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Module 12: Pathways to Careers: Changing Roles – From Parent to Partner

SECTION 1: Introduction for Training Facilitators

Overview

The ADA and Self-Advocacy for Youth — Train-the-Trainer Curriculum has been developed with a modular design. Using the train-the-trainer model, each module will include multiple components including:

  • PowerPoint slides with presentation content and talking notes.
  • Training facilitator talking points and speaker notes.
  • Videos and other multi-media content (when appropriate)
  • Activities such as role play scenarios, quizzes, and art activities.
  • Relevant resources including targeted documents, organizations, and websites.

The modules are designed to be presented in stand-alone sessions. Shorter or longer sessions may be developed based upon the students’ needs. A menu of interactive exercises will be provided for each module. One or more activities may be selected to reinforce the learning objectives based upon the needs of the facilitator and students.

Training facilitators participate in a train-the-trainer event led by the BBI/SEADA Curriculum Development Team. Training facilitators will also be provided with targeted, relevant materials about hosting an accessible training event, accessible presentation methods, effective utilization of the module materials, and strategies for customizing modules based on audience needs.

Learning Modules

  • Module 1: Pathways to Careers: An Americans with Disabilities Act (ADA) Roadmap
  • Module 2: Disclosure Decisions and Talking About My Disability
  • Module 3: The ADA in the Workplace
  • Module 4: The ADA in Higher Education
  • Module 5: Advocating for My Rights Under the ADA
  • Module 6: Skills for Successful Employment
  • Module 7: The ADA and Reasonable Accommodations on the Job
  • Module 8: The ADA in the Community
  • Module 9: The ADA and Effective Communication for Individuals who are Deaf or Hard of Hearing
  • Module 10: The ADA and Effective Communication for Individuals who are Blind or Low Vision
  • Module 11: Interactions with Law Enforcement
  • Module 12: Parent to Partner

Module 12: Pathways to Careers: Changing Roles – From Parent to Partner

Module 12: Pathways to Careers: Changing Roles – From Parent to Partner parents will explore the skills needed to support their child as he/she moves from school to adulthood. The module will also cover the topics: Planning Early – Transitioning to Adulthood; Laws That Protect Your Child’s Rights; Money Management, ABLE Accounts, and Benefits Planning; Supporting Your Young Adult in Making Daily & Major Life Decisions; Employment Skills Development; Housing; Health Care; Post-Secondary Training and Education Programs; and Planning for the Future. Discussion questions are incorporated throughout the slide presentation. Interactive exercises are provided to reinforce the content from the slide presentation and the video.

The PowerPoint presentation provides a basic overview of transition from youth to adult and the skills parents can use to help their child. Combined with the suggested advance readings that parents can access, the initial exercise focuses on ways that youth are changing, making decisions, and beginning to advocate for themselves. The overall goal of this module is to broadly introduce parents to the skills needed to support their child as they transition to adulthood.

Learning Objectives

Parents will:

  • Explore the skills needed to support their child as he/she moves from school to adulthood.
  • Review their child’s life journey and discuss the needed steps for their child to work and live independently in the community.
  • Understand the importance of early planning for their child’s transition from high school to adulthood.
  • Be able to identify the laws that protect the rights of their child with a disability.
  • Identify potential social and community support networks for their son or daughter.
  • Be able to identify the key self-advocacy items that their teen needs to learn as they transition to adulthood.
  • Understand the importance of connecting with adult service providers prior to their child’s graduation from high school.
  • Identify ways that they can practice money management skills with their child.
  • Gain a basic understanding of ABLE accounts.
  • Be able to list at least three Qualified Disability Expenses for an ABLE account.
  • Understand how a special needs trust can provide additional money for an adult child receiving public benefits.
  • Be able to make a list of the items needed to prepare for benefits planning for their child after high school.
  • Identify the benefits for which their child may be eligible.
  • Consider the option of their child working with another trusted family member, friend, or a professional who will help them make decisions and respect their individual wishes as they transition to adulthood.
  • Be able to discuss the options that are available to assist their child with making decisions as they transition to adulthood.
  • Be able to list “soft” employment skills that their child may need to develop or improve.
  • Identify a minimum of two housing options to explore with their son/daughter as they transition to adulthood.
  • Be able to list the steps to transitioning their young person to an adult healthcare provider.
  • Be able to discuss the importance of visiting post-secondary institutions and the disability services offices.
  • Be able list the tips for success.

