Transition Map

Social Skills Instruction: A Key Component in Transition Planning for Many Students

By:  Michelle Hall, M.Ed., Special Education Teacher

When students, parents, and professionals come to the table to discuss a transition plan, the three main topics discussed are the student’s plans for post-secondary education and training, future employment, and independent living.   The IEP meeting is an opportunity to discuss activities at home, and school, and in the community that support the students’ post-high school goals.    Activities that most often come to mind are things like instruction in writing a résumé or college application, work-based learning, and instruction in personal finance.  However, one activity that may not immediately come to mind, but may be very beneficial, is social skills instruction.

Social skills instruction is of particular importance for students on the autism spectrum, given that social interaction is a primary deficit associated with the disorder.  However, students with other neurological impairments or emotional disturbances can also benefit from social skills instruction.

The reason that social skills instruction is so useful in the transition-planning process is that social skills will influence an individual’s success in all three transition areas: post-secondary education, employment, and independent living.  For example, if a student plans to attend college, social competency is absolutely necessary to navigate the activities associated with sharing a dorm room or joining a campus social organization.  In an employment setting, social skills such as appropriately accepting constructive criticism and communicating politely with customers are expectations that can determine whether or not the employee will maintain his or her position.  In a community setting, an understanding of body language and appropriate personal space boundaries will increase an individual’s success in activities like taking public transportation or shopping independently.  

Social skills instruction may be available from several different sources.  Social skills groups may be available in the school, facilitated by a teacher or a counselor on a regular basis.  Groups may also be available through community agencies that provide educational services, social services, or psychological services.   Parents and teachers who worked directly with young adults with social skills deficits should also keep in mind the excellent learning opportunities that are present during the ‘teachable moments’ in every- day life.  Modeling appropriate social skills and prompting young adults through social challenges can help them make social connections that will have important benefits as they transition to adulthood.

AT and Transition from School to Adult Life

Written by: Amy Goldman, Assistant Director, Institute on Disabilities Temple University

During high school, students with disabilities, their families and teams need to think about what life will be like for them after graduation.  What kind of work will they do?  Will they go to college first?  Where will they live, and how can they be as independent as possible?  Assistive technology (AT) can be an important tool in a smooth transition to adult life!  Assistive technology means the devices that help an individual with a disability do things they can’t do without the device – or devices that help them do things more easily (more quickly, with less fatigue, with more accuracy, etc.).   AT can be “low tech” like a large key calculator (I just bought one for 99 cents at the grocery store!) or as complex and expensive as a computer that is operated via eye movements.  AT can also be “do it yourself” – like making two slits in a tennis ball and sliding it over a cooking utensil to improve the ability to grasp the tool.  It is important that assistive technology SERVICES are always considered – the services that are needed to the select, customize, implement, and maintain the device.

By Pennsylvania law, the student’s IEP team should begin transition planning when the student turns 14.  The team, including the student, will identify “post-school outcomes”.   Before this time, at each IEP meeting, the team “considered” AT needed for reaching educational goals.  Now, the team should start thinking more broadly about how AT devices and services can help the student to participate successfully in school (including higher education), at work, and in the community.

It may be helpful to have a complete listing of any AT devices the student currently uses – low tech to high tech, specialized or “off the shelf” - including those used at home and in the community.  For each device on the list, the family and the team should think about the following questions:  

Will the device be needed after graduation (for post-secondary education, employment, or independent living)?  

Who owns the device?  Can the student take it with her when she graduates?

What services are currently provided by the school (if any) to support the use of the device?  If these services are needed after graduation, who will provide them?   

Next, the team should consider any AT devices and services that are currently needed at home, in school, or in the community, and plans should be made to address these needs as soon as possible.   As these needs are addressed, the team should consider whether the device will be needed after graduation.  The student’s remaining years in school is the perfect time to learn how to use devices that will continue to be needed.

The team should be thinking about AT that isn’t used now, but may be needed an adult settings (one’s own apartment; on the job; at college).  Arrangements should be made to explore those devices, identify ones that work, and make a plan to obtain them after graduation.

Transition is the time to be thinking about using AT instead of another person, to help the individual become more independent.    For example, instead of having mom wake up the teen with hearing loss (who can’t hear the alarm), obtain an alarm clock with an extra loud alarm or a vibrating feature.  Instead of having dad set out the day’s medication, consider selecting a medication organizer/reminder system.  Instead of having an aide write out the student’s assignments, explore the use of software that translates the spoken word into written text.    Instead of having mom hold the receiver so the teen can talk with his girlfriend, obtain a “hands free” headset.  Instead of having a classmate read to the student, utilize software programs that translate the written word into speech output, or use “talking books”.  

