Transition in school based settings Flashcards
When do we stop working on handwriting?
What should be taken into consideration?
When do we look for other options for writing?
What are the other options?
3rd grade when state testing starts. Do we need an accomodation for computer use
muscle tone, are they making progress, is OT in their best interest, when are they motivated to do it? Does the kid want OT?
Other options - gen ed,
Middle Childhood:
6-10 years
child development for middle childhood: 6-10 years old
Education- reading, writing and comprehension of academic subjects
Independent in ADLs
Beginning participation in IADLs
- Simple meal preparation
- community mobility
- household chores
Play is both structured and unstructured
- Cooperation and competition
Adolescence:
10-18( proposed extension to 24) years
Child development - adolescence (10-18)
Developmental transitions between childhood and adulthood.
Independent in self-care tasks
Independent in most IADLs
Expected to be able to organize variety of performance patterns and routines in day.
Time spent outside of school focused on social participation and leisure.
Work exploration, career development and job acquisition.
Identity development
Includes
defining who one is, what one values and which directions to pursue in life.
Development of identity related to occupations
Trying new things
Learning your limits
Social participation
Identity development
Development of identity related to occupations
- Trying new things
- Learning your limits
Social relationships
Connecting with others in similar ways
Disability-only summer camp
Friendships
Middle Childhood:
Adolescence:
Middle Childhood: More competent and confident and selective when choosing friends
Adolescence:
Continue to change, become more complex, more intimate and more strongly impacted by social context, more significant to psychological adjustment.
Expectations in friendships increase, conflicts decrease and levels of empathy, intimacy and attachment tend to remain stable or increase.
Social Emotional Development
Understand factors that create stress
Factors that motivate performance
Thoughts and emotions affecting decision-making and behaviors
Understand how emotions affect others
Friendships can be more complex and impacted by social context
Brain Changes during adolescence
Dopamine
- Increases until adolescence
- Enhance hippocampus and prefrontal cortex connection to increase planning and memory.
Noradrenergic systems
- Sleep memory, learning and emotions
- Reverse learning and attention set shifting-critical for cognitive flexibility.
**executive functioning is maturing and increasing in adolescence **
Impulsivity and Risk Taking during adolescence occurs more because of
- Brain changes impact executive functioning and self-control
- Imbalance can occur due to different developmental trajectories within the cortical and subcortical connections
- Increased testosterone levels may increase imbalance and may not suppress risk taking behaviors.
In adolescence occupations change a lot what is the priority
Social Participation - becomes very important
ADLs - independent
IADLs - access more IADLs - responsible for care of others or pets
Work - depending on the family and circumstances
Leisure - as play decreases, leisure increases
*Sleep and Rest and Education still important**
more occupations and more independent with them.
Transition - IDEA
What is the whole purpose?
The purposes of IDEA include ensuring that all children with disabilities have available to them a free appropriate public education (FAPE) that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment and independent living.
Next steps - what happens after HS (further employment, education, independent living)
What does the IDEA reauthorization include
Include instruction, related services, community experiences, the development of employment and other post-school adult living objectives and, when appropriate, acquisition of daily living skills and functional vocational evaluation.
Additional Legislation for children to transition post HS
Common Core/ Next Generation
Learning Standards
Section 504 Rehabilitation Act
Americans With Disabilities Act
Workforce Innovation and
Opportunities Act
Home and Community Based Services Final Settings Rule
What is the team that is involved in transition services
Members from various agencies
- School Employees
- Community employees,
- Healthcare and worksite employees
- The STUDENT (14 - 16 )
- Parent and/or guardian
Responsible for the development of the students IEP and transition services
The Child must be Invited - by law?
The local education agency (LEA) must invite a child with a disability to attend the child’s IEP Team meeting if a purpose of the meeting will be the consideration of the postsecondary goals for the child and the transition services needed to assist the child in reaching those goals under §300.320(b).
Federal Level Supports
The Office of Special Education Programs (OSEP) funds three centers to provide technical assistance for the collection and analysis of data for these indicators:
-National Secondary Transition Technical Assistance Center (NSTTAC);
-National Dropout Prevention Center for Students with Disabilities (NDPC-SD);
-National Post-School Outcomes Center (NPSO).
From an OT perspective of transition
What about the state’s perspective
The Child- from an OT perspective, to gain assistance in developing, finding and maintaining a functional, meaningful path beyond high school
a State is required to set measurable and rigorous targets and annually report data on:
graduation rates;
competitive employment rates;
postsecondary school enrollment rates;
and percent of eligible IEPs that contain the required secondary transition elements
Occupational Therapy Involvement in transition services
Fostering human engagement in:
Education
Work, Work habits
Community Integration
Independent Living
Life Skills
Assistive or Adaptive Technology
Social participation goals and interventions
Social skills
Awareness of social rules
Awareness of others
Sensory processing
Self-management
Problem-solving
Environment
look up goal attainment scale
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Guiding questions for the client when transitioning out of HS
What are the long-term goals?
What are the unique cultural, social and family factors?
What are possible complications that could affect transition?
