Showing posts with label transition. Show all posts
Showing posts with label transition. Show all posts

Is Special Ed Creating Independent Adults - Part II

English: U.S. Census Bureau Regions, Partnersh...
English: U.S. Census Bureau Regions, Partnership and Data Services Program. A map of the US Census Bureau Regions. (Photo credit: Wikipedia)















In a recent post  we noted that about a third of adults receiving government assistance had disabilities of some type. This caused us to question whether transition in specific and special education in general were succeeding with respect to the goal of creating independent adults.

Well last week our friends at the U S Census Bureau provided more numbers to cause us to repeat these questions. They have released the Disability Employment Tabulation which has a wealth of statistical information about people with disabilities in the workforce.  You can review the deep well of information  on the Disability Employment Tabulation through this link.

Here is a small sample of the in formation available:

Between 2008 and 2010, individuals without disabilities were about three times more likely to be employed than individuals with disabilities. Overall, individuals with disabilities accounted for 9.4 million, or 6.0 percent, of the 155.9 million civilian labor force. 

More than half of all workers with a disability were concentrated in four general occupation groups: service workers (except protective services) with 18.2 percent, followed by administrative support (15.1 percent), sales workers (10.4 percent) and management, business and finance (8.9 percent).

Among specific occupations, janitors and building cleaners had the highest number of employees with a disability at 315,000, or 11.8 percent of all workers in that field, followed by drivers/sales workers and truck drivers with 263,000 people, cashiers with 256,000 and retail salespeople with 223,000.

Among occupations with 100,000 or more people, dishwashers had the highest disability rate at 14.3 percent, followed by refuse and recyclable material collectors (12.7 percent), personal care aides (11.9 percent), and janitors and building cleaners (11.8 percent). The rates for refuse and recyclable material collectors, personal care aides, and janitors and building cleaners were not statistically different from one another. 

More than half of workers with disabilities (52 percent) earned less than $25,000 in the previous year, compared with just 38 percent of workers with no disabilities. This translates into an earnings gap where individuals with disabilities earn about 75 percent of what workers without disabilities earn.

Overall, janitors and building cleaners were among the most common occupations for individuals with a disability for non-Hispanic whites (184,000 people), non-Hispanic blacks (60,000) and Hispanics (54,000).
Individuals with disabilities accounted for 6.3 percent of the male civilian labor force and 5.7 percent of the female civilian labor force.

The three most common occupations for men with disabilities were drivers/sales workers and truck drivers (246,000); janitors and building cleaners (217,000); and laborers and freight, stock, and material movers (171,000). For women, they were cashiers (195,000); secretaries and administrative assistants (189,000); and nursing, psychiatric and home health aides (172,000). The number of male laborers and freight, stock, and material movers was not significantly different from the number of female nursing, psychiatric and home health aides.

Any thoughts?




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Is Special Ed Making Independent Adults? New Study By Census Bureau

English: Seal of the United States Census Bure...
English: Seal of the United States Census Bureau.  (Photo credit: Wikipedia)
























According to the Census Bureau, among the 46.0 million adults who received income-based government assistance in 2011, 30.4 percent of them had a disability.  The report issued last month is entitled Disability Characteristics of Income-Based Government Assistance Recipients in the United States: 2011

“On average, people with disabilities have lower employment and earnings; therefore, understanding what assistance people with disabilities receive may help governments better coordinate and administer their programs,” said Bernice Boursiquot, a Census Bureau statistician and co-author of the report.

States west of the Appalachian Mountains had higher rates of disability among recipients of income-based assistance. In comparison, states in the Southwest and along the Eastern Seaboard had lower rates.  West Virginia, Kentucky and Arkansas were three of the top five states for disability prevalence in the total population, as well as in the total population receiving government assistance. In West Virginia, 26.8 percent of people with disabilities reported having ambulatory difficulty, defined as severe difficulties walking or climbing stairs. 

You can view the entire report here.

One question for special education: how does this reflect on IDEA transition programs?  Is special education succeeding in making people with disabilities more independent?  Your thoughts?



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Special Education Law 101 - Part VIII

Seal of the United States Court of Appeals for...
Seal of the United States Court of Appeals for the Eighth Circuit. (Photo credit: Wikipedia)
 
 
 
 
 
 
 
 
 
 
 
 
 
This is the most recent post in the continuing series on  an introduction to special education law.  The series is meant to be a solid introduction for newbies as well as a good review for seasoned special ed law vets. In today's post we will be discussing the transition services that must be given when a special education student nears graduation.


  Transition

              The IDEA defines transition services as a coordinated set of activities designed to be a results oriented process that focuses upon the individual child’s needs, strengths and preferences.  IDEA, § 602 (34).  Not later than the first IEP to be in effect when the child is 16 years old and each year thereafter, the IDEA requires that the IEP contain measurable post secondary goals; the transition services needed to achieve those goals; and beginning at one year before the child reaches the age of majority, a statement that the student has been informed regarding transfer of rights.  IDEA § 614 (d)(1)(A)(i)(VIII).  34 C.F.R. § 300.43, 300.320(b) Policy 2419, Ch. 5, § 2(F).
 
 
Note: When IDEA was reauthorized in 2004 the definition of transition was changed by Congress from an "outcome" oriented process to a "results" oriented process.  Don't these two words mean exactly the same thing?  Any thoughts? 

See, Questions and Answers on Secondary Transition 57 IDELR 231 (OSERS 9/1/11); In Park Hill Sch Dist v. Dass ex rel DD & KD 655 F.3d 762, 57 IDELR 121 (8th Cir. 9/9/11), the Eighth Circuit ruled that a transition plan is required by IDEA only for 16+ students regarding life after school, but not for students returning to public school.
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Breaking News: Transition- GAO Study Finds Poor Federal Coordination

The Government Accountability Office is an imp...
The Government Accountability Office is an important information-gathering agency for Congress. (Photo credit: Wikipedia)









One of the most important areas of the federal special education law is transition.  Transition generally means what happens to a special ed student after they leave school.

The GAO study finds inadequate coordination among the federal agencies charged with duties related to transition.  You can see a summary of the highlights of the study here.  Or here you can review the 71 page official report.

The following is a very brief summary of the law regarding transition:

The IDEA defines transition services as a coordinated set of activities designed to be a results oriented process that focuses upon the individual child’s needs, strengths and preferences.  IDEA, § 602 (34).  Not later than the first IEP to be in effect when the child is 16 years old and each year thereafter, the IDEA requires that the IEP contain measurable postsecondary goals; the transition services needed to achieve those goals; and beginning at one year before the child reaches the age of majority, a statement that the student has been informed regarding transfer of rights.  IDEA § 614 (d)(1)(A)(i)(VIII).  34 C.F.R. § 300.43, 300.320(b)
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Special Education Law 101 - Part VIII

CALTRANS G26-1(101)Image via Wikipedia
This is the most recent post in the continuing series on  an introduction to special education law.  In today's post we will be discussing the transition services that must be given when a special education student nears graduation.


  Transition

              The IDEA defines transition services as a coordinated set of activities designed to be a results oriented process that focuses upon the individual child’s needs, strengths and preferences.  IDEA, § 602 (34).  Not later than the first IEP to be in effect when the child is 16 years old and each year thereafter, the IDEA requires that the IEP contain measurable postsecondary goals; the transition services needed to achieve those goals; and beginning at one year before the child reaches the age of majority, a statement that the student has been informed regarding transfer of rights.  IDEA § 614 (d)(1)(A)(i)(VIII).  34 C.F.R. § 300.43, 300.320(b) Policy 2419, Ch. 5, § 2(F).
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