Kevin
Kevin is an 18 year old young man with significant intellectual disabilities who
is attending his neighborhood high school. Kevin is following his state’s Extended
Content Standards which are aligned with the general curriculum’s Standard Course
of Study. He receives daily instruction in Literacy (reading, writing, and communication),
Math, and Science. Kevin also is involved in vocational and daily living skill training.
His coursework is delivered in individual and small group settings in the special
education classroom except for Digital Communications (a general education Career
Technical Course) which he has taken (using a modified curriculum) with the assistance
of a one-on-one instructional assistant. Kevin also participates in a school-based
enterprise through the Occupational Course of Study (a state endorsed curriculum
for students with special needs leading to a high school diploma) and an on-campus
work placement in the school library.
Kevin has spastic quadriplegic cerebral palsy and uses a manual wheelchair for mobility
which has been adapted with trunk support and subasis bar. He is able to use his
right hand to manipulate larger items and can use his left hand for stabilization.
Kevin receives physical therapy one time a week for 30 minutes and has ongoing therapy
services in the classroom including positioning on adaptive equipment. He wears
AFOs for stability when using a stander and a left hand-elbow mobilizer. Kevin’s
physical therapist would like for him to have a motorized wheelchair but funds have
not been available. Kevin also receives occupational therapy on a consultative basis.
His teacher and the occupational therapist have been working on developing vocationally
related jigs.
Kevin has little intelligible speech other than single words and yes/no responses
but within the classroom has used an iTalk2 to communicate simple needs and choices
and is learning to use a GoTalk20+. He does not use an augmentative communication
device at home but does have a picture board which transitions with him between
school, the community, and home. Kevin receives speech therapy 2 times a week for
30 minutes each session.
Kevin has generalized tonic-clonic seizures which are 85% controlled with two different
anti-convulsant medications (Tegretol and Mysoline). He is fed through a gastrostomy
tube although he is able to take some pureed foods by mouth in limited amounts.
Kevin can feed himself by mouth using a CP Feeder but has to be closely monitored
and reminded to eat slowly to avoid asphysixation. Usually Kevin is only allowed
to feed himself during special occasions such as a class party or special meal.
The gastrostomy tube placement was primarily due to asphyxiation of food during
meal times that resulted in recurrent upper respiratory infections. These URIs have
greatly decreased since his surgery. A functional vision assessment has indicated
that Kevin’s visual acuity with corrective lenses at near distances is 20/80 and
at far distances is 20/100. His most effective visual field is slightly below eye
level and he is able to localize to visual stimulus and fixate his gaze on objects
and people as well as shift his gaze. Kevin does not like wearing his glasses but
is cooperative in this area most of the time. Kevin has good hearing.
Kevin and his family plan for him to stay in the public schools until he ages out
at age 21 which will provide him with three more years of services. He lives at
home with mother, step-father, 11 year old sister, and a great aunt that helps with
his care. Kevin also has one older brother who is in college. After receiving state
level mental health funding for personal care and 10 hours of one-on-one community-based
services for the last 4 fours, Kevin was recently approved for Medicaid waiver funded
services. This funding source will provide Kevin with an array of services based
on his individual needs including: augmentative communication devices, case management,
one-on-one community and home support, personal care services, respite, specialized
equipment and services and medical transportation. Funds will also be available
for supported employment and day support after high school graduation.
Kevin has had a comprehensive transition component in place since his 14th birthday.
The development of a complete transition component was determined appropriate for
Kevin at an earlier age due to his complex needs and the length of time needed to
obtain appropriate adult services. His school level transition planning team has
consisted of: Kevin and his parents, a special education teacher, a CTE Special
Populations Coordinator, Kevin’s case manager, a regular education teacher, Kevin’s
one-on-one worker, and a LEA representative (e.g., school administrator or diagnostician).
Kevin’s has not been referred for any services other than those he is receiving
from Mental Health through the Developmental Disabilities division.
In preparation for transition planning, Kevin has been administered speech, physical
therapy, and occupational therapy assessments focusing on the skills and equipment
needed for functioning in the home and community. Kevin’s parents have completed
Parent Transition Surveys and Kevin provided input by responding to picture choices
in post-school domains.
