Social Skills Instruction: A Key Component in Transition Planning for Many Students
By: Michelle Hall, M.Ed., Special Education Teacher
When students, parents, and professionals come to the table to discuss a transition plan, the three main topics discussed are the student’s plans for post-secondary education and training, future employment, and independent living. The IEP meeting is an opportunity to discuss activities at home, and school, and in the community that support the students’ post-high school goals. Activities that most often come to mind are things like instruction in writing a résumé or college application, work-based learning, and instruction in personal finance. However, one activity that may not immediately come to mind, but may be very beneficial, is social skills instruction.
Social skills instruction is of particular importance for students on the autism spectrum, given that social interaction is a primary deficit associated with the disorder. However, students with other neurological impairments or emotional disturbances can also benefit from social skills instruction.
The reason that social skills instruction is so useful in the transition-planning process is that social skills will influence an individual’s success in all three transition areas: post-secondary education, employment, and independent living. For example, if a student plans to attend college, social competency is absolutely necessary to navigate the activities associated with sharing a dorm room or joining a campus social organization. In an employment setting, social skills such as appropriately accepting constructive criticism and communicating politely with customers are expectations that can determine whether or not the employee will maintain his or her position. In a community setting, an understanding of body language and appropriate personal space boundaries will increase an individual’s success in activities like taking public transportation or shopping independently.
Social skills instruction may be available from several different sources. Social skills groups may be available in the school, facilitated by a teacher or a counselor on a regular basis. Groups may also be available through community agencies that provide educational services, social services, or psychological services. Parents and teachers who worked directly with young adults with social skills deficits should also keep in mind the excellent learning opportunities that are present during the ‘teachable moments’ in every- day life. Modeling appropriate social skills and prompting young adults through social challenges can help them make social connections that will have important benefits as they transition to adulthood.
AT and Transition from School to Adult Life
Written by: Amy Goldman, Assistant Director, Institute on Disabilities Temple University
During high school, students with disabilities, their families and teams need to think about what life will be like for them after graduation. What kind of work will they do? Will they go to college first? Where will they live, and how can they be as independent as possible? Assistive technology (AT) can be an important tool in a smooth transition to adult life! Assistive technology means the devices that help an individual with a disability do things they can’t do without the device – or devices that help them do things more easily (more quickly, with less fatigue, with more accuracy, etc.). AT can be “low tech” like a large key calculator (I just bought one for 99 cents at the grocery store!) or as complex and expensive as a computer that is operated via eye movements. AT can also be “do it yourself” – like making two slits in a tennis ball and sliding it over a cooking utensil to improve the ability to grasp the tool. It is important that assistive technology SERVICES are always considered – the services that are needed to the select, customize, implement, and maintain the device.
By Pennsylvania law, the student’s IEP team should begin transition planning when the student turns 14. The team, including the student, will identify “post-school outcomes”. Before this time, at each IEP meeting, the team “considered” AT needed for reaching educational goals. Now, the team should start thinking more broadly about how AT devices and services can help the student to participate successfully in school (including higher education), at work, and in the community.
It may be helpful to have a complete listing of any AT devices the student currently uses – low tech to high tech, specialized or “off the shelf” - including those used at home and in the community. For each device on the list, the family and the team should think about the following questions:
Will the device be needed after graduation (for post-secondary education, employment, or independent living)?
Who owns the device? Can the student take it with her when she graduates?
What services are currently provided by the school (if any) to support the use of the device? If these services are needed after graduation, who will provide them?
Next, the team should consider any AT devices and services that are currently needed at home, in school, or in the community, and plans should be made to address these needs as soon as possible. As these needs are addressed, the team should consider whether the device will be needed after graduation. The student’s remaining years in school is the perfect time to learn how to use devices that will continue to be needed.
The team should be thinking about AT that isn’t used now, but may be needed an adult settings (one’s own apartment; on the job; at college). Arrangements should be made to explore those devices, identify ones that work, and make a plan to obtain them after graduation.
Transition is the time to be thinking about using AT instead of another person, to help the individual become more independent. For example, instead of having mom wake up the teen with hearing loss (who can’t hear the alarm), obtain an alarm clock with an extra loud alarm or a vibrating feature. Instead of having dad set out the day’s medication, consider selecting a medication organizer/reminder system. Instead of having an aide write out the student’s assignments, explore the use of software that translates the spoken word into written text. Instead of having mom hold the receiver so the teen can talk with his girlfriend, obtain a “hands free” headset. Instead of having a classmate read to the student, utilize software programs that translate the written word into speech output, or use “talking books”.
Students with disabilities will also need to learn how to obtain assistive technology after graduation. Because the funding sources change as the student gets older, it is important to know who will pay for replacement devices, or devices and services that are necessary due to changing needs, new environments, and new activities. Students who are likely to need AT for post-secondary education should know how to communicate their needs for these supports to their college’s office that serves students with disabilities. As an employee, the student will need to know how to let the employer know about his/her needs, and the role the Office of Vocational Rehabilitation can plan in meeting those needs. Funding AT devices and services is usually easier for children than for adults, but there are many sources that might provide the AT that is needed. If you have specific funding questions, please contact Pennsylvania’s Initiative on Assistive Technology (PIAT) (toll-free in-state at 800-204-7428 voice or 866-268-0579 tty, or email us at atinfo@temple.edu
The Internet is rich in information related to transition and assistive technology. The Pennsylvania Training and Technical Assistance Network (PaTTAN), in collaboration with Pennsylvania’s Initiative on Assistive Technology (PIAT), developed a comprehensive “wiki” highlighting many resources in Pennsylvania and on the web; visit the wiki at http://at-transition-resources.wikispaces.com/
