“Preparing Students and Systems for Multiple Pathways to Graduation� NYS Division for Career Development and Transition March 26-28, 2014 Saratoga, NY New York Deaf-Blind Collaborative
Interdisciplinary Transition Team Initiative (ITTI)
An Intensive Transition Planning Approach for Young Adults who are Deaf-Blind Susanne Morrow NYDBC Project Coordinator
New York Deaf-Blind Collaborative (NYDBC) -Grant Award 2013-2018
NYDBC INITIATIVES Early Identification & Referral Instructional Practice Families
Related Services -Interveners -Hearing & Vision Providers
Transition
To increase the number of children who are identified as deaf-blind between the ages of 0-3, and to improve their developmental and functional outcomes.
To increase the number of students receiving instruction from educational teams using evidence based practices that will lead to improved academic and functional outcomes. To increase productive partnerships between families & service providers and to support family advocacy efforts leading to the increased use of evidence based practices in home, school, and community.
To increase the number of certified interveners in NYS working in educational settings and to increase the number of vision and hearing providers implementing evidence based practices with children and youth who are deaf-blind. To increase the ability of educational and adult service systems to be responsive to the unique transition needs of deaf-blind youth and their families, supporting them in achieving valued life outcomes.
Transition To increase the ability of educational and adult service systems to be responsive to the unique transition needs of deafblind youth and their families, supporting them in achieving valued life outcomes.
NYDBC 3-Tiered Technical Assistance Model
General/ Universal
• dissemination and distance trainings to build basic knowledge, increase identification and awareness
Targeted/ Specialized
• training activities delivered both inperson and through distance technologies based on affirmed statewide initiatives
Intensive/ Sustained
• personalized TA to identified and committed stakeholders delivered across all five initiatives
Deaf-Blind Deafblind Deaf, Visually Impaired Hard-of-Hearing, Visually Impaired
Dual sensory loss Dual sensory impaired
Combined hearing & vision loss Your term?
The federal government defines deaf-blindness as:  "concomitant hearing and visual impairments, the
combination that creates such severe communication and other developmental and educational needs that they cannot be accommodated in special education in programs solely for children with deafness or children with blindness." FR Dept. of Education, 34 CFR Parts 300 & 303. Vol. 64, No. 48.3/12/99
The Faces of Deaf-Blindness
Hearing
=
+ X
Vision
deaf-blindness
Significant variability in life experience, communication and overall development: Congenitally Deaf, Adventitiously Blind Congenitally Blind, Adventitiously Deaf
Adventitiously Deaf-Blind Congenitally Deaf-Blind
ď‚Ą
All students have diverse vision and hearing loss, with the presence or absence of additional disabilities.
ď‚Ą
Some individuals go on to college and/or live independently while others will require varying degrees of lifelong support.
What binds people who are deaf-blind are the unique communication needs and the challenges experienced with limited access to the social and physical world that surrounds them.
Who Are Deaf-Blind Young Adults?
Best practices in transition planning for young adults who are deaf-blind
Student & Family Centered Transition Planning for Young Adults who are DeafBlind
Comprehensive & Interdisciplinary Long-Term & Evolving Build Social Capitol
Planning Process Begins Early
Student & Family Centered  The set of activities for each student needs to be based on the student's individual needs, preferences, and interests.
Person Centered Planning
Develops a vision of a person’s future, based on what is important and positive for that person and the family
Is a process to identify a person’s skills, capabilities, preferences and gifts
Seeks to identify a person’s needs, and the supports that can be provided to meet those needs
This student demonstrated interest in working outside. Thus, a placement was found for him at a local farm.
“The success of the Person Centered Planning process is not measured by the content of the plan, but by the quality of the life that a person experiences as a result of the plan.� Evelyn Popper
Comprehensive & Interdisciplinary
Edited by Susanne Morgan Morrow from “Transition Planning Guidebook for Young Adults who are Deafblind” drafted by the New York State Transition Partnership for Children and Youth who are Deafblind
Successful transition teams adopt an interdisciplinary teaming philosophy.
Long-Term & Evolving
Any transition plan should be viewed as a live, every-changing document Preferences change New resources become available Life situations shift
Professionals come & go
Monitoring status and progress is critical
Build Social Capitol Think of building social capital as similar to creating a bank account, readily available for withdrawals when they are needed.
ď‚Ą
Instead of depositing money into the bank you are adding resources of people and networks from which to draw upon in times of need.
ď‚Ą
Having social capital allows you to draw upon previously established relationships and networks. The relationships are reciprocal in nature.
Need a job experience? -Call your contact at the local rotary club & town hall
Need a weekend leisure activity? -Call your contact at the YMCA & Girls Scouts
Need a pick-up from the after school program? -Call Sally down the block
Need a transition counselor in the adult service agency? -Call the HKNC Regional Representative
Planning Process Begins Early
ď‚Ą
Due to the complex needs of students who are deaf-blind, multiple people and various systems must come together to form a comprehensive, person-centered, clearly stated plan with action steps
ď‚Ą
This takes a lot of planning time
Students who are deaf-blind have complex needs & Families move from a system of entitlement to a system of eligibility.
Where to begin?
Interdisciplinary Transition Team Initiative (ITTI) ~An Intensive Transition Planning Approach for Young Adults who are Deaf-Blind
ď‚Ą
The Interdisciplinary Transition Team Initiative (ITTI) is a transition planning initiative that incorporates evidence based practices for young adults who have combined hearing and vision loss, their families and educational team members.
ď‚Ą
Began as a pilot project in 2012-2013 with a limited number of teams in downstate New York, now evolved into a multi-state initiative
17 states have signed a multi-state, multi-year partnership agreement
The ITTI is a muti-year long process with a hybrid design Two large-scale face-to-face sessions
Webinars for content Monthly web-based meetings
Monthly transition planning task Face-to-face transition team meetings as
needed Online Community of Practice Technical Assistance Agreement
Requirements: The team is centered around a student who is deaf-blind between 14-21 Commitment on behalf of the family, transition team members, and administrator. Permission to use school/agency technology Access to high-speed internet, webcam & computer Participation in online Community of Practice
ITTI Community of Practice
ITTI Transition Planning Timeline Ages 12-14
ITTI Transition Planning Timeline Ages 15-16
ITTI Transition Planning Timeline Ages 17-18
ITTI Transition Planning Timeline Ages 19-21
Benefits to Participation Enhanced interdisciplinary collaboration Smoother IEP planning process Person-centered goals designed to meet the
student and family’s wishes Enhancement of self-determined behaviors Increased knowledge for families of the planning process and services outside of the educational environment Enhanced quality of life for the student
We need your help in identifying transition age students who are deaf-blind to participate in the ITTI RECRUITMENT PHASE: APRIL-MAYJUNE 2014
Contact: Susanne Morgan Morrow – NYDBC Project Coordinator
Email: susanne.morrow@qc.cuny.edu Phone: 718-997-4854 Website: www.nydbc.org
www.qc.cuny/edu/nydbc nydbc@qc.cuny.edu
Sign-up for our e-newsletter
For more information please contact us at the number or email below.
Queens College 65-30 Kissena Boulevard PH 200 - NYDBC Flushing, NY 11367 NYDBC@qc.cuny.edu www.qc.cuny.edu/nydbc 718-997-4856
NYDBC Staff Samuel Morgan, Director Susanne Morrow, Coordinator Clara Berg, Family Specialist Eneida Lamberty, Assistant Dr. Patricia Rachal, Principal Investigator
New York Deaf-Blind Collaborative