ERIC ED364017: Young Adults with Learning Disabilities and Other Special Needs: Guide for Selecting Postsecondary Transition Programs. [Update.]

13 Pages·1991·0.46 MB·English

by  ERIC

DOCUMENT RESUME
ED 364 017
EC 302 587
AUTHOR
Davie, Ann R.
TITLE
Young Adults with Learning Disabilities and Other
Special Needs: Guide for Selecting Postsecondary
Transition Programs. [Update.]
INSTITUTION
American Council on Education, Washington, DC. HEATH
Resource Center.
SPONS AGENCY
Department of Education, Washington, DC.
PUB DATE
91
CONTRACT
H030000001-90A
NOTE
13p.; For an earlier version, see ED 303 948.
PUB TYPE
Guides
Non-Classroom Use (055)
Reference
Materials
Bibliographies (131) -- Reference
Materials
Directories/Catalogs (132)
EDRS PRICE
MF01/PC01 Plus Postage.
DESCRIPTORS
*College Preparation; Community Programs; Daily
Living Skills; Educational Practices; Education Work
Relationship; Employment Opportunities; Higher
Education; Independent Living; *Learning
Disabilities; Models; Needs Assessment; Postsecondary
Education; Residential Programs; Selection; Skill
Development; Student Characteristics; *Student
Development; Student Evaluation; *Transitional
Prcgrams; Vocational Rehabilitation; Young Adults
ABSTRACT
This resource paper provides informati'on about
postsecondary programs for young adults with substantial learning
disabilities and other special needs. The introductory section gives
the characteristics of the population and components of selected
educational and training programs which seem to be successful. The
resource guide then provides parents and professionals some
guidelines for recognizing the young person's strengths and
weaknesses, and recommendations for teaching them skills necessary to
live more independently. Another section, addressed to the young
adult, can serve as a worksheet for discussion with parents or other
advisers on preparing for independence. A section on programs and
resources describes about 35 campus-related programs, transitional
residential programs, and vocational rehabilitation centers. A few
programs with local appeal are described to encourage the development
of such programs elsewhere. Pinal sections list 4 employment
information sources and 13 selected publications. (JDD)
***********************************************************************
Reproductions supplied by EDRS are the best that can be made
from the original document.
***********************************************************************
U S DEPARTMENT OF EDUCATION
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EDUCATIONAL RESOURCES INFORMATION
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YOUNG ADULTS WITH
LEARNING DISABILITIES
AND OTHER SPECIAL
NEEDS:
Guide for Selecting
Postsecondary Transition Programs
This resource paper provides
INTRODUCTION
behaviors. They have difficulty
information about postsecondary
expressing themselves and under-
A sizeable number of parents and
programs for young adults with
standing verbal, nonverbal, and
professionals call HEATH to describe
substantial learning disabilities and
written communications. They
a group of young adults who have
other special needs. The
paper has
experience great difficulty in
substantial learning disabilities and
been written in response to inquiries
organizing possessions, plans, time,
other special needs which make
to HEATH from professionals and
it
and thoughts. They tend to
difficult to plan for the period
parents. On the basis of their
accumulate knowledge and learn the
immediately after high school. Most
descriptions of these young adults.
essential skills of daily living
more
of these young people have had
the introductory section of the
paper
slowly than their peers. They
are
individualized educational plans
gives the characteristics of the
inconsistent and somewhat
unpre-
(IEP's) in high school. Some have
pcpulation, as well as components of
dictable in their use of abilities and
been mainstreamed and hac
in
selected educational and training
their behavior. Even
more than most
graduated with their age cohorts
programs which seem to be
young people, this young adult has
with special diplomas
successful.
or certificates.
goals far different from what is
Others have dropped out
The first sections are addressed
or entered
to
realistically possible. In general, they
parents and professionals, including
training programs which did not lead
are immature for their age.
to satisfactory skill development.
counselors, transition specialists,
Parents and professionals believe
Most have lett the public school
program directors, and others.
that many of these characteristics
system by age 18, although services
Included are guidelines for
recog-
may be attributed to substantial,
nizing the young person's strengths
are available to them until age 21, or
language-based learning disabilities.
