House Bill No 2336_Kansas Employment First Bill
The Kansas Employment First Initiative Act (HB 2336) passed on May 12, 2011 and will be signed by the Governor today!
The bill can be viewed above (click on the pages individually to view) and also here.
Tuesday, May 31, 2011
Monday, May 23, 2011
The Transition Phase...
With the graduation for many high school students transiton could be difficult if the coaching and preperation for adult life after high school was not properly done. Planning for the transition from high school to adult life is never to early to begin!The question is what do you want your life to look like after graduation?Hopefully, this article will give you various ideas and tools that will assist you in planning for your transition from high school to adult life.
According to Ellen Condon and Kim Brown with the Rural Institiute for Excellence in Disability Education, Research, and Services there are four steps to planning for transition:
Step one: Answer the following question, "What is my day going to look like after high school?"
Step two:Assess how you are doing right now.
Step three: Make a list of what you could learn to do, or what steps you could take to get closer to these goals before you graduate.
Step four: Think about who can help you meet your goals and continue seting new ones.
Preparing to transition from life after high school needs to start by the time the youth turns sixteen, according to the Individuals with Disabilities Education Act. Transition planning is designed so the student will gain the necessary skills and services for a smooth transition to adult life. The secondary transition services written plan must identify long-range goals based upon the youth’s needs and preferences and have specific objectives and activities to reach these goals. Things to consider are vocational rehabilitation, volunteering, job shadowing, support on the job, college support services, transportation, SSI, independent living skills etc. Transition Components for Secondary-Level IEPs Secondary transition services are defined as a coordinated set of activities for a student with a disability that are designed within a results-oriented process focused on improving the academic and functional achievement of the student to facilitate movement from school to post school activities including postsecondary education, vocational education, integrated employment (including supported employment), continuing in adult education, adult services, independent living, or community participation.. The activities include instruction, community experiences, development of employment and other post school adult-living objectives and, if appropriate, acquisition of daily living skills and a functional vocational evaluation. These activities are based on the individual student's needs, taking into account the student's strengths, preferences and interest.
Anyone who has an interest in supporting individuals with disabilities can assist them as they transition from school to life. "Anyone" includes secondary educators, post-secondary educators, special educators, therapists, counselors, service providers, job developers, other rehabilitation specialists, and especially high school students with disabilities and their families.
Self-determination is based on the belief that all individuals have the right to direct their own lives. Students who have self-determination skills tend to be more successful in making the transition to adulthood, employment, and independence. Families and schools should foster both the development and use of necessary skills. By providing opportunities for students to set goals, make decisions, see options, solve problems, speak for themselves, understand what supports are needed for success, and learn how to evaluate outcomes the student will be better prepared for adulthood.
When an individual with disabilities looks toward the future, they need a support system that recognizes their individual strengths, interests, fears, and dreams and allows them to take charge of their future. Parents, teachers, family members and friends can offer informal guidance and support.
According to Ellen Condon and Kim Brown with the Rural Institiute for Excellence in Disability Education, Research, and Services there are four steps to planning for transition:
Step one: Answer the following question, "What is my day going to look like after high school?"
Step two:Assess how you are doing right now.
Step three: Make a list of what you could learn to do, or what steps you could take to get closer to these goals before you graduate.
Step four: Think about who can help you meet your goals and continue seting new ones.
Preparing to transition from life after high school needs to start by the time the youth turns sixteen, according to the Individuals with Disabilities Education Act. Transition planning is designed so the student will gain the necessary skills and services for a smooth transition to adult life. The secondary transition services written plan must identify long-range goals based upon the youth’s needs and preferences and have specific objectives and activities to reach these goals. Things to consider are vocational rehabilitation, volunteering, job shadowing, support on the job, college support services, transportation, SSI, independent living skills etc. Transition Components for Secondary-Level IEPs Secondary transition services are defined as a coordinated set of activities for a student with a disability that are designed within a results-oriented process focused on improving the academic and functional achievement of the student to facilitate movement from school to post school activities including postsecondary education, vocational education, integrated employment (including supported employment), continuing in adult education, adult services, independent living, or community participation.. The activities include instruction, community experiences, development of employment and other post school adult-living objectives and, if appropriate, acquisition of daily living skills and a functional vocational evaluation. These activities are based on the individual student's needs, taking into account the student's strengths, preferences and interest.
Anyone who has an interest in supporting individuals with disabilities can assist them as they transition from school to life. "Anyone" includes secondary educators, post-secondary educators, special educators, therapists, counselors, service providers, job developers, other rehabilitation specialists, and especially high school students with disabilities and their families.
Self-determination is based on the belief that all individuals have the right to direct their own lives. Students who have self-determination skills tend to be more successful in making the transition to adulthood, employment, and independence. Families and schools should foster both the development and use of necessary skills. By providing opportunities for students to set goals, make decisions, see options, solve problems, speak for themselves, understand what supports are needed for success, and learn how to evaluate outcomes the student will be better prepared for adulthood.
When an individual with disabilities looks toward the future, they need a support system that recognizes their individual strengths, interests, fears, and dreams and allows them to take charge of their future. Parents, teachers, family members and friends can offer informal guidance and support.
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