Students with disabilities will also need to learn how to obtain assistive technology after graduation.  Because the funding sources change as the student gets older, it is important to know who will pay for replacement devices, or devices and services that are necessary due to changing needs, new environments, and new activities.  Students who are likely to need AT for post-secondary education should know how to communicate their needs for these supports to their college’s office that serves students with disabilities.   As an employee, the student will need to know how to let the employer know about his/her needs, and the role the Office of Vocational Rehabilitation can plan in meeting those needs.  Funding AT devices and services is usually easier for children than for adults, but there are many sources that might provide the AT that is needed.  If you have specific funding questions, please contact Pennsylvania’s Initiative on Assistive Technology (PIAT) (toll-free in-state at 800-204-7428 voice or 866-268-0579 tty, or email us at atinfo@temple.edu

The Internet  is rich in information related to transition and assistive technology.   The Pennsylvania Training and Technical Assistance Network (PaTTAN), in collaboration with Pennsylvania’s Initiative on Assistive Technology (PIAT), developed a comprehensive “wiki” highlighting many resources in Pennsylvania and on the web; visit the wiki at http://at-transition-resources.wikispaces.com/

Transition to College for Students with Asperger Syndrome

More and more students with Asperger syndrome and high functioning autism (HFA) are going to college. If you are a high school student with Asperger’s/HFA or the parent of such a student, what can you do to get ready for the college transition?

First, college should be part of your (or your child’s) transition plan.  Federal law requires that all students over age 14 with IEP’s  have a transition plan.  Be sure the plan includes preparation for college.  That might include special advising, intensive preparation in note-taking and study skills, and learning to manage time independently.  All of these are crucial skills for college success.

Next, you have to decide where to continue your education.  In addition to all of the usual decisions about the size and location of the college, you need to consider how prepared the college is to help students with Asperger syndrome and high functioning autism.  All colleges offer some type of support for students with disabilities, but few are prepared to work with students with Asperger’s and HFA.  You might check out a web site such as http://www.aspfi.org/college/#fouryear  which is maintained by the Asperger Foundation International.  In addition, you can ask  whether the college has students on campus with Asperger’s or HFA and what they do to help such students.  Also, check out the other support services the college offers- such as counseling and health services.  Are they staffed by professionals?  Are services available 24/7?  Have they had experiencing working with students with Asperger’s and HFA? 

Next comes the application process.   You might want to set up a spreadsheet to keep track of the colleges to which you are applying.  Check off when you apply (and pay the application fee), when your transcripts and test scores are sent to them, and when you send in your application.  Pay special attention to due dates.  Colleges have lots of applicants.  They are usually not flexible about due dates.  Miss a deadline by one day and you are out!

For many students with Asperger’s and high functioning autism, test-taking and essay-writing can be especially challenging.  One thing that can help with the SAT test is to thoroughly understand the test.  The SAT web site at http://www.collegeboard.com contains lots of information, including sample test questions and books for purchase.  You may also decide that you want to use a commercial SAT test preparation service.  Whatever you decide to do, it really helps to understand the types of questions you will see on the test.

What about that essay?  Again, two suggestions.  First, don’t put it off.  Second, get help.  A teacher, a parent, even a friend can help by listening to your ideas for your essay (or essays, depending on the college), then reading a draft.  It is hard to know what colleges are looking for in an essay.  You want to be honest and direct but not too informal.  That’s why getting someone else to read the essay is very important.

Some of the greatest things about college- free time and social acyivities- can present the most challenges for students with Asperger’s and high functioning autism:

-          Practice planning your time:  Get an academic planner or use the scheduling feature on your computer or cell phone.  But don’t just schedule classes.  Schedule what you will do after school.

-          Join a club or other group that shares your interests:  Colleges have lots of groups.  The more practice students with Asperger’s and HFA have interacting in groups the more they will be able to take advantage of those opportunities in college.

-            Use social networks:  For many students, social network sites like Facebook and My Space) can be less threatening places to find people who share their interests.  But, be careful.  People can sometimes be cruel- even in cyberspace.  Also, social networks are not a replacement for face-to-face relationships.

Making the transition from high school to college is hard for most young adults.  For students with Asperger syndrome and high functioning autism there are special challenges.  They can prepare for college by being informed about the support services offered by the college of their choice, practice keeping (and using) schedules both for school as well as for free time, and participating in group activities and social networks.

Written by: S. Jay Kuder, Professor and Chair of Department of Special Educational Services and Instruction; Rowan Univeristy