 |
||||||
|
||||||
|
 |
|
|
||||||||
 |
||||||||
|
Find out in this Q&A with the author of Evidence-Based Instructional Strategies for Transition |
|
About the author
 David W. Test, Ph.D., is a professor of special education at the University of North Carolina (UNC) at Charlotte. He teaches courses in single-subject research, transition, classroom management, and professional writing. The majority of Dr. Test's publications have focused on self-determination, transition, community-based training, and supported employment. Along with Dr. Nellie Aspel and Dr. Jane Everson, he wrote the first transition methods textbook titled Transition Methods for Youth with Disabilities. Dr. Test serves as a co-principal investigator of the National Secondary Transition Technical Assistance Center (NSTTAC), co-director on the North Carolina Indicator 14, Post-school Outcomes Project and the CIRCLES interagency collaboration Institute of Education Sciences research grant, and the UNC Charlotte Doctoral Leadership Personnel Preparation Program. He is co-editor of Career Development for Exceptional Individuals.
Questions? Customer Service: |
Q: Your new book offers evidence-based instructional strategies to help students with disabilities make a successful transition to adulthood. In your opinion, what is the real measure of transition "success"?
A: The real measure of success is when students become productive members of society by working, learning, and playing in inclusive settings—plus, it would help if they were happy! The strategies in the book help teachers ensure their students gain the real-world skills they'll need to, for instance, apply for a job, complete assignments accurately, participate in IEP meetings, use an ATM, shop for groceries, communicate their needs, and interact socially. Q: You are co-principal investigator of the National Secondary Transition Technical Assistance Center. Can you explain NSTTAC's role in determining evidence-based strategies for transition? A: NSTTAC staff conducted the literature review to determine the current set of secondary transition practices. We are also encouraging others to continue to conduct research to increase the number of evidence-based practices in our field. Q: What is Indicator 13? A: Indicator 13 is one of 20 Part B indicators States must report on annually to OSEP (Office of Special Education Programs). Indicator 13 measures how well transition services are included in the IEP. It requires students to have postsecondary employment goals. Since it is a "compliance" indicator, the scores must be at 100%. As a result, States have worked hard on making this happen. As far as the future goes, I would expect States, and schools, to focus on using their indicator data (including Indicator 1: Graduation rates; 2: Drop-out rates; 13; and 14: Post-school outcomes) to improve transition services for all students with disabilities. Q: In the introduction to the Transition to Adulthood Series, of which your book is a part, it says, "transition has become a splintered concept, too weighted down by process and removed from building on the students' aspirations." How would you like to see that change? A: I think it may be changing already. In the past, transition information was entered into the student's IEP more mechanically; now, much more consideration is given to the student's goals with regard to independent living, employment, etc. Through our work at NSTTAC, we see many States beginning to go beyond paper compliance to helping schools provide the quality transition services listed in the IEP. Q: In your book, you outline practical strategies as indicated by NSTTAC. Can you identify one or two strategies that you would like to see become common practice that would make a real difference to transition success? A: Community-based instruction (CBI) (including work-based learning) and student involvement in their IEP process would be my two top picks. CBI is a form of instruction in which the community serves as the classroom. The purpose of CBI is to teach students functional skills in natural environments. That is, instruction occurs in settings that are practical and facilitate meaningful experiences so that students can practice skills in places they would most likely use them. To promote student involvement in their IEP process, I would direct readers to the Self-Advocacy Strategy or the Self-Directed IEP from Chapter 5. Either will help students find their own voice at IEP meetings. Q: A recent New York Times article profiled the case of Justin Canha, a young man with autism about to transition to adulthood. Community-based instruction was used to help him move toward his employment goals. How doable is CBI for most programs? A: It is definitely doable, but will require funding. Unfortunately, in today's economic climate, evidence-based practices seem to be the first ones cut. When schools make cuts in budgets, it's important that they don't cut the practices shown to have the greatest long-term benefits. CBI may take students off campus, but it has been shown to produce students who are employed, who pay taxes, who contribute to the community, and who rely on fewer services; in fact, they are giving back! Q: In reading the article, it's easy to understand the trepidation families feel as their child approaches 21 and their access to familiar services ends. What is the greatest support available to families at this critical juncture, and what resource would you most like to see made available to them? A: I would hope that it would be the schools, but if this is not the case, the national parent technical assistance network is a wonderful support, as well as TATRA. Q: In reviewing the principles of transition planning, it's hard not to wish that every student had the benefit of such individualized planning. Is universal transition planning a realistic dream? A: Yes, universal transition planning is a realistic dream; in fact, a number of States already have Individual Learning Plans (ILPs). Q: How did your own interest in improving the lives of young children with disabilities develop, and what developments would you most like to see in the field? A: I had some of the typical camp counselor experiences, but probably the biggest impact was teaching in a juvenile correctional center where it became clear my students needed to learn functional, daily living skills in addition to academic skills. As far as future developments, I would like to see an educational system that provides all students with multiple pathways that prepare them to become successful adults.
|
|
|
|
|
|
|