tag:blogger.com,1999:blog-13970003.post6254289951987320770..comments2024-02-25T21:33:44.400-06:00Comments on Garden of Eagan: Transition Planning for Teens with DisabilitiesLeah Springhttp://www.blogger.com/profile/02326240393099112570noreply@blogger.comBlogger1125tag:blogger.com,1999:blog-13970003.post-44650211308462840582012-05-27T09:44:19.146-05:002012-05-27T09:44:19.146-05:00Shawen's special ed teacher in middle school s...Shawen's special ed teacher in middle school started talking about transition in his IEP - I think at the end of 7th grade, but maybe 6th. I've always had a general idea of what I expected for high school - working on academics as much as possible the first four years, introducing "co-op type" services in his junior/senior years, and 100% with co-op type services after he "graduates" with his class. We've never retained him, so we have lots of time on the "back-end" for transitioning. <br /><br />Illinois is broke, so adult services are very limited. I finally got him on the PUNS list (waiting list of 20,000+ people for disability services) last year. Unless we have some miraculous economic recovery soon, it's doubtful he'll ever get the services he needs from the state. This is one reason why I joined with other parents to start a disability cooperative last year. Our website (which needs updating) is www.greatdestiniesinc.com. <br /><br />Every state is different, but I think the mission and vision of the cooperative highlights what we all need to be thinking about - continuing education, training for those who are responsible for adults with disabilities, social/rec opportunities, employment and housing. <br /><br />It's hard to know what your child's abilities will be when they're young, but you make a plan, then tweak it up or down as you see their interests and skill sets evolve. <br /><br />Because of some challenges we were having getting Shawen in classes the past two years, we've layed out a long-term plan for high school. We did pretty much what I wanted to do since he was young - with the academic/life skills (co-op, etc. - not "laundry") changing each year. There is a State agency rep that's supposed to attend IEPs, but from what I hear, she doesn't unless you push. I'm hoping she'll attend next year's; but I plan to have some conversations with her in the next six months. <br /><br />The employment piece is hard, but housing is harder. I'm just focusing on preparing for the employment piece now and will think about housing another day. It's doubtful that Shawen will be ready for an independent living situation the day he's done with high school, and that's okay. We'll have to negotiate that on our own; but, hopefully, we'll have the cooperative to help.<br /><br />The employment piece is interesting. The most inclusive models in the past have focused on supported employment - where the person is put into a traditional job and has a job coach to help them perform the tasks. It hasn't been all that successful (so we still have tons of sheltered workshops, etc.). The newest model is called Customized Employment. It's an interesting concept - google it. It may be something you want to educate yourself about and find an agency that provides those types of services. It's not cheap. It's an extensive discovery process and then working with employers to carve out a job based on the person's interests and abilities. <br /><br />I think we've always known that this is going to be the hard part, but I know you'll figure it out! There are resources out there. And if you can't find the right ones, you can certainly create them!Tamarahttps://www.blogger.com/profile/04624151975591059655noreply@blogger.com