High School

Students in Transition
Caitlin Collins, Leslie Connelly, Stephanie Freije, Sarah Gibbons,
Gretchen Kempf, Justine Macready, Lauren Patire, Jenna Syverson
Background Information
Students 14-22 years old with intellectual, physical, and/or developmental disabilities
qualify.
As mandated by IDEA, students must be evaluated and eligible for services, and these
services should be implemented through a students Individualized Education Program
(IEP).
IDEA aims to provide educational supports tailored to the unique goals and needs of
students.
The service needs are to increase a students functional performance and independence
within the community, and to expand post-secondary pursuits such as furthering
education or vocational training.
The overarching goal of high school students with disabilities is to help them to become
productive members of society.
Typical services are provided in public high schools, state funded schools for the multiply
disabled, private high schools, and community day programs.
Literature
Adolescents transitioning out of high school are left without a solid
foundation for starting work following graduation.
Students who complete high school are more likely to gain
competitive employment if they participate in a vocational education
program during high school.
The most effective programming for transitioning from high school
was a group setting which focused on job training, career
exploration, and job searching.
Following the internships students reported greater motivation to
work, knowledge of adaptation strategies, job skills, and the ability to
work with a boss and coworkers.
Students with community work experience were more successful in
transitioning from high school to community life.



Literature
High school transition programs offer services that often prepare students with
disabilities to be competent in three major areas to promote independence: personal and
social skills, daily living skills, and occupational and vocational skills (Jefferson &
Putnam, 2002).
Occupational and vocational skills address appropriate work behavior, seeking
employment skills, interview skills, community work experience and a positive view of
self in regards to employment potential.
Groups focus on: performing job searches, exploring careers, training for jobs,
applying to colleges, understanding the obstacles to becoming employed, and
advocating for oneself.
According to the National Down Syndrome Society (2012), the transition from
high school to either post-secondary education or employment, is one of the
most important and challenging experiences that individuals with Down
syndrome face
Display a short attention span, poor judgment, impulsive behavior, slow learning,
delayed language and speech development, delayed motor planning, poor gross
motor skills and low tone


Top Needs
Scranton High School
Placing students in a work experience program
Planning a successful transition
Garfield High School
Develop personal and social skills needed to acquire a job
Greater job preparation through: job training, financial
planning, and skills acquisition.
A High School in Northeast PA
Education on life skills that can be generalized in a variety of
settings
Lack opportunities to practice learned skills within real social
settings and acquire further skills through observation, self-
regulation, problem-solving





Program #1:
Vocational Training
Program in Scranton
School District
Scranton Facts and Stats
Scrantons population : U.S. Department of Commerce
(2014), the population of Scranton is 84.1% Caucasian,
5.5% African American, 0.2% American Indian and Alaska
native, 3.0% Asian, 2.5% Two or More Races, 9.9%
Hispanic or Latino
9,393 students enrolled in Scranton School District in
2010
Projected 11,486 students in Scranton School District in
2019
In 2009 1,776 or 18.5% of children received special
education services in the Scranton School District

Vocational Training Program
Includes children ages 16-21, who have a diagnosis of
ASD, Downs Syndrome, or a documented learning
disability who are in the Scranton School District
Seeks to accomplish a smooth transition from high
school to community life and the work force to gain
competitive employment
Provides students with a structured program to teach
them skills needed to be employed
Provides students with internship work experiences

Vocational Training Program -
Goals
Successful transition goals
1. Student will engage in a community based leisure activity of
personal interest once per week.
2. Student will be able to effectively self advocate their wants and
needs at their IEP meeting.
3. Student will demonstrate money management skills required to
design and implement a personal clothing budget.

Placing students in a work experience program goals
1. Students will be able to effectively communicate with a manager
to manage problems that arise at work.
2. Students will be able to successfully manage their time according
to a personal schedule.
3. Students will learn to accept and learn from criticism from peers.