later in some states. They function
and weaknesses, and recommenda-
In addition, other developmental
far below grade level because they
tions for teaching them skills
do
immaturities in these young adults
not have the reading, writing, and
necessary to live more indepen-
indicate that they need
a much
math skills necessary to complete
dently. Another section, addressed
a
longer period of time to
prepare for
college degree program,
to the young adult, can serve
even if they
as a
employment than do their
age
are offered tutonng or instructional
worksheet for discussion with
cohorts. They "fall between the
adaptations.
parents or other advisers. The
cracks" of available postsecondary
section on programs and
Many young people in this
resources
group
programming. On the one hand,
outlines a variety of settings:
are unable to enter a college, career
some
they are not able to
manage
are residential or day programs;
school, or a WU time job right after
traditional college settings; adapta-
some are skills oriented; others are
high school. They frequently
stay at
tions such as special testing
social and informal. A few
home well into their 20's, trying
programs
one
conditions and timing of assignments
with local appeal are described
short term job after another. Some
to
do nbt meet their needs. On the
encourage the development of such
spend many lonely hours at home
other hand, they clearly do not need
with nothing to do. They
prognms elsewhere. Final sections
are often
the type of extensive, continuing,
list err,ployrnent information
depressed, and they tend to have
sources
no
and constant support which is
sense of what work might be
and selected publications. These lists
offered in programs for those with
can help families who choose to
meaningful for them or even how
to
mental retardation.
create their own individual approach
search for employment. Too often,
The group for whom this
paper is
to their son's or daughter's
families do not know how to help
years
written needs an intermediate level
r after high school. Available funding
them. A general poll of
persons with
of support. These young adults need:
"ft
from the U.S. Department of
disabilities taken by Louis Harris in
individually prescribed, concrete,
Education and from the Foundation
1986 estimates that two-thirds of this
step-by-step teaching strategies in
for Children with Learning
population are unemployed.
an educational or training setting;
(.1-1 Disabilities (FCLD) to encourage the
These young people scem several
sensitive and encouraging
' development of model transition
years younger than others of their
acceptance in the workplace
'7.9 programs is briefly described.
age because of some characteristic
selected; and
A Program of the American Council
on Education
One Dupont Circle. W 0 Suite 800 0
Washington, DC 20036-1193 0 [phone] 0
800-544-3284 0 Voice/TDD
This national clearinglww on
postsecondary
education for individuals with disabilities
isftnidedbytlwUSDepartnwnt of Education
2
Families go through develop-
FOR YARENTS: PREPARING
continuing, but not calstant,
mental stages and processes just
supervision from famil), friends,
TO LET GO
as
individuals do, and sometimes it
and other adults for a number of
is
Parents can do a great deal to help
difficult to continue to be supportive.
years.
a son or daughter prepare for life
It is tempting to think that once
a
As mentioned above, these young
after high school. Young people
program has been found, the path to
adults frequently have long term
independence is clear. Too often
need encouragement, experience
a
goals of living and working
and exposure to new opportunities,
new need arises requiring a different
independently, as do their siblings
and a great deal of support in order
approach and add;tional flexibilty of
and peers. Professionals now believe
thinking. Even more than most
to mature to the point of becoming as
that increasing independence is
self-sufficient and productive as
young people, this type of young
reasonable for this group if they can
adult will usually attempt many
possible. The challenge is to find or
spend additional time in specially
short term options before a satisfying
create a setting after high school that
tailored programs or have family
niche is established.
offers the young person a chance to
support to help them develop both
develop his/her potential. The young
skills and strategies -for coping with
adult considered here requires, even
life. That is, most should eventually
more than most people, to have
HOW CAN PARENTS HELP AT
be able to live independently from
strengths acknowledged. They need
family in a supportive setting. They
HOME?
to have step-by-step instruction in
should be able to work competitively,
how to perform some of life's
Various aspects of daily living can
and to enjoy a satisfying and useful
essential tasks, and they need to be
be learned at home and will help
adult life. With long term family
involved in planning their own
contribute to later independence:
encouragement, they can be
activities. Wherever possible,
Share cleaning, shopping, and
increasingly independent and take
parents should try to provide their
meal preparation responsibilities
their places in society.