Kevin’s teacher also administered the Supports Intensity Scale to his parents to
determine the frequency, amount, and type of support needs in the home living, community
living, learning, employment, health and safety, and social activities Kevin will
need after graduation from high school. The assessment indicated that Kevin will
need regular and extensive support in all areas of adult life to achieve his post-school
goals. In addition he will need protection and advocacy services for managing money,
legal issues, self-advocacy, and protection from exploitation.
It is anticipated that in the area of future employment Kevin will need ongoing
supported employment to work in a competitive employment placement. Using observational
data, situational assessment, and modified picture interest inventories Kevin enjoys
interacting with other people, music, horticulture, computers, and clerical type
activities in which he has the opportunity to complete a project. Kevin responds
well to verbal praise and is able to stay focused on a task for 20+ minutes with
occasional verbal redirection. Kevin has developed the skills to operate a variety
of switch activated devices (e.g. button maker, blender, etc.), use a paper shredder,
and collate papers with a jig. Kevin has worked successfully on an assembly line
in the school-based enterprise and has held an on-campus job in the school library
checking books in and out using a scanning system and shelving books with the assistance
of a teacher assistant. He tried a job in the school cafeteria bagging cookies for
sale but due to hygiene issues (e.g. drooling) it was determined that this was not
a good placement for Kevin.
Kevin loves school and is always eager to learn new skills. He demonstrates a high
level of motivation to please his teachers and his parents report that even when
he is sick he begs to go to school. Everyone who knows Kevin feels that it would
be beneficial for him to be involved in post-secondary education. His recently approved
Medicaid waiver services will provide one-on-one ongoing daily and adult living
skill training but participation in continuing or compensatory education classes
at the local community college might be a good option for Kevin. This type of setting
would allow Kevin to develop skills in some of his areas of interest as well as
provide a social framework.
Kevin’s residential plans for after graduation are uncertain. Kevin is very happy
at home and indicated that he loves his family. Two of his classmates have moved
into group homes and through classroom discussion and lessons on post-graduate residential
options, Kevin appears to have some understanding of becoming an adult and living
more independently, possibly away from his family. Kevin’s mother has very mixed
feelings about Kevin’s future living arrangements. As Kevin’s primary caregiver
since birth she feels she would be lost without him but realizes that as time goes
on it might be necessary to seek an out-of-home placement. Kevin’s father would
very much like to see Kevin move into a group home or other supervised post-school
living arrangement as soon after high school as possible. Kevin’s father would like
to spend more time with his younger daughter and wife and believes that his elderly
aunt is not going to be able to assist them much longer with Kevin’s personal care.
Both Kevin’s mother and father are very happy about his recent approval for Medicaid
waiver services and have stated that this additional support might result in Kevin
remaining in their home for several more years.
While at home, Kevin’s mother and great-aunt provide total physical care. Although
Kevin could assist with some personal hygiene tasks this is not an expectation for
him while in the home. Other than insignificant type choices, all decisions are
made for Kevin by his parents. He goes into the community on occasion with his one-on-one
worker when she is allowed to use the family wheelchair lift van. Kevin is able
to sit in a car using a seatbelt and then be transferred into a Pogo Buggy for community
outings but his parents prefer him not to be transported in that manner. This limits
Kevin’s community-based learning activities. A great deal of Kevin’s one-on-one
worker’s time is spent in the home with him. While at home Kevin enjoys watching
DVDs, looking at books, listening to his I-Pod, watching his younger sister play
video games, family meals, and making music on his electronic keyboard.
Kevin’s has no understanding of money and does not provide input into his health/medical
care. He has been covered under his father’s work insurance policy but his recent
approval for a Medicaid waiver program will assist with medical care, equipment,
and supplies. Kevin’s parents plan to work with his Mental Health case manager to
obtain guardianship since Kevin has now turned 18 years of age. Kevin has never
received SSI benefits.
This document was produced under U.S. Department of Education, Office of Special
Education Programs Grant No. H326J050004. Marlene Simon-Burroughs served as the
project officer. The views expressed herein do not necessarily represent the positions
or polices of the Department of Education. No official endorsement by the U.S. Department
of Education of any product, commodity, service or enterprise mentioned in this
publication is intended or should be inferred. This product is public domain. Authorization
to reproduce it in whole or in part is granted. While permission to reprint this
publication is not necessary, the citation should be: National Secondary Transition
Technical Assistance Center (2007) Indicator 13 Training Materials, Charlotte, NC,
NSTTAC.