Vocational Training Program
Description
Meet daily after school from 3:00 PM to 6:00 PM at the
schools Home Economics' room
Provide groups to meet goals including
Interest Checklist
Mock Interview
Effective Communication
Money Management
Problem Solve work related problems
Time management
Following Directions
Learn to accept and provide positive criticism
Be placed in a work experience program through Allied
Health Services

Vocational Training Program
Logistics
10 participants
Runs from 3:00 PM to 6:00 PM
Ran in the Home Economics room and at Allied Health
Services
Run by 1 OT, 1 COTA, 1 Allied administration staff,
multiple Allied staff to oversee students at work portion
Budget biggest expenses besides salaries is the
weekly meal group, and the one time purchase of a
printer. Total start up cost of approximately $
58,000.

Program #2: Prevocational
and Social Skills Training
at Garfield High School
Garfield Facts and Stats
Includes a variety of socioeconomic statuses from low-
income to middle-class families
Ethnicities: latino, black, caucasian, and asian students.
1,014 students total as of 2012-2013 school year
190 Students with IEPs in Garfield High School alone
Out of district (more severe disabilities or emotional
problems)
47 Students


Prevocational and Social
Skills Training Program
Groups for those who are 16-22 years old transitioning into
adulthood.
The OT groups will focus on pre-vocational rehabilitation, vocational
rehabilitation and topical groups. The topics of the specific groups
will include self-awareness, self-advocacy, and self-determination to
prepare students for realistic interactions in the workforce, post
secondary education, or other individual goals.
Groups will also focus on career exploration, job applications,
interviewing, and formulating a plan for career attainment.
Skills training for IADL, such as financial management and
communication management, will help with success in job
performance and job training.
Community outings
Communication between businesses and employers to provide
natural environments for learning to support the obstacles students
with disabilities face in real world scenarios.
Prevocational and Social
Skills Training Goals
Need 1: Personal and Social Skills.
By end of program, students will:
1. Increase emotional regulation skills by demonstrating 3 coping techniques
utilized in the work setting essential for dealing with work conflicts and stress.
2. Demonstrate verbal and nonverbal communication to successfully
participate in an interview as demonstrated by a score of 25 or higher on the
Mock Interview Checklist.
3. Create a career action plan to outline his or her desired interests and
preference in job selection and acquisition.

Need 2: Preparedness for Post-Secondary Employment.
By end of program, students will:
1. Demonstrate knowledge and behaviors necessary for successful job
attainment and placement as measured by passing standardized
prevocational assessment.
2. Create a financial management plan including expected monthly salary and
expenses based on career of choice.
3. Be successfully employed in a part-time job at Garfield High School.

Prevocational and Social
Skills Training Description
The after school program will be held every Tuesday
and Thursday from 3:15pm to 4:30pm.
Fall and Winter Marking Periods
Participants: 16-21 in junior and senior year
Tuesdays group: Personal and social skills training
Thursdays group: Vocational training

Prevocational and Social
Skills Training Logistics
Participants
Garfield High School Classroom
Run by 2 OTs and 1 COTA
Budget:
Transportation provided from Garfield Board of Ed for 3
times per marking period
Laptops, chargers, internet access provided
Supplies from Staples for group < $300
Salaries total $6,000
Program #3: Life Skills
for Students Living with
Down Syndrome
Background Information
According to the National Down Syndrome Society (2012), the transition
from high school to either post-secondary education or employment, is
one of the most important and challenging experiences that individuals
with Down syndrome will face.
Individuals with Down syndrome typically display a short attention span,
poor judgment, impulsive behavior, slow learning, delayed language and
speech development, delayed motor planning, poor gross motor skills and
low tone (Fidler, Hepburn, Mankin, & Rogers, 2005). This makes it
difficult for them to engage in meaningful occupations and participate in
regular classroom settings with their typically developing peers.
Individuals with Down syndrome generally enter high school at the age
of 16. Depending on the severity of their impairments, some graduate
after the typical four years, but others continue until the age of 21
(Kardos & White, 2005; National Down Syndrome Society, 2012).