SECTION 2: Strategies for Customization

Adapting and Making Accommodations for Students with Disabilities

The following resources provide guidance on working with students with a variety of disabilities. The resources provide information about adaptations that can be made to instructional techniques and accommodations that can be provided to increase inclusion in the classroom.

Customizing the Lesson Using Presentation Material and Interactive Exercises

There are three sets of resources provided that can be woven together to customize the learning experience, depending on your goals as an instructor for this particular lesson on the Changing Roles – From Parent to Partner (e.g., providing a very simple introduction versus teaching the basics as a platform for having parents engage in deeper learning about complex examples). These include: (1) advance preparation material that parents can review; (2) a set of PowerPoint slides that can be used in a lecture and discussion format; and (3) a set of interactive exercises to stimulate applied learning, creativity, and deeper thinking about the concepts.

1. Advance Preparation Material for Parents

This lesson provides a very simple, high-level overview of Changing Roles – From Parent to Partner. The goal is to introduce parents to the topic Changing Roles – From Parent to Partner and provide examples of skills they can work on with their children to prepare them to transition into adulthood. Suggested resources for advance preparation include readings about transition and some of the skills needed such as: Planning Early – Transitioning to Adulthood; Laws That Protect Your Child’s Rights; Money Management, ABLE Accounts, and Benefits Planning; Supporting Your Young Adult in Making Daily & Major Life Decisions; Employment Skills Development; Housing; Health Care; Post-Secondary Training and Education Programs; and Planning for the Future.

As noted, these materials can be provided in advance to parents, or if the class session is long enough, they may be used in class prior to presenting the PowerPoint slides and getting into a specific discussion of transitioning from youth to adulthood. Alternatively, they could be used as both advance preparation (pre-homework) and repeated in class to reinforce the learning.

2. PowerPoint Slides

The PowerPoint slides can be used in class to provide an overview of Changing Roles – From Parent to Partner. Combined with the interactive exercises, the presentation can be extended to cover a long class session or multiple smaller class sessions. The slides can also be presented on their own as part of a short lesson on Changing Roles – From Parent to Partner.

3. Interactive Exercises

Several interactive exercises are provided to engage parents in considering specific examples that relate to the material “Changing Roles-From Parent to Partner.” For example, while the presentation material focuses on exploring and developing skills and understanding, an interactive exercise reinforces the learning in the module. Therefore, the exercise provides a greater understanding of the changing roles parents have in their child’s life and helps parents understand how to support their child as they transition to adult roles.

SECTION 3: Suggested Advance Preparation for Facilitators

Planning Early – Transitioning to Adulthood

Laws That Protect Your Child’s Rights

Money Management, ABLE Accounts, and Benefits Planning

  • ABLE National Resource Center
    Description: Accurate information about federal- and state-related ABLE programs and activities, including guidance on tax-advantaged ABLE savings accounts.
    Source: ABLE National Resource Center
    Link: www.ablenrc.org
  • Public Benefits
    Source: The ARC Center for Future Planning
    Link: futureplanning.thearc.org/pages/learn/where-to-start/financing-the-future/public-benefits
  • Money Smart for Young People
    Source: Federal Deposit Insurance Corporation (FDIC)
    Link: www.fdic.gov/resources/consumers/money-smart/teach-money-smart/money-smart-for-young-people/index.html
  • Special Needs Trusts
    Source: The ARC Center for Future Planning
    Link:     futureplanning.thearc.org/pages/learn/where-to-start/financing-the-future/special-needs-trusts
  • Home & Community-Based Services 1915(c)
    Source: U.S. Centers for Medicare & Medicaid Services
    Link:     www.medicaid.gov/medicaid/home-community-based-services/home-community-based-services-authorities/home-community-based-services-1915c/index.html
  • State Medicaid Plans and Waivers
    Source: U.S. Centers for Medicare & Medicaid Services
    Link:     www.cms.gov/Outreach-and-Education/American-Indian-Alaska-Native/AIAN/LTSS-TA-Center/info/state-medicaid-policies