sons or daughters responsibilities
to provide learning opportunities
Parents and advisers who call or
appropriate to their abilities so that
and the satisfaction of accomplish-
write to HEATH Resource Center are
their actions will be reinforced by
ment.
searching for programs that will
Help your son or daughter
their own success.
provide additional training in now to:
develop money management
Professionals believe it is crucial
skills, such as budgeting and
for parents to have realistic expecta-
make appropriate choices;
tions. Parents' goals for sons or
banking. Managing a weekly
develop a reasonable plan and
daughters should be based on a clear
allowance or income from doing
follow through on it;
understanding of the young person's
small jobs is part of preparation
improve ability to concentrate on
capabilities in order to capitalize on
for managing income from a
instructions and complete
positive motivation. It is important to
salary.
assigned tasks;
Encourage your son or daughter
behave within the boundaries of
guide choices toward successful
to participate in leisure activities
experiences rather than activities
social acceptability;
which lead to disappointment or
develop and demonstrate positive
by assisting him/her to locate an
appropriate club or class, or by
failure. This is especially difficult in
self-concept;
families where parents and other starting such a group. Such
perceive and respond to social
siblings are high achievers who groups offer opportunities for
cues or nonverbal behavior;
enjoy and expect high levels of aca-
forming friendships, often
develop planning and goal setting
demic, business, and social success.
strategies, which will develop
particularly difficult for a young
Contrary to what many parents
foresight and judgment; adult with substantial learning
have been told, the way this young
reflect on their own strengths and
problems.
adult learns cannot be radically
Work along with your son or
weaknesses;
express needs to the appropriate
daughter in home or community
transformed or eliminated by
training, although maturity will
tasks. Companionable modeling
persons, as a self advocate;
bring many abilities into focus. In
of how to do things encourages
decide to ask for help in any of the
other words, the patterns (which
self-confidence and willingness to
above.
try independently.
some call deficiencies) will not be
entirely outgrown, but they are
Expand the job options that your
In order to accomplish these goals,
son/daughter could consider by
manageable. Program directors have
the programs should teach social
discussing appropriate jobs in
found that i:- rziits sometimes expect
skills, study skills, entry level work
your workplace. Encourage
that when a son or daughter has had
skills, and specific job skills. The
questions and respond to
success in a carefully structured and
hope is that the young adult will then
supportive environment, he or she
concerns. If you know of places or
be more able to consider special
people who would be under-
might be able to do as well in a more
programs in a community college or
standing and augment skill
traditional college/training program.
in vocational training, and be able to
development, try to enlist their
live semi-independently, as with a
This is not likely to be the case, they
add.
help.
small group of friends.
Explore the possibility of having .
the lessons from life which they learn
your son or daughter become a
from false starts, even if the lessons
Transition Checklist
client of Vocational Rehabilitation
are painful. They sometimes accept
(VR). Send for HEATH's resource
"the real world" more readily than
Domestic SkillsCan he/she:
paper about ocational rehabilita-
having their parents tell them "what
_ prepare a breakfast, lunch,
tion services listed in the
might happ.:-.." It is also true that
supper, snack, or pack a lunch
publications section below.
:
you have to be willing io let go even
_ clean own room
Libraries or high school guidance
when vou receive overt or subtle
_ do laundry: use washer, dryer,
offices may be able to help you
critidsm from the extended family
and iron
_ budget time
locate the VR office nearest you, or
and well-meaning friends.
look in the state listings of your
Observers believe that appropriate
Vocational SkillsCan he/she:
local telephone book.
jobs are available. To find the jobs
Consider adult education courses
and keep them, these young people
_ get to/from work, on time
as a part of an individualized
_ punch/sign in appropriately
need to be reassured, encouraged to
_ perform work satisfactorily
program of activities and training.
ask for help when it's needed, and
_ work cooperatively with
Your local school system will
-then allowed to try. In this popula-
co-workers
provide a catalogue of offerings.
tion jobs are most often lost, not
take break/lunch appropriately
Consider making a written
because the worker is lacking skills,
_ wear suitable clothing
_
contract with your son or
but because he/she lacks awareness
use appropriate safety proce-
daughter which would appoint
of acceptable soda) behaviors.
dures
you, or another adult, to act as a
Family and friends are essential as
_ follow directions
coach. Having such a business-like
sources of modeling and providing
_ accept supervision
arrangement allows the coach to
cues in how to cope. They can offer
make suggestions and the young
Recreation/LeisureCan he/she:
optimism and applaud progress as
person to ask for assistance in an
experiences occur.
