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student

Transition Training in Today’s Environment

By | NESCA Notes 2021

By: Becki Lauzon, M.A., CRC
Transition Specialist and Consultant

As we head back to school and continue to live with COVID in our lives, it has become apparent that transition services must include training our students to live in this “new normal.” When I sat down to write about back to school tips and suggestions, I was reminded of the blog post that I wrote last summer in preparation of our return to the classrooms. I never would have thought that we would be returning to masks in the fall of 2021, but here we are! Below are some basic ideas from my blog last summer about how to continue developing transition skills if community-based options are not fully available.

Independent Living
Practice using Peapod or other online grocery delivery services
Cooking within the school building
Research how to order prescriptions online or over the phone
Practice mock phone calls to order food, make a medical appointment, etc.
Review public transportation schedules and research how long it takes to get from one place to another

Vocational
Folding clothes or stocking shelves in the school store
Learning how to use Microsoft Word, Excel, PowerPoint, etc.
Practice mock interviews
Use free online resources to watch short career videos and start a binder of likes and dislikes about each job
Identify places you might like to work (MANY places are hiring due to a shortage of workers)

Functional Academics
Access your bank account online and see where you spend your money
Use mock online banking resources to understand the do’s and don’ts
Practice ordering at a restaurant by using an online menu

Helpful Resources

In addition to the above suggestions, there are many other resources that parents, educators, and individuals may find helpful.

“Coping With COVID” Anxiety Worksheets
https://www.teacherspayteachers.com/Product/Coping-with-Covid-19-Anxiety-19-Worksheets-for-Teens-Google-Slides-option-5763713?st=16ac0d9101b4f377d4a58d35e2284100

Vaccine Lesson
https://www.teacherspayteachers.com/Product/COVID-19Coronavirus-mRNA-vaccines-Pfizer-vs-Moderna-6573582?st=16ac0d9101b4f377d4a58d35e2284100

Updated DDS guidance (8/11/21)
https://www.mass.gov/news/coronavirus-update-from-dds-commissioner-jane-ryder

 

About the Author

Becki Lauzon, M.A., CRC, works with teens, young adults and their families out of the Newton, MA and Plainville, MA offices. Lauzon has unparalleled experience as a Transition Specialist, Transition Consultant and Vocational Program Coordinator. Lauzon will be providing transition assessment (including testing, functional evaluations and observations) consultation, case management, training and professional development for schools; and transition planning, consultation and coaching for transition-aged students and their parents.

 

To schedule an appointment with one of NESCA’s expert transition specialists or neuropsychologists, please complete our online intake form

 

Neuropsychology & Education Services for Children & Adolescents (NESCA) is a pediatric neuropsychology practice and integrative treatment center with offices in Newton and Plainville, Massachusetts, and Londonderry, New Hampshire, serving clients from preschool through young adulthood and their families. For more information, please email info@nesca-newton.com or call 617-658-9800.

 

Vision Statements

By | NESCA Notes 2021

By: Becki Lauzon, M.A., CRC
Transition Specialist and Consultant

Having been a transition specialist, evaluator and consultant, as well as having worked different roles within the special education system for many years, I have come to learn that the “Post-Secondary Vision Statement” for a student is one of the most overlooked pieces of the transition and IEP process. To me, this is one of the MOST important parts of the transition planning process for students, their families, and their Team members. The vision statement is a key part of a student’s IEP, as well as their Transition Planning Form (TPF), once a student turns 14. Prior to a student turning 14, the vision statement should be completed collaboratively by the Team. Once a student turns 14, I encourage the student to have as much input as possible, no matter how realistic or unrealistic the vision is. There have been times when I have seen two vision statements on an IEP, one for the student and one for the parents and/or Team, depending on the situation. Many times, parents or school staff will ask for guidance on what information should be gathered and how to get that information from a student.

Below are some of the tips that I have learned and shared along the way:

  • The vision will most likely change from year to year.
  • The vision is what should be driving the development of the IEP.
  • Starting at age 14, the vision statement that is in the IEP needs to correspond with the vision statement on the TPF.
  • From age 14 on, the vision statement (as well as the TPF) should be read at the beginning of the IEP meeting to make sure the Team is focusing on the areas needed to assist a student in reaching their vision.
  • If a student is unable to write their own vision, it is important that the Team incorporates what they know about the students’ strengths, interests, etc.

A vision statement can be long or short. It is not the length of it that matters, but the content. With the summer now starting, it is a good time to sit down with your student and start to discuss some of the below areas to be prepared for the upcoming school year.