Supporting Your Young Adult in Making Daily & Major Life Decisions

Supported Decision Making

  • Supported Decision Making – From Justice for Jenny to Justice for All
    Authors: Jonathan Martinis, J.D., and Peter Blanck, Ph.D, J.D.
    Description: The book tells the story of Jenny Hatch, young woman with Down syndrome who was living her life the way she wanted. She had a job, her own apartment, participated in her community, and spent time with friends. Then, in August 2012, a person in Jenny’s life wanted to become her guardian. Jenny lost her rights under guardianship and won them back when she showed the court that she uses Supported Decision-Making (SDM) to make her own decisions with help from people she trusts. The book also shows how a person can use Supported Decision Making in his/her life, with family members, or with people you support. It will give provide practical tips and model language to help you request, receive, and use SDM in the programs and life areas people with disabilities use every day, including Special Education, Vocational Rehabilitation, Person Centered Planning, Health Care, Money Management, and others.
    Link: www.amazon.com/Supported-Decision-Making-Justice-Jenny/dp/1693400251

Other Support Models for Decision Making

Employment Skills Development

Housing

Health Care

Post-Secondary Training and Education Programs

Planning for the Future

  • The ARC’s Center for Future Planning
    Link: futureplanning.thearc.org/pages/learn/future-planning-101
  • Build Your Plan by the ARC
    Source: The ARC Center for Future Planning
    Link: futureplanning.thearc.org/landing
    Description: Planning for the future is important for all families. You can’t do it just once. It’s an ongoing process. The Build Your Plan ® tool helps people with intellectual and developmental disabilities (I/DD) think about and plan for their future. The interests, preferences, and skills of the person with I/DD are the main focus. The tool guides you through important topics, including:
    • Expressing wishes for the future in writing
    • Deciding where to live and how much support is needed
    • Paying for basic and other needs
    • Getting a job and other daily activities
    • Making daily and major life decisions
    • Making friends and having good relationships
  • More Than Just a Job: Person-Centered Career Planning
    Source: Institute for Community Inclusion
    Link: www.communityinclusion.org/article.php?article_id=16
  • Person-Centered Planning
    Source: Administration for Community Living
    Link: acl.gov/programs/consumer-control/person-centered-planning

SECTION 4: Suggested Advance Preparation for Parents

Planning Early – Transitioning to Adulthood

Supporting Your Young Adult in Making Daily & Major Life Decisions

Employment Skills Development

Planning for the Future

  • Person-Centered Planning
    Source: Administration for Community Living
    Link: acl.gov/programs/consumer-control/person-centered-planning

SECTION 5: Presentation

Pre-Module for the Training Facilitator:

Facilitator Note: Record responses during this activity and save the list for an activity at the end of this module.

Facilitator Script: “As your students begin to advocate for themselves and to increase their independence, your role begins to shift from that of a protective parent to that of a supportive and guiding partner. This transition is a challenge for any parent. Let’s celebrate by making a list of the ways your students are beginning to make their own decisions or to advocate for themselves, and the milestones they will be facing in the near future as they increase their independence and make their own choices. This might include spending more time or later hours away from home, finding a job for the first time, learning to drive, moving into an apartment with friends, and so on. As parents, let’s think of the things that give us pride or concern us as our students increase their independence and build their self-advocacy skills, and we will put those things that concern us on our list.”
Record all responses from the group.

Facilitator Script: “Today we are going to talk about the challenge of changing roles from parent to partner.”

Facilitator Note: Use the Module 12 PowerPoint slides, Pathways to Careers… Changing Roles – From Parent to Partner.

Post Module for the Training Facilitator:

Facilitator Note: From the Pre-Module activity, review the list of celebrations and concerns from parents about their students building self-advocacy skills and increasing their independence. Add a second column to the list to identify ways that the group thinks a Parent could be a good Partner in each situation. For each suggestion, ask the group if they think the suggestion is a good strategy for being a Partner, and why or why not.

