Symposium Logistics and Transition Planning

Symposium Presentation

• Present posters prepared for the class.
• Presentations of nadisha posters from the previous semester.
• Students who didn't present posters at Nadisha are encouraged to present at the grad student research symposium.
• Coordinate within groups to ensure someone is always at the poster.
• Alternate between the two posters and visiting other presentations.
• The symposium is about presenting research, observing other's work, and networking.
• Groups should structure their time during the two-hour block.
• Consider half-hour time slots to allow visits to other presentations.
• Capstone projects from the social justice curriculum will be presented.

Presenting the Poster

• Video on presenting a poster at a conference was shared.
• The video discussed being enthusiastic and not monotone.
• There are two ways people engage with posters:
  • Reading on their own: Welcome them and offer assistance.
  • Asking for an overview: Provide a brief overview (elevator pitch).
• Prepare an elevator pitch, practicing it beforehand.
• Point to relevant sections of the poster while presenting.
• Provide structure and organization to the presentation.
  • Start with the topic, research question, and importance.
  • Briefly explain the methods.
  • Present the main findings, limitations, and takeaways.
• Focus attention on the audience and be present for them.
• Offer additional materials as handouts for more details.

Addressing Questions

• It's okay not to know the answer to every question.
• Saying "I don't know" is acceptable.
• Offer to find out the answer and get back to them later.
• Acknowledge it's a great question.
• Explain the research didn't specifically investigate that aspect.
• Turn the question back to the person asking it.
• Make it a conversation instead of a formal presentation.

Confirmation and Poster Size

• Respond to the confirmation email from the organizers.
• The email includes information about laptops and outlets.
• Nadisha posters were large size (36 by 48 inches).
• Nadisha posters are in the Week 10 folder on Blackboard.
• Surveys related to the posters are also available in the folder.

Transition Planning

• Transition planning prepares students for leaving school.
• Covers future employment, independent living, and post-secondary education.
• Transition planning should start early (age 14 or earlier), by law age 16.
• It is important to have a standard process for students with special learning needs.
• It is equally important for their families to see how their needs will be supported.

Transition Difficulty

• Transition is challenging, even for typically developing students.
• Students are expected to be independent and know how to do different things.
• Students may lack independence and support.
• Expectations of independence may differ between families.

Supports After Graduation

• School provides supports, evaluations, IEPs, and support services.
• After graduation, students and families must seek out services and advocate for themselves.
• Students need skills to advocate for themselves.
• The student should drive the IEP process.
• Students should be self-aware of their needs, strengths, goals, and preferences.
• Services, supports, or objects can be utilized as independent human beings.
• Approach IEP's with students regarding those goals and preferences and encourage agency and advocacy.

Client Focused Services

• Give students choices.
• Support independence, autonomy, self-awareness, and agency from the beginning.
• IEP should include:
  • Student's goals and required skills.
  • Current performance, strengths, and needs.
  • Instruction needed to address areas of need.
  • Instruction to live within the community and be employed.
  • Problem-solve community services.

Transition Planning Materials

• Blackboard has sample transition planning materials.
• Includes a sample form for transition summary performance.
• Includes a transition planning summary based on a particular case.
• Transition Planning covers Education, Employment and Independent Living.
• ASHA resources are available on the website.
• Comparison of staff in high school versus college requirements available.

High School vs College

• Responsibility shifts from school/teachers to the student in college.
• Legal protections are reduced in college.
• Protections exist under the Americans with Disabilities Act, but students must self-disclose.
• Deciding whether to disclose a disability is an important practice point.

Sophie's Story

• Sophie works at a children's center for children with additional needs.
• She is an early years practitioner.
• She enjoys her job because she finds it enjoyable, rewarding, challenging.
• Sophie is really good at building up a good rapport with parents.
• Language difficulties still affect her life, but those around her are understanding.
• Share difficulties and be open about them.

Skills for Sophie

• Comprehension of questions is important.
• Role-play specific questions parents might ask.
• Learn to ask clarifying questions.
• Develop note-taking skills.
• Advocate for handouts or written directions.
• Practice advocating for self if feeling as though you are not getting appropriate support.

Kayla's Story

• Kayla is a lobbyist on Capitol Hill.
• She needs interpersonal communication skills.
• She needs pragmatic social communication skills.
• Kayla advocates well for herself and others.
• She is able to speak on the phone, turn take in conversations and advocate in a Capitol Hill setting. She also has a great functional intelligibility.
• Her living situation includes living independently with a roommate.

Skills for Kayla

• Job skills and how to keep the job.
• She also needs to know how to pay rent.
• Financial literacy is a necessity.
• Needs to be able to navigate transportation.
• Have a plan for situations that go wrong in order to problem solve. (e.g. Missing the train or a shift over)
• Role-play scenarios and ask what to do in those situations.
• Teach specific activities of daily living.

Transition Planning Wrap-up

• Services for students often decrease in middle and high school.
• Functional skills may not be addressed if students are not receiving services.
• Article posted on Blackboard about transition planning for secondary education.
• The article discusses setting specific goals for secondary school students.
• Goals should meet learning standards and prepare them for future tasks.
• Example goals include self-disclosure and advocating for accommodations.
• Practice tasks such as research skills and persuasive speaking.

End of Class

• Next week is the Grad Research Symposium.
• The class will meet to review case studies to prepare for the final exam.
• Optional to attend if you feel comfortable.
• Journal entry about the symposium can earn an additional participation point.
• Materials are allowed for the final case study.
• A case study is based on the application, not memorization, so reference materials are allowed.