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Employment and Community Involvement
greency@ohsu.edu
8/22/2018 6:04 PM
What happens after high school, and what kinds of opportunities are available for individuals after they leave a supported school system is a big question on a lot of families' minds. This article, entitled Escaping the Disability Trap highlights some of the challenges around these issues, particularly as they relate to job training and future employment opportunities.
Vocational plans should focus on each individual’s strengths and interests and work towards providing them with opportunities to be active outside the home on a regular basis. For additional information on vocational training, families may investigate their state’s Office of Vocational Rehabilitation Services, or ask their Developmental Disabilities caseworker for assistance.
Often, moving out of a school system means moving beyond structured opportunities for social interaction. In addition to opportunities for employment or volunteer work, families may explore community activities, such as exercise opportunities, shopping outings, and field trips to points of interest. Opportunities to meet and interact with peers is also critical. Oftentimes, the community parks and rec programs may offer adaptive programs that can help fill this gap. Community organizations which target different populations, such as United Cerebral Palsy, Autism Speaks, or the National Down Syndrome Society may offer different social groups or outings through local chapters. Adult day programs may also be appropriate to explore.
Brokerage Support Services are in-home or other personal supports that assist an individual to live with family and to fully participate in community life. Brokerages provide funding and services for adults who live at home, so that they may continue to fully participate in their community. Brokerages are run on a state-by-state basis, and may not be available in all states.
transition supports
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Teachers:
Many teachers require their college students in communication disorders or child development classes to complete a Communication Matrix online. Please have your students use the Test Drive site for this purpose. You may ask them to print out the Profile and Communication Skills List as proof of their work.
Statement A
My child doesn't seem to have real control over his body yet.
The only way I know that he wants something is because he fusses or whines when he's unhappy or uncomfortable, and he smiles, makes noises or calms down when he's happy and comfortable. Does this statement describe your child?
Statement B
My child has control over her own behaviors, but she doesn't use them to try to communicate to me.
She doesn't come to me to let me know what she wants, but it's easy for me to figure out, because she tries to do things for herself. She knows what she wants, and her behavior shows me what she wants. If she runs out of something to eat, she will just try to get more, rather than trying to get me to give her more.
Does this statement describe your child?
Statement C
My child clearly tries to communicate his needs to me through gestures, sounds or language.
He knows how to get me to do something for him. He uses some of the kinds of behaviors below to communicate:
- Gestures such as pointing, shaking his head, tugging at my arm or looking back and forth between me and what he wants
- Sounds such as squealing to show you he wants something or fussing when he doesn't want something
- Language or symbolic forms of communication such as speech, written words, Braille, picture symbols, 3-dimensional symbols or sign language
Does this statement describe your child?
How to score your child
Each question you will see is related to a certain message that your child might be able to express using a variety of behaviors. Read the question and decide whether your child is able to express the message described using any of the listed behaviors. If the answer is YES, then you must also decide whether your child has mastered the use of each behavior or whether it is still at an emerging stage. Check either the mastered or emerging box next to any behaviors your child uses to express the message. Use the following definitions to decide whether a behavior is mastered or emerging
Mastered
– Does this independently most of the time when the opportunity arises
– Does this in a number of di erent contexts, and with di erent people
Emerging
– Does this inconsistently
–
Only does this when prompted or encouraged to do so. Only does this in one or two contexts or with one person.
Tips on Communication Devices
Each question you will see is related to a certain message that your child might be able to express using a variety of behaviors. Read the question and decide whether your child is able to express the message described using any of the listed behaviors. If the answer is YES, then you must also decide whether your child has mastered the use of each behavior or whether it is still at an emerging stage. Check either the mastered or emerging box next to any behaviors your child uses to express the message. Use the following definitions to decide whether a behavior is mastered or emerging