ugo

Miguel is a 28 year old man living in Los A l i h C b l P l H i iAngeles with Cerebral Palsy. He is outgoing, has friends and resides with his family. He has a large natural support network.

Miguel does not have a job!

Miguel wants a full time position as a Transition Advocate. 

He believes all people need peer support.

Transition ProcessTransition Process

Miguel’s Perspective

• Intimidated, did not understand what was expected. , p

• Not listened to.

• Unsure about how to make big decisions.

• Uncomfortable hearing negative things at meetings.

• Did not have time to think about what he wanted to say.

• Did not have a voice at the planning meetings.

• Confused about Social Security.

Transition Perspective ComparisonCCSSO Strategic Initiative Miguel’s Perspective New Tools 

Transition Perspective Comparison

Increase community i l t li

“Make connections and l t k t

A planning process to develop natural supportinvolvement: align 

school/non‐school‐based services. 

personal networks to help me find a job and move out.”

develop natural support and a meaningful life in the community.

“ k H t b ild t lIncrease home and school connections.

“Work as a team: my family, mentors and friends.”

How to build natural community supports, and connections.

Transition Perspective Comparison

CCSSO Strategic Initiative Miguel’s Perspective New Tools

p p

Facilitate student and  “I can learn and achieve  Use of team approach to family access to services and special assistance. 

if given appropriate support and resources .”

implement plan with needed supports.

Students “own” their educational journey. 

“Help  me nurture my  goals ” THINKTHINK –– PLANPLAN –– DODO

Learn to assume responsibility for future planning.

goals.

“Let me make mistakes so I can learn.”

THINK THINK –– PLAN PLAN –– DO DO Decision‐making strategy

planning. 

Being Self‐DeterminedBeing Self‐DeterminedDecision Making Strategy

What is important‐ Identify the goal.THINK

PL Create the steps ‐Make the plan. PLAN

D Take Action – Get support, use resources. DO

My Choice My FutureMy Choice, My FutureTransition Planning Tool

• Think-Plan-Do• About Me inventory• Future planning• Natural Support• Team agreementg

My Choice My FutureMy Choice, My Future

My Choice My FutureMy Choice, My Future

My Choice My FutureMy Choice, My Future

My Future: Making Informed ChoicesMy Future: Making Informed ChoicesPerson‐Centered Planning Tool

•Personal inventory•Choose type of supportyp pp

• Interview provider•Service and plan agreement

My Future: Making Informed Choicesy g

Everybody Can WorkEverybody Can WorkEverybody Can WorkEverybody Can Work

Alison attends high school,  works in a doctor’s office.

DVD

Nick attends college, works at a daycare center.

Leadership Through Personal ChangeLeadership Through Personal ChangeStrategies and Tools

People with disabilities will live the life they want!

4 themes – 1 strategy 

People with disabilities will live the life they want!

gy

Learning and decision‐making tools that guide future planning, g p gemployment decisions and quality of life.

http://dds.ca.gov/ConsumerCorner/ThinkPlanDo.cfm

Leadership Through Personal ChangeLeadership Through Personal Change

Making Goals HappenTaking Care of MyselfFinding a JobBuilding a CareerHaving My Own Business

Managing My MoneyProfessional Image

Planning and Decision MakingMaking a Decision

Listening and SpeakingLeading My Own Team Meeting

Finding a MentorOrganizing and Planning

Listening and Asking QuestionsAccepting Advice

Leadership Through Personal ChangeLeadership Through Personal ChangeDeveloped by  people with disabilities for people with disabilities.

Key Elements

• Decision making strategy

• Easy‐to‐understand and use

• Self‐directed skill development

• 3 year statewide field test

• Emphasis on community inclusion and natural supports

• Life coaching and peer mentoring

Watch DVD ‐Managing My MoneyWatch DVD ‐Managing My Money

””My

phone

My 90”My 90”

Do you have a MONEY goal?Do you have a MONEY goal?

Why is it important to you?Why is it important to you?

Let’s Try Out The GuideLet s Try Out The Guide The Goal – What do I want?

• Financial literacyy• Decision‐making• Person‐Centered• Skill building• Independent living

Taking the Next StepsTaking the Next StepsMaking the Plan

Taking Action!Taking Action!

Transition OutcomesTransition Outcomes

LifelongLifelongLearnerLearner

College/WorkCollege/Work

LearnerLearner

College/Work College/Work ChoicesChoices

DecisionDecisionMakerMaker

SelfSelfDirectedDirected