In this NTACT CBVI content session, state teams will: 1) consider the continuum of postsecondary education and training opportunities available in their state; 2) examine their state efforts to improve postsecondary education options for ALL students with disabilities; and, 3) identify specific supports and strategies to promote through professional development, collaborative efforts, and statewide systems.
Watch the State2State Sharing: Developing and Improving Community-based Transition Programs
Watch the State2State Sharing: Preparing for Postsecondary Success
Presenter: Dana Lattin, Transition Coalition & NTACT, University of Kansas
See all of the CBVI Content Presentations!
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What comments or questions do you have about this overview of postsecondary education and training for students with disabilities?
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Raising expectations and starting the discussion early. Yes! Great session. Thank you for the resources and reminding us of some of them we have already in our toolbox.
I’m glad there was a nugget in there for you! Yes, the tools and information above are not new, but sometimes they get “put away”. There are certainly more available than what’s listed above!
We are also working on a mini-module on Community-based Transition Programs (or 18-21 programs) as well. I’m sure this will be discussed on June 17th. But it should be available by the end of June.
A topic that I’ve been thinking about recently is how has COVID-19 changed how students with disabilities are prepared for postsecondary education? Do we need to do things differently? How so? Are we considering both academic and non-academic areas of focus?
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Howdy from Texas,
Here is Texas, we will be building an 18-21 guide to support LEAs with these programs. I look forward to hearing from other states about program components and guidance.
I look forward to you all sharing with others about your work in the session on the 17th, Christina. Are others of you working on guidance for your programs for students 18 and older?
One of the points brought up that spoke to me was regarding the involvement of school counselors. When I was a practitioner (school psychologist) I often thought many students with disabilities had transition needs that could be met via general education resources, but this didn’t appear to be an option. This was only in two high schools, so I’m curious about some good examples from the group. Who knows school counselors doing awesome work with students with disabilities and their transition to life after high school?
Thanks for your comment and question Jeremy. I will be sure to add that to questions to discuss on the 24th!
Who else is focusing some state efforts on developing high quality 18-21/community-based transition programs?
What challenges have you identified?
What strategies have you discussed or implemented to address the challenges?
What resources have been helpful?
How do CBTPs (18+ programs) determine how to provide direct instruction in academic skills (reading, writing, math) as part of FAPE after the student has met graduation requirements? Or do most CBTPs emphasize generalizing learned skills to community settings over traditional academic instruction?
Hi Elizabeth! Glad you asked such a great question. I think that academic instruction should continue with the necessary modifications and adaptations required for the student to access the general curriculum. However, in CBTP, access to academics should be occurring in inclusive settings – adult/community education, community colleges, universities. It would be age-inappropriate to continue to have students attend a typical HS setting, where they have been for 4 years… Trying to create age-appropriate engagement is a goal/vision. We know that not every school district has the array of postsecondary settings that are typically academic in nature, but most communities have libraries that offer classes, or arts centers, or other locations where students can be included and continue as life long learners.
Since you mentioned FAPE – in terms of justifications for a student to continue to be supported by IDEA post-HS, is often to focus on the transition services in the student’s IEP, so your assumption that most CBTPs may shift their focus to more community focused skills (employment and independent living) is probably accurate, however, we know that academic experiences provide excellent opportunities tied to career pathways and integrated employment opportunities, so I would not rule out “academics” when considering the individual planning for a student entering a CBTP. I know many of the CTP programs around me include student access to community college campuses.
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Hi Ed! We see your comment. What access do you believe is limited? This is the spot where the discussion is available.
Let me know if I can help or clarify more!
Hi, having some time to review all of my notes! This was a Great session!! Would it be possible to get the link to the video you shared? “What to Do After High School?” I would love to share this with other educators that I work with. Thanks
Missy
Thanks Missy! I’m glad you enjoyed it.
Here’s that video: https://www.youtube.com/watch?v=0WYz7TnmjpY
Great!Thanks!!
Thank you for all the great information. Great ideas for different types of tools… could I please ask to get some sort of proof that I have listened this webinar. My email is [email protected]?
The person from NTACT who is coordinating this effort will be in touch with you!