SECTION 6: Learning Activities

For the Training Facilitator:

Facilitator Note: Learning activities have been designed to reinforce the content from the PowerPoint presentation and/or videos. A menu of activities has been provided. You may choose one or more activities based upon the time that you have to present the material and upon the needs of the parents. For each interactive activity, suggested time frames are included with each activity. Please keep in mind the age of your students, their individual skill levels, and specific disabilities to allow time frames that are appropriate for your group.

Activity#1: Group Discussion

Activity 1A: “Changing Roles”

Time: 15 minutes or more

Facilitator Script: “What are some ways that our students have begun to advocate for themselves in their daily lives?”
What are some ways that our students are likely to want to increase their independence in the near future?”

“As a parent, how have you responded to these situations, or how do you think you are likely to respond to these situations in the near future?”

“Now let’s think of our changing roles from parents to partners.

  • What are some things we can do to support our students to make their own decisions? Remember, we may or may not agree with their decisions.
  • How can we show our students that we value their opinions?
  • How can we show them that we have heard what they are trying to tell us?
  • When your priorities are not the same as your student’s priorities, how do you reinforce that priorities can be different, but not necessarily better, and that you do respect their rights to make their own choices?”

Activity#2: Art Projects and Musical Expression

Art Project: “Making My Move to Partner”

Time: 15 minutes or more

Facilitator Note: “Using any art materials and a large piece of paper (drawing paper, flip-chart pages, etc.), have each person create an artwork to share with the group. If any members of the group have difficulty creating an artwork by themselves, consider having the group work in pairs or small groups of 3 – 4 members.

Facilitator Script: “Holding your paper lengthwise from left to right, fold the paper in half to make a section on the left and a section on the right. Using any art materials, including cutting pictures, words, symbols, numbers, etc. from magazines and pasting them on your paper, show something on the left half of your paper that you celebrate or concerns you that you have about your student’s ability to build self-advocacy skills and increase independence.

On the right half of your paper, use any art materials to show how you could be a partner to your student to support these new independence skills. These supports might include discussing a plan, identifying steps to meet a goal, talking through potential pitfalls or problems, supporting decision making, listening, and valuing opinions, and so on. When I call time, we will get back together to share our artwork and to discuss our roles as partners for our students as they build self-advocacy skills and increase their independence.”

Musical Expression “What Keeps Me Up At Night…”

Time: 15 minutes or more

Facilitator Note: For this musical expression activity, use activities such as singing, simple musical instruments, percussion instruments, drumming, etc. The activity of drumming can be done using plastic buckets or containers, or using hands on table tops. Using any object as the “Musical Wand,” each person in the circle or group can only “perform” when that person has possession of the Musical Wand.

Facilitator Script: “The first person with the Musical Wand gets to perform in any musical style of your choice to answer the question ‘What Keeps Me Up At Night?’ Of course, this has to be something that concerns you about your student building self-advocacy skills and increasing independence. This is the format you will use for your musical expression time in the spotlight:”

    • What keeps me up at night?
    • I’m concerned about my daughter/my son (sing as much information as you want about what worries you)
    • Please give me your advice
    • I need to better understand
    • What keeps me up at night!

“At this point, the person with the Musical Wand who has just expressed his/her concerns passes the Musical Wand to a member of the group who would like to respond with some advice on how to be a partner in this situation. The new person with the Musical Wand sings a response in the following format:”

  • I’ll give you my advice
  • So you can better understand
  • What keeps you up at night
  • My best advice to you is (sing any suggestions about how to be a partner in this situation)

“Continue to pass the Musical Wand until no other suggestions are made. Then, start the process over with a new member of the group singing about what keeps that person up at night and requesting advice from the other members in the group.”

“Remember—When you have the Musical Wand, it is your turn to perform in the spotlight!”

Activity#3: Dramatic Arts

“What’s the Plan, Fran?”

Time: 15 minutes or more

Facilitator Note: Working in pairs, have each member of the pair take turns being the Parent and the Student in each situation.