Northeast PA Facts and Stats
Pennsylvania has a diverse ethnic population
Varying socioeconomic statuses
All ethnicities
In Pennsylvania, among the civilian noninstitutionalized population in 2008-2012,
13.2 % reported a disability. (Pennsylvania State Data Center, 2013).
The likelihood of having a disability varied by age.
7.1 % of people under 18 years old
10.7 % of people 18 to 64 years old
35.6 % of those 65 and over
Disability Type:
In 2011, the prevalence of the six disability types among persons of all ages in
PA was:
2.1% reported a Visual Disability
3.7% reported a Hearing Disability
7.4% reported an Ambulatory Disability
5.4% reported a Cognitive Disability
2.8% reported a Self-Care Disability
6.3% reported an Independent Living Disability



Life Skills for Young Adult
Transition Program
Program aims to meet the needs of students living with
Down syndrome ages 16-21
The purpose of this group is to allow and encourage
young adults to approach life with self-esteem
facilitating a smooth transition into adulthood.
Students will be exposed to essential vocational,
educational, and life skills to increase independence
with IADL and to better prepare them for post-
secondary education or vocation
Program Goals
Life skills that can generalized in a variety of settings
1. members will put together a weekly shopping list of items needed for school lunch
to facilitate independence in meal preparation
2. members will utilize organizational skills and financial management skills to
construct a personal spending diary
3. members will be able to identify and state 4 vocational interests to potentially
pursue upon completion of high school
Opportunities to practice learned skills within real social settings and
acquire further skills through observation, self-regulation, problem-
solving
1. Members will participate in all community outings throughout the academic school
year to further develop skills in real social contexts
2. Members will successfully use public transportation (i.e. buy a metrocard or bus
ticket, navigate bus schedule, etc.) at least twice on community outings with
supervision by end of the second marking period
3. Members will demonstrate appropriate social skills when interacting with public
personnel (i.e. waitress, bank teller, cashier, etc.) when engaging in a community
outing.


Life Skills for Young Adults
Program Description
Hours- 12:07 pm to 12:55 pm (In-school program)
Will be held Monday-Friday for the entire length of the
academic school year
Participants: Students living with Down syndrome ages 16-
21
Financial skills, home management, communication and
social skills, coping with stress and emotions, pre vocational
activities
Community outings once a month after school for 1-2 hours
to put learned skills into practice

Life Skills for Young Adults
Logistics
Members will consist of no more than 10 members who
are high school students in transition and diagnosed
with Down syndrome with an IQ of 50 or higher
Run by 2 Occupational Therapists
Budget
Start up cost is $15,000
Program is being implemented in a high school with a
Down syndrome population that is already up and
running, may decrease costs of specific materials
Largest expense is salaries

References
Bazyk, S., & Bazyk, J. (2009). The meaning of occupation-based groups for low-income urban youths attending after- school care. American Journal of Occupational Therapy, 63, 6980.

Pennsylvania State Data Center. (2013). The Commonwealths Official Source for Population and Economic Statistics. U.S. Census Bureau, 2008-2012 American Community Survey 5-Year Estimates.

Fidler, D.J., Hepburn, S.L., Mankin, G., & Rogers, S.J. (2005). Praxis skills in young children with Down syndrome, other developmental disabilities, and typically developing children. American Journal Occupational Therapy.
59(2):129-138.

Kardos, M., & White, B. P. (2005). The role of the school-based occupational therapist in secondary education transition
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Louis Harris and Associates. (1986). The ioc survey of disabled americans bringing disabled americans into the mainstream. A nation wide survey of 1000 disabled people. Study No. 854009. Louis Harris and Associates, INC. New York.

National Down Syndrome Society. (2012). Down Syndrome. Retrieved February 27,
2014, from http://www.ndss.org

Spencer, J. E., Emery, L. J., & Schneck, C. M. (2003). Occupational therapy in transitioning adolescents to post- secondary activities. American Journal of Occupational Therapy, 57, 435441.

References
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Juan, H., & Swinth, Y. (2010). As students become adults: The role of occupational therapy in
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References
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K. Ulkoski, personal communication, February 21, 2014.

Kardos, M., & White, B. (2005). The role of the school-based occupational therapist in secondary education transition planning: A pilot
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References
National Down Syndrome Society. (2012). Down
syndrome. Retrieved February 27, 2014, from
http://www.ndss.org
Pennsylvania State Data Center. (2013). The
Commonwealths Official Source for Population and
Economic Statistics. U.S. Census Bureau, 2008-2012
American Community Survey 5-Year Estimates.



Questions???