Tag: Transition

Braiding Possibilities for Indigenous Transition Youth Programs

The Native Center for Disabilities at the University of Arizona braids together diverse funding resources with Tribal, state, community and youth partnership using Indigenous practiced based evidence to create inclusive and culturally based Native youth transition services: 1) Finds Their Way project aims to increase access for Native youth with intellectual and developmental disabilities (ID/DD) to skill development, knowledge, services, and supports to participate in long-term competitive integrated employment careers; 2) expanding Pre-Employment Transition Services (preETS) work-based learning model, a program that increases meaningful employment opportunities for transition aged youth with disabilities (ages 14-22), within Tribal nations; and 3) the annual American Indian Youth Disability Summit, a forum using Talking Circles and Native Storytelling to document the voices of Tribal youth with disabilities.

Key Learning Outcomes

1.Participants will identify 3 Indigenous practice-based programs for Native youth transition programs.
2. Participants will describe how Indigenous practice-based evidence is utilized to create inclusive and culturally responsive transition programs.
3. Participants will document how to braid diverse funding streams and partnerships to develop Native youth transition programs.

Evergreen Academy Preschool Training Program

Our training program has yielded significant success in guiding adults with disabilities towards fulfilling careers as preschool and child care workers within the community. Given Arizona’s status as a child care desert, characterized by a burgeoning birth rate and a shortage of child care workers, our program addresses a critical need while empowering individuals with disabilities.
Anecdotal evidence from our trainees underscores the program’s impact. Participants, many of whom have previously held service jobs, express a profound sense of fulfillment in their roles within the preschool environment. This shift in sentiment speaks volumes about the efficacy of our training in providing meaningful employment opportunities that align with individuals’ passions and capabilities.

The program serves as a replicable model for supporting adults with disabilities who aspire to pursue careers in child care. As trainees progress through the program, many are actively working towards securing community employment with the assistance of vocational rehabilitation services or Individual Supported Employment (ISE) programs.

Our evidence-based approach demonstrates the tangible success of our training program in facilitating the integration of individuals with disabilities into the workforce, thereby addressing critical societal needs and fostering personal fulfillment.

Key Learning Outcomes

Anticipated learning outcomes are as follows
1) Participants will gain an understanding of the program works to support both the trainees and the families we serve.
2) The presentation will help participants to understand the the possibilities of growth and success for adults with developmental disabilities in a child care training program.
3) Participants will leave with the knowledge of how the program was created and how it is replicable in different and diverse contexts. Our goal is to help new programs in different cities create more careers for differently abled adults that are based in human-to-human interactions.

Improving Post-School Options and Transition Planning for Students with Disabilities

Although transition plans are rooted in federal law, state policy can supplement and support efforts. Arizona has made great strides expanding opportunities for students with disabilities and the tools schools can use to help them reach their full potential. This session will discuss new policies in Arizona and across the country to improve post school outcomes for students with disabilities.

Key Learning Outcomes

Attendees will learn about new state laws regarding dual enrollment and transition.
Attendees will discover new postsecondary data from the Board of Regents.
Attendees will learn about the university programs for students with intellectual disabilities.

Building a Community to Support Students for Work-based Learning Success

The University of Arizona Sonoran Center for Excellence in Disabilities works with transition students, ages 14-22, to provide Pre-Employment Transition Services (PreETS). Through the partnership with Arizona’s state Vocational Rehabilitation services, the UCEDD continues to develop innovative practices towards community inclusion, develop and maintain employment opportunities through an Employment First lens, and share the importance of work-based learning experiences with the community to support underserved youth. Join us as we discuss the ways we are helping to shift expectations when it comes to students working in the community, learn from specific examples of students that we have worked with, the accommodations that were implemented at the worksites, and the job aids that were created to ensure that the students were successful.

