Susan Nixon Transition Interview

Everyone is going through a battle that we may not be able to see; however, “American society [is often] unaware or indifferent to the plight of people with disabilities” (Davis, 2013, p. 486). Ableism is one of the most ignored areas of social justice in America. Through my own experiences, I learned that the educational system in particular is not a very knowledgeable, or flexible environment in giving accommodations for students with disabilities. Those who are able-bodied, and do not have invisible disabilities, easily fit the paradigm of an able student in society, i.e., being able to walk to every building, climb stairs to get to class, complete assignments in the allotted time, etc. Our society has socially constructed disability

The right of entry to education resources is more than uncomplicated admission to a college. The right to use means to provide students with the devices they will need to be victorious in higher learning. Students with a recognized disability ought to be no omission. In reality, Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, “ensure that all qualified persons have equal access to education regardless of the presence of any disability.” Objective replacement, class waivers, and revision of classroom management, testing and course necessities are all illustrations of behavior to supply access for the learner with a disability. A break down to the creation of such practical adjustments can place schools in breach of federal and state statutes, ensuing expensive fines.

The importance of school completion in the transition of students with disabilities to postsecondary life has received considerable attention (Blackorby & Wagner, 1996). However, it appears that students with disabilities do not fare well in their lives beyond high school in terms of employment or postsecondary education (Blackorby & Wagner, 1996). Most students who drop out of school because of a disability often find it hard to find a job then does their peers getting a high school diploma.

The data collected from NLTS:12 Phase II will help to understand the impact of the reauthorization and implementation of the IDEA 2004, analyze the postsecondary education enrollment and financial support available to students with disabilities. The findings will provide a foundation of current and longitudinal information on youth experiences and outcomes that can inform future research and policy discussion regarding transition planning practices, access to financial supports for post-secondary education and employment preparation, and subpopulations of youth with disabilities who are less prepared for college and career.

provide the appropriate transition service to all students with disabilities; applying numerous and challenging programs and strategies. “Students learn to manage their time and money, network with professionals, and prioritize work and school assignments”. Besides, the executive director state that these training motivate and prepare students to insert into society, learning a trade and receiving a salary for their efforts; understanding the meaning of the work, developing social skills, adopting appropriate behaviors, and adequate work’s habits (Virtual Job Shadow, 2016).

The workforce Innovation and Opportunity Act (WIOA) and reauthorization of the Rehabilitation Act created the Independent Living Administration. Centers for Independent Living (CILs) are “advocacy-driven organizations that are run by and for people with disabilities (p.3).” CILs wants to see people with disabilities valued equally, and capable of doing anything in society without discrimination. One of the things to help achieve their envision to participate fully is by their core service by WIOA which is called Transition. This service helps the transitions from nursing homes to community-based residencies, the ones at risk of entering institutions, and the youth with significant disabilities.

Joni had worked for over 25 years in the local school system as an Educational Tech II, otherwise known as a teacher’s aide. In this capacity, she got to know generations of teachers, students and their families. In addition, working with high needs students with challenging intellectual disabilities, she sought to identify opportunities for her students to gain practical knowledge in local organizations and life skills to ensure their dignity as adults. To create these connections she often interacted with numerous small businesses, non-profits, and community-based organizations.

For a first generation college student with a disability increases the difficulties. Despite that students with impairments in college are increasing, the successfulness in finishing their degree has not equated their fellow classmates. This is especially true for students with mental impairments. (Shepler 37)

To better understand college students with disabilities and the importance of self-determination; consider these objectives:

B) Transition services for students with I/DD, to include internships, visitations to job sites and mentoring, allowing students to leave school prepared for jobs in the community at competitive wages.

The three basic areas of successful AT transitions (skills for independence, self-determination, and planning transition services related to a coordinated set of activities) can be applied to any student to uses AT. How might these ideas be applied differently for students who are moving to postsecondary educational environments than for students who will transition to group homes and/or supported employment after they leave high school?

The Individuals with Disabilities Act (IDEA) defines transition services outlined in the IEP as coordinating services for students that promotes the changes from high school to post-school. All students with IEPs are required to have individual transition plans (ITPs). In her video, Dr. Ackerman stressed the need for the transition team members to make an “age 25 projection” (2011). This meant to let each team member picture what the student will be like at that age and what he/she will be doing. Transition goals should take into account a student’s current level of performance, interests and aptitudes, post-secondary goals and transition activities.

According to Pyle and Wexler (2012), students with disabilities are disproportionally represented in high school graduation rates. Millions of students with individual education plans (IEPs) lack a high school diploma which then in turn affects their ability to secure

Presenting Problem: Student is a Caucasian male presented to the TCC counseling center with complains about feeling anxious because he is unable to socially or academically adapt to his school environment. The client has expressed concerns about his inability to build peer relationships as well as feelings of inadequacy. Tony indicated that college was not for “people like him.” Mr. Tony has contemplated dropping out of school but is apprehensive because his mother has threatened to “kick” him out of the house if he does so.

I grew up in an environment, which provided opportunities to observe great servant leaders. My retired mother served as a college counselor and supportive services coordinator, fulfilling the roles of informing and supporting students as they chose lifelong learning programs and appropriate career paths. My father serves as a pastor and a Child Development / Home Health Care Director, providing program services for spiritual, developmental, and the quality of life needs of individuals. Coupled with this foundation, it is my purpose to pursue a Master of Arts in Higher Education/Student Personnel to prepare personally for a college level career in the field of student services and student