  • Education
    • Do you want to pass MCAS?
    • Do you want to earn a high school diploma?
    • Do you want to stay in school until the age of 22?
    • Do you want to go to a 2- or 4-year college?
    • Do you want to take classes towards a certificate program/trade?
    • Do you want to attend a community-based day program?
  • Employment
    • Do you want to have a part-time job while you are still in school?
    • What do you want to be when you are older (even if it is unrealistic)?
    • Do you want to participate in volunteer work?
    • Do you want to work part-time or full-time?
    • If you are unsure about what job you might like, what tasks/activities do you enjoy doing?
  • Independent Living
    • Do you want to live on your own, in a shared living setting or stay living with family?
    • Would you like to live alone or with a roommate?
    • Do you want to live in the same area?
    • How will you access the community (i.e., public transportation, driver’s license, family, etc.)?
    • Do you want to work on developing your independent living skills, such as money management/budgeting, domestic skills, cooking, shopping, first aid, etc.?
    • What do you want to do for fun (i.e., community events, sports, acting, working out, etc.)?

There are many resources available to families regarding what to do and not to do when it comes to writing a strong vision statement for a student of any age. Below are a few examples of resources that I have found helpful:

https://www.concordspedpac.org/IEPvision.htm

https://datamomkristen.com/developing-a-measurable-vision-statement-for-an-iep-or-isp/

https://adayinourshoes.com/iep-vision-statement/

 

About the Author

Becki Lauzon, M.A., CRC, works with teens, young adults and their families out of the Newton, MA and Plainville, MA offices. Lauzon has unparalleled experience as a Transition Specialist, Transition Consultant and Vocational Program Coordinator. Lauzon will be providing transition assessment (including testing, functional evaluations and observations) consultation, case management, training and professional development for schools; and transition planning, consultation and coaching for transition-aged students and their parents.

 

To schedule an appointment with one of NESCA’s expert transition specialists or neuropsychologists, please complete our online intake form

 

Neuropsychology & Education Services for Children & Adolescents (NESCA) is a pediatric neuropsychology practice and integrative treatment center with offices in Newton and Plainville, Massachusetts, and Londonderry, New Hampshire, serving clients from preschool through young adulthood and their families. For more information, please email info@nesca-newton.com or call 617-658-9800.

 

Bolstering Transition Skills in Another Summer of COVID-19

By | NESCA Notes 2021

By: Becki Lauzon, M.A., CRC
Transition Specialist and Consultant

With rules and regulations around COVID-19 beginning to change, I took the time to reflect on a blog that I wrote almost exactly one year ago today. That blog focused on how bolster skills during the summer months when COVID-19 restrictions had limited so many of the hands-on, community-based and real-world experiences and opportunities for those of transition age due to social distancing. So many of the typical learning opportunities were just not available at that time.

While many things may have changed since last year, we are still not completely back to our old “normal.” In fact, I have spent the last year working to adapt transition skills and services for the students and clients with whom I work for this “new normal.” Since we will be living in this “new normal” for an uncertain amount of time longer, we’ll need to continue to provide transition support and services to our young adults in this still fairly limited environment.

We are indeed beginning to open back up, but not all of the typical opportunities and experiences in the community will be readily available to participate in. If you are once again looking to bolster transition skills over the summer, the following are examples of resources and activities that could be incorporated into an individual’s summer routine. Updated suggestions for opportunities that may be more available this year are also included.

Career-Research/Vocational Activities:

https://careerkids.com/pages/career-research

https://www.teacherspayteachers.com/Browse/Search:career%20research/Price-Range/Free

https://www.careeronestop.org/Videos/video-library.aspx

https://www.teacherspayteachers.com/Product/Vocational-Skills-Ice-Cream-Shop-Worker-Shift-Elapsed-Time-Boom-Cards-6874043?fbclid=IwAR2SP077flhzJq9F5ZEzjNcVqMhGGIqMwPM4h5_bOS65CQlA1XmtJyME48Y

Virtualjobshadow.com

Online Banking:

https://www.moneyinstructor.com/onlinebanking.asp

https://www.teacherspayteachers.com/Browse/Price-Range/Free/Search:online%20banking

https://www.bankaroo.com/

https://www.teacherspayteachers.com/Product/Debit-Card-Digital-Interactive-Activities-4459286?fbclid=IwAR0XObQr2srDU8c7OMqj2O_MobluuxFep-BfOEo7jbRj51tvTOpIFHVTn8E