Facilitator Script: “As parents, think of at least one situation that concerns you about your student building their self-advocacy skills, making their own decisions, and increasing their independence. Working in pairs, the first parent will act in the role of the student and present the situation to the second person. The second person will take the role of the parent partner and present guidance and suggestions for the situation. As a parent, you know your student better than anyone in the group. Be realistic about how your student will respond to the assistance provided by the parent partner. Do you think this will work for your student? Why or why not?”

“When I call ‘Time to Switch’, reverse roles and act out the second situation with the second parent taking the role of the student in that situation and the other person in the pair will be the parent partner providing direction and guidance for the student. Again, be realistic about how your student will react to the advice and suggestions from the parent partner.”

Facilitator Note: After the pairs have acted out the roles for each of the two situations, have the pairs discuss the following, or ask for feedback from each pair to share with the whole group if time permits about the following. Also, if time permits, ask for volunteer pairs to act out their two skits in front of the group, and have the group discuss the following:

  • Did the parent guide the student toward a plan or next steps to consider in that situation?
  • Did the parent provide support for the student in making decisions?
  • Did the parent really listen to the student?
  • Did the parent value the opinions of the student?
  • Did the parent indicate a different, but not better, priority from the one expressed by the student?

Activity#4: Interacting with Youth Advocates

Facilitator Note: Invite a youth or young adult with a disability who has developed self-advocacy skills and has transitioned to living independently to speak briefly to your group of parents about this experience. If possible, invite a small panel of 2 – 4 youth and young adults with disabilities who have successfully transitioned to living independently to briefly share with your group about their experiences.

Allow time for the group to ask questions and dialogue with the speaker or panel of speakers.

Facilitator Note: Sources for identifying youth and young adults with disabilities who have successfully transitioned to living independently and advocating for themselves might include the following:

Activity 4A: “And Now, A Word from the Real World”

Time: 5—15 minutes

Facilitator Note: Invite a police officer or a small panel of 2 to 4 police officers to speak briefly to your group about the ways they protect and serve the community. Allow time for the group to ask questions and dialogue with the law enforcement officers.

Activity 4 B: Virtual Reality—"A Word from the Real World”

Time: 5 – 15 minutes

Facilitator Note: Using Zoom or a similar platform invite a youth or young adult with a disability who has developed self-advocacy skills and has transitioned to living independently to speak briefly to your group of parents about this experience. If possible, invite a small panel of 2 – 4 youth and young adults with disabilities who have successfully transitioned to living independently to briefly share with your group about their experiences. Allow time for the group to ask questions and dialogue with the speaker or panel of speakers.

SECTION 7: Handouts or Materials Needed

  • Audiovisual equipment for PowerPoint presentation and/or videos.
  • Art materials, blank paper, colored pencils or markers, rubber ball, and a bottle of liquid bubbles (Activity 1).
  • Photocopies of PowerPoint slides, including alternate formats such as large print, Braille, and electronic formats, such as a USB drive for students with visual or print disabilities.

SECTION 8: After Class

Facilitator Note: This activity will allow parents to start a building a plan with their student as he/she transitions from high school to adulthood. “Build Your Plan” was developed by The Arc’s Center for Future Planning (link: futureplanning.thearc.org). The tool provides a way for the student and his/her your family to create an account with the Center and start making a future plan. It is important that you plan ahead to help guide a person with a disability to lead a good life as independently as possible. Although the plan was developed with a focus on people with intellectual and/or developmental disabilities (I/DD), it can be used by any person with a disability.

Talking Notes
During this time, we have learned that planning for your child’s transition from a teenager to adulthood is one of the most important things you can do to pave the way to a successful future. The key to success is to start planning early. We encourage you to use the “Build Your Plan” tool developed by The Arc’s Center for Future Planning. The tool provides a way for you and your son or daughter start making a plan for the future plan. Your child’s interests, preferences, and skills are the main focus. The Tool guides you through important topics, including:

  • Expressing wishes for the future in writing
  • Deciding where to live and how much support is needed
  • Paying for basic and other needs
  • Getting a job and other daily activities
  • Making daily and major life decisions
  • Making friends and having good relationships

Distribute the Handout: From Parent to Partner – Planning for the Future so that parents can complete the online tool at home. Encourage the parents to include their children in the planning process.