Key Learning Outcomes

1. Awareness and understanding that these services do not end with us-rather they are continued through the help of our employers, students, schools, and family supporters.
2. Increased awareness and knowledge regarding the importance of building and maintaining relationships with employers and the community as well as educating others on the benefits of Work-Based Learning opportunities.
3. Shifting the lens with a First Employment outlook.
4. Increased knowledge base of skills and tools utilized throughout the process and development of a work based learning program and their experiences.

Life Support and Skill for Success

This presentation summarizes the key points Vocational Rehabilitation recommend to youth/students transitioning from High school who are deciding their future career goal and would like to attend higher education classes, the requirements students need to be enrolled in college classes. It also explains what are the two different regulations that are cover under IDEA for Public education vs. ADE that regulates higher education institutions. We will cover how to choose the right path or training they need to reach their career goal with the guidance of a Vocational Rehabilitation counselor. Please join us and learn more about the secret to success!!

Key Learning Outcomes

1. Introduction of what is VR
2. Knowledge of process in VR/Transition services
3. Determining a career goal

Inclusive Pathways: Enhancing Higher Education for Individuals with Intellectual and Developmental Disabilities

Individuals with intellectual and/or developmental disabilities have the desire to attend college for a variety of reasons. The passage of the Higher Education Act (2008) created funding that enabled the development of Transition and Postsecondary Education Programs for Students with Intellectual Disability (TPSID) that now exist across 319 colleges nationwide. Students in these programs have the opportunity to enroll in traditional college courses for credit and earn a degree/ professional certificate. This presentation will give an overview of the Supporting Inclusive Practices in College (SIP-C) TPSID program located at Northern Arizona University. A recent graduate of the Early Childhood Education program and SIP-C student at NAU will also share their college experience and explain how supports from SIP-C made college more accessible.

Key Learning Outcomes

1. Understand the significance of inclusive higher education for individuals with intellectual and developmental disabilities, including its impact on employment, community integration, and independent living.

2. Explore effective peer support strategies, such as peer mentoring, in fostering positive outcomes for students with disabilities in post-secondary education.

3. Gain insights into the challenges and opportunities of inclusive practices in higher education, focusing on the SIP-C program in Northern Arizona and its role in supporting student success.

Road to Independence: AT in Transition Planning for Students with Complex Support Needs

Assistive Technology (AT) is often overlooked when looking at a student’s transition plan. During this session attendees will gain an understanding of the importance of AT in transition planning and ways to incorporate it for student success.

Key Learning Outcomes

1. Participants will demonstrate an understanding of transition planning and how AT can be included.
2. After attending the session, participants will be able to apply AT to areas in transition planning.
3. Participants will use resources provided to increase their knowledge in adding AT to transition plans.

Technology for All: Learn How Alexa Is Helping Self-Advocates Gain Independence

Off the shelf technology offers new opportunities for people with Intellectual and Developmental Disabilities to be fully included in their communities. The use of devices such as Alexa can help people do everything from calling a loved one, ordering groceries, controlling lights, temperature, and entry doors in their home and even learning how to read (Alexa Learn to Read app). The presentation will be made by a leading national self-advocate, David Taylor, demonstrating how the Alexa has helped him enhance his skills and independence. Did you know you can video conference on Zoom though the new Alexa device.

Key Learning Outcomes

Participants will learn how to :
1. use Alexa for Zoom, and operating home devices like lights, temperature.
2. get help with reading, set calendars, and reminders.
3. make calls to friends and family over Alexa.

Discovery for Students (A Bridge to Employment and Adult Lives)

MG&A’s Discovery for Students (DFS) empowers education teams with the strategies of Discovery, adapted to the classroom, for students with significant disabilities. This session acknowledges a stark reality — that typical transition programs do not always result in a bridge to employment for students who encounter significant complexities in their lives. Therefore, there must be another way to assist in building the bridge to help as many students as possible achieve a successful transition into their adult life and the world of work. DFS is a holistic, strengths-based approach to understanding a student, setting transition objectives and achieving employment goals. Through DFS education teams can weave information from school, home, and community – anywhere they see the student at their best – into education activities.

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