Question 15
Can you give me some suggestions other than those listed in the All Means
All check list that would provide guidance in the transition portion of
the IEP? Specifically, how to coordinate school-to-work goals and goals
on the IEP. I am also interested in some suggestions on getting local businesses
willing to make a commitment to special needs students.
Anything along these lines would be appreciated. Thank you, R.Witherbee
STW Wizard Strategies
Strategy 1
Minnesota has a new revised copy of our transition training manual and
IEP guide called "Making the Transition Team Work." The workbook
has excellent information which is practical, useful, and most of all, would
be very compatible with developing school-to-work goals. Samples of goals
are written in all 5 transition areas (home living, community participation,
recreation and leisure, post-secondary options, and jobs/job training).
In Minnesota, we start with the five areas of transition. We identify
goals in each of the areas and then fit assessment data and needs identified
from that data into the transition areas within the transition goals, instead
of beginning with assessment data and writing goals under these 8 areas
which doesn't lend itself easily to school-to-work goals. By writing the
IEP in this manner, school-to-work goals would easily fit into community
participation, post-secondary options, or jobs/job training. The jobs and
job training section would probably be a likely spot to place the goals
along with the post-secondary options area of transition.
Participation in school-to-work activities being offered through your
district or school could be written into the IEP as a goal, bridging the
gap between special education options and options that are offered to all
other learners. Once it is in the IEP, it becomes a legal document which
is binding and must be completed. Participation in school-to-work activities
would be the same as any other goal on the IEP.
You may want to order our teamwork booklet called, "Making the Transition
Team Work, 2nd Edition (1998) and the companion video called, "Corey's
Plan." Both can be ordered from
- Minnesota Educational Services
- 70 West County Road B2
- Little Canada, Minnesota 55117-1402
- Phone: 612/415-5379 or 1-800-652-9024
- Fax: 612/415-5508
- E-mail: jsteinbr@eta.k12.mn.us
The booklet is $11.95 and the video is $15.95 plus shipping and handling
on both. Both are useful for students, parents, teachers, and service providers.
Strategy 2
In regards to community business involvement, I would suggest that Mr.
Witherbee could solicit positions and cooperation if he helps the community
business identify tasks that a student with special needs could perform
or list ways in which businesses can assist in training. Most business people
don't have any idea what a student with special needs can do with the appropriate
accommodation.
Listing tasks, identifying the appropriate assistive technology, modified
technique, job coach availability, worksite modification, etc. will help
the employer visualize how they can best help.
Assembling short stories about successful outcomes with other students
is always helpful in promoting possibility thinking. There is a wonderful
video tape available through the Down Syndrome Association of Minnesota
called, "Employability" that shows a number of different workplace
situations in which individuals, those with developmental disabilities ranging
from mild to severe, are functioning at a level which is meaningful both
to the individual and his or her employer.
Call 612/797-0110 (metro) or 1-800-511-DOWN (Greater MN) to arrange for
a viewing of the video or to acquire a copy.
Strategy 3
Roger,
Reading your question just now reminds me of a special needs project
in St. Cloud, Minnesota. A local hotel, the Kelly Inn, offered free space
to the school district so students could attend school at the hotel, as
well as have work-based experiences at the hotel. Via a partnership with
area businesses in the construction trades, hotel space was converted from
offices to a classroom, kitchen, bathroom and office space for learners
in high school, up to age 23 as a transition option. The students attend
their "classes" on site at the hotel and their work-based experiences
are there or at other facilities in the community.
The notion was that the Kelly Inn would provide a good starting point
for the learners and that some of them would seek other positions with other
hotels or restaurants as appropriate. It's a unique model, and one that
has gained a certain degree of notoriety nationally and has been a phenomenal
success!
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