Handout: From Parent to Partner Planning for the Future Overview

Planning for your child’s transition from a teenager to adulthood is one of the most important things you can do. A plan will help pave the way to a successful future. The key to success is to start planning early. We encourage you to use the online tool, Build Your Plan by The Arc (futureplanning.thearc.org/landing) and work with your son or daughter to develop a plan for the future.
Build Your Plan by The Arc
Link: futureplanning.thearc.org/landing
Source: The ARC Center for Future Planning

Your child’s interests, preferences, and skills are the main focus. The Tool guides you through important topics, including:

  • Expressing wishes for the future in writing
  • Deciding where to live and how much support is needed
  • Paying for basic and other needs
  • Getting a job and other daily activities
  • Making daily and major life decisions
  • Making friends and having good relationships

Tips for Planning Success

  • Start early.
  • Work together with your student.
  • Encourage your student.
  • Complete the plan over several sessions.
  • Remember, it is an ongoing process.
  • Be open-minded.
  • Set small goals towards the bigger goal of independence.
  • Be patient.
  • Plan about what you want your future to be, but also be open to new opportunities.
  • Have fun!

Facilitator Note: Please print and distribute Module 12 – Parent to Partner Training Evaluation to the parents. After the surveys are completed, scan and email copies of the evaluations to the Southeast ADA Center’s project email at ADAsoutheast@law.syr.edu.

Module 12 – Parent to Partner Training Evaluation

  • Was the information shared with you helpful? What did you find most helpful?
  • Tell us about one thing you learned that will help with your child’s move from high school to adulthood?
  • Were you aware of these resources prior to this training?
  • What other topics would like to know about?

Thank you for participating in today’s training. If you have questions about the Americans with Disabilities Act, contact the Southeast ADA Center at:
Toll-Free:    1-800-949-4232
Phone:          1-404-541-9001
Email:           ADAsoutheast@syr.edu
Web:             www.adasoutheast.org

SECTION 9: Resources for Students

Laws That Protect Your Child’s Rights

Money Management, ABLE Accounts, and Benefits Planning

  • ABLE National Resource Center
    Description: Accurate information about federal- and state-related ABLE programs and activities, including guidance on tax-advantaged ABLE savings accounts.
    Source: ABLE National Resource Center
    Link: www.ablenrc.org
  • Public Benefits
    Source: The ARC Center for Future Planning
    Link: futureplanning.thearc.org/pages/learn/where-to-start/financing-the-future/public-benefits
  • Money Smart for Young People
    Source: Federal Deposit Insurance Corporation (FDIC)
    Link: www.fdic.gov/consumers/consumer/moneysmart/young.html
  • Fact Sheet in Plain Language: What to Know about Public Benefits (PDF file)
    Source: The ARC Center for Future Planning
    Link: futureplanning.thearc.org/assets/FTF_PL-Public-Benefits-023be0e6b51175117153bbdae0b56e459e560ce9832acfe42742f1bd90e45e2c.pdf
  • Home & Community-Based Services 1915(c)
    Source: U.S. Centers for Medicare & Medicaid Services
    Link:     www.medicaid.gov/medicaid/home-community-based-services/home-community-based-services-authorities/home-community-based-services-1915c/index.html
  • State Medicaid Plans and Waivers
    Source: U.S. Centers for Medicare & Medicaid Services
    Link:     www.cms.gov/Outreach-and-Education/American-Indian-Alaska-Native/AIAN/LTSS-TA-Center/info/state-medicaid-policies

