More can still be done. Many citizens with special needs can be taught skills that can be utilized in businesses and people-oriented employment sectors.
Whether you are a parent guiding your child through the education process or if you are an adult reentering the work place, you need to examine the core aspects of transitioning.
A P P L E S T O A P P L E S ?
Transition. Go ahead say it slowly – tran-si-tion. It sounds like such a smooth word as it rolls off your tongue. But, for parents of special-needs children or young adults, or, for others reentering their social life or career after a traumatic physical or mental injury – rehabilitation, vocation-training and tran-sition is stuttering.
What does it mean? And, why the comparison of apples to apples? Like apples, (there are over 2500 varieties in the United States alone), transition for individuals is considerably vast in diagnosis, disability, need, education and ability. The solutions are as complex as comparing apples to apples! But, what is at the core?
Confidence (From the individual)
Expectations (From the parents, employer and self)
Education (Employment learning programs, rehabs and vocational schools)
Ability (Physical and mental capability)
Resources (Budgets, state and federal programs, and sponsors)
Community (Willingness and acceptance to provide opportunity)
Whether you are a parent guiding your child through the education process or if you are an adult reentering the work place, you need to examine these core aspects of transitioning. The navigation of the vocational process will depend greatly on the individual’s circumstances.
As a child transitions through the education system, factors of physical skill, cognitive ability and social competence are documented. Most school systems work diligently to allow for the
“least restrictive” and “most productive” situation. The confidence of the child, teacher and parent will help determine what class best suits the child. The “post-education-vocation-possibility” puts the focus on the individual’s actual ability. It usually begins a little
too late, thus the need for real-life, hands-on skill training is becoming more apparent. And, once again, this possibility will vary greatly.
Barbara, mother of Alex, a 23-year-old male with autism states “Transition, it is a lengthy process, it is not just a word.” Once again, parents like Barbara, are trailblazers for the rest of the children coming up the path. She describes how the end of the days within the education system is devastating for children with disabilities. After years of being integrated with their peers, enjoying activities, learning, having fun and relating to others who understand them, they turn 21, and all ends abruptly. She describes many programs that are available, but with insufficient defined services, activities and lack of funds. The ELP, or “employment learning program,” must be redefined. “Graduates cannot simply be dropped. The students cannot wait in limbo-land over the summer months while budgets are being approved. The safety-net is dropped and it is terrifying,” she says. Since much of the federal and state budgets are concerned with
education, it seems as though pressure is on to establish more training for our older special needs crowd, specifically 18 to 21 and 21 and older. Educational rehab training programs and career
life-coaches for the special needs population is a growing service.
Honing in on the individual’s work skill and confidence level is important. Parents also must cut the apron strings and allow adults to find their independence. Confidence and independence are key components to transitioning. Understanding the expectations of, and the social ability of, the individual is important as well. “They want to and can learn to be in the workforce,” says Pat
Sodano, Principal of Mercer Elementary School, part of the Mercer County Special Services School District (MCSSSD,) in New Jersey. “Our kids should be viably employed and integrated in the community.” Ms. Sodano, a special needs educator for over 40 years, explains how parents are exhausting all resources and searching for resources of their own to find one that fits their individual need. “More needs to be done,” she explains. “We live in an age where we are able to teach a skill set. Then we should let that individual take it into the community to provide a good end product. In this world, (today), groups need to work together. Our kids should be working side by side, as disabled and non-disabled peers.”
The Arc of New Jersey (ARC,) is the state of NJ’s largest organization which advocates for and serves citizens with intellectual and developmental disabilities. It has done a tremendous job for
over 60 years, promoting advocacy for the mentally disabled. A group of compassionate families were pioneers implementing programs, providing support and planning for future awareness. Yet, more can still be done. Many citizens with special needs can be taught skills that can be utilized in businesses and people-oriented employment sectors. Public support, management supervision and a willingness to hire is necessary.
Amie Trinca, Director of Woodrow Wilson Rehabilitation Center in Augusta County, Virginia and founder of LEAP, or “Leisure Experiences for Active People,” describes her philosophy to rehab training. “You must put the people first.” She states that most communities have the lack of knowledge of what persons with disabilities are capable of doing; and, most parents of those with disabilities are afraid to let go. Persons with disabilities are stifled, when instead, they should be taught skills. She explains further, “At Woodrow, evaluations are given to see what program will suit them (the young-adults) best. “P.E.R.T” (post educational rehab training) possibilities are limitless, ranging from pet grooming to nurse aides, computer repair to baker.” When I ask, How to find the right places?, she responds, “Dig through the weeds to find the flower!” More programs need to be implemented across the country, but they do exist. Parents need to find them – and education systems and family advocacy programs need to spread awareness about them. Once again research is necessary, since there are so many variables in the disabled child’s ability. One family, in Lawrenceville, Georgia, opened a business, “Special
Kneads & Treats, Inc.” The owners saw a need for their son. They developed a plan and brought it to fruition, now serving others and giving persons with disabilities the opportunity
to be employed. “Everyone needs to be needed,” says Tempa Kohler, owner and baker. Who knows, maybe franchise opportunities are on the horizon (See video next page).
Regional family advocacy groups and resource organizations across the country work diligently to prepare young adults once their education terminates. However, the 21 and over population is growing and range quite a bit from those with paralysis to those who are socially or cognitively impaired. The disabilities, once again are like apples. The availability for skill training and viable opportunity in the workplace needs to be as vast.
Some adults that are fully physically functional or fully-mentally functional can be trained or re-trained and have the capacity for high-income employment. No aspiration should be limited within the context of the individual’s skill. Admiration continues for the brilliance of Steven Hawkings or Michael J. Fox – do not tell them that they cannot do something – for surely, they will prove to you that they can.
Competency and realistic expectations need to be addressed with transitions, so although always reaching for the highest bar, some individuals may be better suited for other types of honest, hardworking types of employment: Cleaning services, laundry facilities, car-maintenance services, supermarket shelf stocker, paper shredding business, custodial work, dish-room/kitchen-help services, culinary preparation services for restaurants or conference centers, floral and landscaper arrangements, postal services, radio announcers. The list is endless like a fall harvest from an apple tree.
What we know is – as advocacy for this special group of people continues – more emphasis needs to be on funding the programs that train the individuals. In 1999, the “Ticket to Work,” a federal program, gave incentives for those reentering the workforce a way for vocational rehabilitation. The program eases the re-abled person, in spite of their disability, to reenter employment without losing disability benefits all together. This system allows the individual
to find new skills, set higher goals, and eventually become less dependent on disability income.
Bill Fertig, retired police officer, and now owner of custom beach wheelchair.com, shares his own personal adventure. After suffering traumatic injury to both legs following a devastating motorcycle accident, Bill describes the lengthy process of rehabilitation and reentering the work force. He describes how he raised the bar, set goals and learned new skills. “It may take a while,” he says, “but it is worth it in the end. Reentering the workforce can be quite a different path – depending on the individual’s circumstance, their goals and the precursors to full employment again.”
So, tran-si-tion – what does it mean? It means the core structures are mandatory. It means legitimate vocational training for our children must start early and skills assessed. It means resources need to be funded and the possibilities opened. It means that the over 21 population needs to be included and meshed into the workforce. And it means that each apple should
have a chance to grow.•
ABOUT THE AUTHOR:
MaryAnn Raccosta is author, freelance writer and special needs advocate.
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