_ use free time for pleasure
orderly
_ choose reasonable activities
Set up a daily routine, encourage
FOR PROFESSIONALS AND
_ pick a hobby
him/her to follow it, and teach
_ perform requiral activities
PARENTS: PREPARING FOR
_ use community resources
ways to compe....ate for
TRAINING AND FOR
scheduling problems.
EMPLOYMENT
Community SkillsCan he/she:
LISTEN to your young person and
try to help him or her express
_ use public transportation
Before choosing a postsecondary
ideas, make suggestions, and try
shop for groceries, clothing
program, parents or advisers should
_ make necessary appointments
new experiences and tasks.
assess which skills and needs are
_ use phone
present and which must be
Certain skills are invaluable in
_ use bank accounts
emphasized in the next stage of the
today's society. These will contribute
_ be safe in zaffic, among
young adult's training. Among the
significantly to getting and main-
strangers
various ways to distinguish are a
taining jobs and sustaining indepen-
_ know how to seek help
_ handle money
transition checklist, a vocational
dence from family-based living.
evaluation, and training on the job,
Soinc key skills are:
with observation of performance
Social/Personal Skills--Can he/she:
Driving (Professionals urge that
while iLi volunteer or part-time job
_ supply appropriate personal
a teacher be chosen who knows
trials. This group of young persons
identification
how to capitalize on the
_ greet people appropriately
with substantial learning disabilities
student's style of learning.)
_ use contemporary style of dress,
will need to try numerous programs
Touch typing/word processing
hair, make-up
and jobs, learning something from
Using public transportation
_ use good grooming, hygiene
each. Parents and advisers will need
Choosing nutritious foods
skills
to remain optimistic and flexible
Making medical/dental/busi-
_ "talk" with friends/co-workers
much longer than with other young
ness appointments; remem-
_ be courteous
adults embarking on postsecondary
bering them, getting there on
_ be responsible
education or employment/careers.
time, and returning
_ be happy
Handling emergency situations
Transition Checklist
Above all, let go! It is difficult to
One approach parents, counselors,
know that your young adult will
or transition specialists can take to
A similar checklist is offered in
experience failure and make
assess personal skills is to use the
Unlocking Potential: College and
mistakes, and your instinct is to
Transition Checklist below,
Other Choices for Learning
protect him/her from it. Parents who
developed by The Federation for
Disabled People: A Step-By-Step
pull back and allow the process of
Children with Special Needs (312
Guide, a book which is included in
growth and experimentation to occur
Stuart Street, Boston, MA 02116,
the selected publications list at the
find that young people can accept
617-482-2915).
end of this resource paper.
For example, some skills such as
of the State Department of Education.
Vocational Evaluation
typing and banking can be selt-taught
This individual is responsible for
Another approach is to get a
using computer programs.
vocational education services and
professional vocational evaluation.
The Resource Section of this paper
programs for persons with
and
When effectively administered
lists HEATH's current memoran-
disabilities and can provide informa-
interpreted it provides constructive
dum, Computers, Disability, and
tion on sources of vocational
the
and positive feedback about
Postsecondary Education which
evaluation.
individual's vocational interests,
contains several sources of informa-
The
abilities, and learning style.
tion that will help parents and
Training on the Job
multidiscipli-
evaluation should be a
counselors who wish to select
involving a variety -f
hardware and software appropriate
nary one,
A job trial and/or volunteer work
professionals working together. The
for the specific needs of these voung
in the actual field the young person
should be
results of the separate tests
chooses can include observations
adults.
the
coordinated and interpreted for
and reports of progress. These
student by a psychologist or
procedures are sometimes effective
vocational counselor who is
-ways to determine whether the
* * *
knowledgeable about young adults
young person has potential to do a
with substantial learning iisabilities
particular type of job. There are
and other special needs.