Domestic Skills (i.e., cooking, cleaning, laundry):

https://www.teacherspayteachers.com/Product/DLS-Doing-the-Laundry-Workbook-423396

https://tacanow.org/family-resources/developing-lifeskills-chores/

https://accessiblechef.com/

Recreation and Leisure:

http://www.spedchildmass.com/special-needs-recreation-disability-autism-aspergers-massachusetts/

https://www.wtae.com/article/virtual-disney-world-rides/31788233?fbclid=IwAR1-RK5xHwsCMteU7qM8y1oRGisz2Pp1nifGDfY-MaMgYl0Ih6hf9MxKlCM#

www.kahoot.com (several free interactive games that can be played in-person or virtually)

Post-secondary Education:

https://www.youvisit.com/collegesearch/

https://campustours.com/

 

About the Author

Becki Lauzon, M.A., CRC, works with teens, young adults and their families out of the Newton, MA and Plainville, MA offices. Lauzon has unparalleled experience as a Transition Specialist, Transition Consultant and Vocational Program Coordinator. Lauzon will be providing transition assessment (including testing, functional evaluations and observations) consultation, case management, training and professional development for schools; and transition planning, consultation and coaching for transition-aged students and their parents.

 

To schedule an appointment with one of NESCA’s expert transition specialists or neuropsychologists, please complete our online intake form

 

Neuropsychology & Education Services for Children & Adolescents (NESCA) is a pediatric neuropsychology practice and integrative treatment center with offices in Newton and Plainville, Massachusetts, and Londonderry, New Hampshire, serving clients from preschool through young adulthood and their families. For more information, please email info@nesca-newton.com or call 617-658-9800.

 

The Roles of Students, the School and the Family during the Transition Planning Process

By | NESCA Notes 2021

By: Becki Lauzon, M.A., CRC
Transition Specialist and Consultant

The transition process is a complex and ongoing one. Throughout the transition planning process, many individuals often wonder who exactly is responsible for what. While the school system plays a big role during this time, it is also important to make sure that students and their families/guardians have a role in the process as well. Here’s a helpful breakdown of the participants involved in the transition process and what responsibilities fall within each of their roles.

The Role of the School in the Transition Process

  • Provide information on the student’s strengths, past achievements and progress on the current IEP
  • Provide strategies for effectively teaching the student, including appropriate accommodations and/or modifications so the student can successfully access the general curriculum
  • Identify needed related services
  • Coordinate all the people, agencies, services or programs involved in the transition planning
  • Link students and parents to appropriate post-school services, supports or agencies prior to the student leaving high school
  • Suggest courses of interest to the student and educational experiences that relate to the student’s preferences and interests and that provide skills to help the student achieve their desired post-school goals
  • Hold workshops for families on transition planning, post-secondary options, adult service providers, etc.

The Role of the Student in the Transition Process

  • Participate actively in all discussions and decisions (IEP meetings). This could include reading their vision statement, creating a PowerPoint to share at the meeting, etc.
  • Communicate preferences and interests
  • Communicate strengths and areas where help is needed
  • Take part in the IEP development
  • Develop a post-secondary vision statement
  • Identify transition-related skills that can be done in the home environment (i.e., chores)

The Role of the Parent(s)/Guardian in the Transition Process

  • Support the student
  • Reinforce the value of an individualized, appropriate educational program
  • Provide information about the student’s strengths, interests and areas where assistance is needed
  • Provide information about the student’s independent living skills and the help the student may need to achieve the desired post-school goals
  • Be actively engaged as equal partners in all aspects of the IEP planning, discussion and decision-making
  • Work in collaboration with the school to practice transition skills within the home environment

Below are some additional resources on this topic:

http://alabamaparentcenter.com/resources/documents/Transition_v2_Whatschoolscandotoinvolvefamilies.pdf
https://fcsn.org/transition_guide/english.pdf
https://www.communityinclusion.org/pdf/man5.pdf

About the Author

Becki Lauzon, M.A., CRC, works with teens, young adults and their families out of the Newton, MA and Plainville, MA offices. Lauzon has unparalleled experience as a Transition Specialist, Transition Consultant and Vocational Program Coordinator. Lauzon will be providing transition assessment (including testing, functional evaluations and observations) consultation, case management, training and professional development for schools; and transition planning, consultation and coaching for transition-aged students and their parents.

 

To schedule an appointment with one of NESCA’s expert transition specialists or neuropsychologists, please complete our online intake form

 

Neuropsychology & Education Services for Children & Adolescents (NESCA) is a pediatric neuropsychology practice and integrative treatment center with offices in Newton and Plainville, Massachusetts, and Londonderry, New Hampshire, serving clients from preschool through young adulthood and their families. For more information, please email info@nesca-newton.com or call 617-658-9800.