While it’s not a new concept, post-secondary training programs for special education students not graduating with a standard high school diploma seem to be on the verge of exploding in the best way possible.
For decades, students who were eligible for special education services through the Individuals with Disability Education Act and who worked to meet Individualized Education Program goals were allowed to stay in school through their 22nd birthday. That rule has not changed, but there is now a growing community of alternative programs commonly known as “18+” or “18-22” that offer students with mild to moderate intellectual and/or physical disabilities the opportunity to build critical vocational skills, home living skills, lifelong learning skills, along with community and leisure skills while still in school.
Having an 18+ program offers the perfect opportunity for students still enrolled in public school and who have completed all state course requirements to set attainable goals and begin building the foundation for achieving both short- and long-term goals for greater independence. These goals work best as a collaborative effort of students, teachers, parents and the community.
The program I oversee was started seven years ago in a small Texas town with a population of 6,000. The program was initially housed in an old building on one of the elementary campuses, and with the aid of a government grant, we were able to build a 2,500-square-foot facility. The “Transition House” looks much like a home but is commercially set up for a school program. As far as I know, it is the first in the country. On average, we have five to six full-time students every year and two staff members that I call “job coaches.” The majority of our students progress to the 18+ program from our high school life skills unit, with a handful of others entering based on ARD recommendations from other support areas.
Two of the biggest challenges for my program are its rural location and the low-socioeconomic status of the community we serve. Rural, by my definition, is anywhere outside of a major city with little to no public transportation, limited employment opportunities and scarce specialized support services. This has been a huge hurdle for me as the program coordinator/teacher when it comes to creating sustainable opportunities to meet students’ long-term goals. Thinking outside the box, networking and making connections in any way possible has proved beneficial for both me and my students.
Students are fortunate to have the support of the school system to get them to and from work during the school year (and during school hours), but students wishing to continue their employment during school holidays and breaks was another hurdle. I began researching community service agencies out of Austin and found one in my area offering transportation options to participants. They also offer a day habilitation service, which allows my students to continue building important social, leisure and community skills while away from school and post program. The state of Texas has a variety of waiver programs that allow families to contract with individuals to provide transportation and even job coaching, which is one of the biggest struggles for my students upon graduating from the program.
Unfortunately, given the low-socioeconomic status of the community, many of my students’ parents are unable to research these services and navigate all the red tape that comes with the in-take process for outside services. That’s where we as educators have to become the resident experts and provide parents with as much information as possible and often assist the student/family through the entire process.
Having an 18+ program within a school district is not always an option due to funding issues. Many small rural communities partner with neighboring districts that already have established programs. This is a cost-effective option, and there are many good examples of this throughout Texas that offer general parameters and guidance on how to establish this type of partnership.
At this point in the adult student’s life, I make it my goal to be a family advocate as well as a teacher to each one of my student’s families. This provides them with extra support and comfort while also encouraging them to start making plans for the near future. Many parents understand this is the end of a very long road of support by public education. I encourage anyone thinking about building an 18+ program to seek out other programs nearby and build a mentor-mentee relationship with the teacher. The beauty of an 18+ program is that you create the vision and the program, and this, in turn, provides meaningful experiences for not only the adult student but also their families and the community.
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