Ty Hanson, M.Ed., is the Coordinator of the Inclusive Concurrent Enrollment (ICE) Program at Holyoke Community College. Ty has over 18 years of experience working with students with disabilities in inclusive secondary and postsecondary education. Since 2004, Ty has coordinated federal and state grants designed to create access to college. She has provided trainings across the country on PSE opportunities for students with ID/DD/ASD and has co-authored several research-to-practice briefs with Think College. She works closely with students and their families to develop positive transition outcomes.
Joyce Butler, Ed.D., worked in the public schools for 36 years as a special education teacher, general education teacher, principal, and Director of Special Education. Joyce has retired from the public sector and is now working with Social Thinking Boston, where her clients (as well as their families and school districts) develop skills that support effective social interchange, with a focus on the students’ desired life goals. For the past ten years, she has been a lecturer at UMASS Amherst, instructing classes that address effective instruction for all students, and leading the practicum course for students receiving their special education licensure. This combination of skills creates a vast working knowledge of complimentary information (across academic and social skills training, across differently abled populations, across settings, and across school age to adulthood populations), allowing Joyce to work with families and school districts in developing a bridge between the work in which the school district and family are engaged over the course of the public school collaboration, with a targeted focus on transitioning into the adult world in a way that fully supports the vision of the student and his/her family.
Think College: Postsecondary Education Options for Students with ID/DD/ASD
Presenter: Ty Hanson
In today’s public special education system, students with ID/DD/ASD and their families are not provided with the expectation that students should continue to access adult learning after they leave high school. In most cases, students have not been introduced to the possibility of attending college or any kind of postsecondary education. The purpose of exposing students with disabilities to PSE is to provide them, for perhaps the first time in their lives, the expectation that they can learn after leaving high school and the opportunity to choose to learn. This workshop will provide an overview of the spectrum of options from a student and family perspective.
Crafting Goals that Lead to the Creation of Enviable Adult Lives
Presenter: Joyce Butler
Students, parents and family members are key players in the process of setting goals for adulthood and for working toward these goals in a way that supports everyone’s vision of that plan. When the change for students happens at age 22, the only significant event for the day on which the student turns 22 should be a birthday celebration. Job, living accommodations, and community life should all be well established and the only change that should occur is the funding source that supports these components of adult life.
This workshop will examine the steps that need to be completed in the approach of that eventful day. Particular focus will be on what the IEP goals and benchmarks can and should include, with a focus on crafting goals (academic, functional skill, vocational, social skills, etc.) that work toward the student and his/her family reaching their desired outcomes for living arrangements, job responsibilities, and membership within the community. We will examine the federal law regarding school district responsibilities and guide parents in developing a working knowledge of how to evaluate each IEP goal in its role in attaining the vision for adulthood. Often goals and benchmarks are written to reflect incremental steps in the learning process. This workshop will challenge this paradigm and we will craft goals that reflect the mastery of skill sets needed for an enviable adult life. This goal writing technique will also allow the student and family to have a big picture vision about what supports the student will need in adulthood, and be better able to create an adult plan that skillfully addresses the desires, needs and abilities of the student.