Supporting Your Young Adult in Making Daily & Major Life Decisions

Supported Decision Making

  • Book: Supported Decision Making – From Justice for Jenny to Justice for All
    Authors: Jonathan Martinis, J.D., and Peter Blanck, Ph.D, J.D.
    Description: The book tells the story of Jenny Hatch, young woman with Down syndrome who was living her life the way she wanted. She had a job, her own apartment, participated in her community, and spent time with friends. Then, in August 2012, a person in Jenny’s life wanted to become her guardian. Jenny lost her rights under guardianship and won them back when she showed the court that she uses Supported Decision-Making (SDM) to make her own decisions with help from people she trusts. The book also shows how a person can use Supported Decision Making in his/her life, with family members, or with people you support. It will give provide practical tips and model language to help you request, receive, and use SDM in the programs and life areas people with disabilities use every day, including Special Education, Vocational Rehabilitation, Person Centered Planning, Health Care, Money Management, and others.
    Link: www.amazon.com/Supported-Decision-Making-Justice-Jenny/dp/1693400251
  • Supported Decision-Making Teams: Setting the Wheels in Motion
    Source: National Resource Center for Supported Decision-Making
    Link: supporteddecisionmaking.org/resource_library/supported-decision-making-teams-setting-the-wheels-in-motion/
  • Supported Decision Making Brainstorming Guide
    Link: supporteddecisionmaking.org/resource_library/supported-decision-making-brainstorming-guide/
    Source: National Resource Center for Supported Decision-Making
  • Supporting Daily & Major Life Decisions
    Source: The ARC Center for Future Planning
    Link: futureplanning.thearc.org/pages/learn/where-to-start/supporting-daily-and-major-life-decisions
  • Jenny Hatch Justice Project
    Description: The Jenny Hatch Justice Project provides tools, advocacy, information, research for people with disabilities, families, advocates, attorneys, professionals they need to protect and promote the rights of people with disabilities to make their own choices and determine their paths and directions in life.
    Link: jennyhatchjusticeproject.org

Other Support Models for Decision Making

Employment Skills Development

Housing

Health Care

Post-Secondary Training and Education Programs

  • Think College
    Description: Think College is a national initiative dedicated to developing, expanding, and improving research and practice in inclusive higher education for students with intellectual disability.
    Source: Institute for Community Inclusion, University of Massachusetts Boston
    Link: thinkcollege.net
  • Think College Family Resources
    Description: Think College is a national initiative dedicated to developing, expanding, and improving research and practice in inclusive higher education for students with intellectual disability.
    Source: Think College, Institute for Community Inclusion, University of Massachusetts Boston
    Link: thinkcollege.net/family-resources
  • Parents Can Think College
    Description: This handout is to give ideas, suggestions, and supporting evidence for parents to be able to plan for college for their children with intellectual disabilities.
    Source: Think College, Institute for Community Inclusion, University of Massachusetts Boston
    Link: thinkcollege.net/sites/default/files/files/resources/parents_can_F_918.pdf
  • Students Can Think College
    Description: This handout is to give ideas, suggestions, and supporting evidence for students to be able to plan for college. It also includes helpful guidance on areas of the Think College website to visit.
    Source: Think College, Institute for Community Inclusion, University of Massachusetts Boston
    Link: thinkcollege.net/sites/default/files/files/resources/students_can_F2_918.pdf
  • A Transition to Post-secondary Education and Employment for Students and Youth with Disabilities
    Source: United States Department of Education, Office of Special Education and Rehabilitative Services
    Link: sites.ed.gov/idea/files/postsecondary-transition-guide-may-2017.pdf

Planning for the Future

  • The ARC’s Center for Future Planning
    Link: futureplanning.thearc.org/pages/learn/future-planning-101
  • Build Your Plan by the ARC
    Source: The ARC Center for Future Planning
    Link: futureplanning.thearc.org/landing
    Description: Planning for the future is important for all families. You can’t do it just once. It’s an ongoing process. The Build Your Plan ® tool helps people with intellectual and developmental disabilities (I/DD) think about and plan for their future. The interests, preferences, and skills of the person with I/DD are the main focus. The tool guides you through important topics, including:
    • Expressing wishes for the future in writing
    • Deciding where to live and how much support is needed
    • Paying for basic and other needs
    • Getting a job and other daily activities
    • Making daily and major life decisions
    • Making friends and having good relationships
  • More Than Just a Job: Person-Centered Career Planning
    Source: Institute for Community Inclusion
    Link: www.communityinclusion.org/article.php?article_id=16

Americans with Disabilities Act Information Center

National Resources

Community Organizations

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