several reasons for this approach,
Although there is a lack of
rather than using testing instru-
about
consensus by professionals
ments: frequently, a person with the
the
how extensive and complete
kinds of special needs described in
basic
assessment should be, the
this paper does poorly in any sort of
FOR THE YOUNG ADULT:
evalua-
components of a vocational
test situation; a task failed in the test
PREPARING FOR
tion include:
may be successfully accomplished in
INDEPENDENCE
interview and behavioral observa-
a real work setting with the
tion; work samples, including
assistance and encouragement of
[NOTE: This section is recommended
"hands-on" activities using the
fellow workers; and skills identified
for use as a basis of discussion between
and task_i
same materials, tools,
as necessary in tests for a given job
parents or the counselor and the young
found in the real work setting;
may not actually be required in the
adult, rather than as a worksheet for the
psychometric tests measuring an
specific job setting. So, for some
young person alone.]
individual's aptitude, interests,
people, the best preparation for
dexterity, and academic achieve-
You are probably looking
working is doing it!
ment; and
forward to having your own
It is usually essential for parents
situational assessment, which
and other interested adults to assist
money to spend, your own
simulates the actual work
by developing a receptive climate in
apartment or room with friends,
conditions to assess work
the chosen workplace. Clarify ahead
and the chance to choose how to
behaviors.
of time who will supervise and coach
spend y,,ur free time. You know
the young person as situations
There are a variety of ways to get
you'll need a job. To get one you
develop. Thus, the significant adults
For the
a vocational evaluation.
will probably need some training.
involved can tailor a special
young adult out of school, the
It is not too early to plan ahead.
"program" 'Which does not require
assessment can be done by a career
In this section we are going ask
support from agencies and coun-
counselor and/or the coordinator of
c;uestions such as, Are you ready
selors in the formal sense by
disabled student services at the local
for a job? Are you ready to live
remaining available, attentive
community college, university, a
(without being overbearing), and
away from your family? How can
vocational-technical school, or bv a
flexible in the face of the difficulties
you spend your spare time?
Vocational Rehabilitation counselor.
that mav arise.
You can use this section to talk
These professionals can interview
and assess (usually through paper
with your parents, an adult
and pencil tests) career interests,
friend, or a counselor about
Computer Technology as Training
abilities, and strengths. In addition,
selecting your next program.
in Home and Workplace
there are numerous private nonprofit
Although it is neither necessary
community based organizations (e.g.
Are you ready for a job?
nor always advisable, some families
Goodwill Industries, Association for
and professionals are finding that the
Retarded Citizens). There are also
Whether you are still in high
microcomputer is a versatile tool
private sources (e.g. private
school or have been out of school
which can be motivating for some
rehabilitation certified vocational
a while, you can start by making
students with learning disabilities.
evaluators, and for-profit agencies)
a list of jobs you might like to do.
Software for those with vision
that provide assessment services to
What do you do well? What kind
impairment or for those who cannot
individuals with handicaps. Each
of work do you enjoy?
write or calculate is proving helpful.
state has a Special Needs Coordinator
4
Here are some steps you can
Seventh: You can expect to get
You stay calm and
continue
take to answer these questions:
some training on the job. Your
working even when
things
new boss might even ask you
seem tense in your
First: Find out as much as you
to take classeS to improve
workplace.
can about yourself. Everyone
certain skills before you begin.
You can take criticism that
has strong points as well as
is
meant to teach you,
weaknesses. It will help you to
Do you have good work habits?
without getting upset, and
know what yours are. For
There are some things that
example, how do you learn
learn from it.
every employer expects a
something new? Is it easier
In summary, you can begin
worker to be:
when someone shows you
planning to work by learning as
Regular in attendance: It is
how to do a task? Or, do you
much as possible about yourself
important to be dependable
prefer a slow, careful
and the work world. You can
and to show up for work
every
explanation?
volunteer in your community.
_day. Others will be counting
You can work at a part-time or
Second: Find out as much as
on you. If you cannot get to
full-time job. You can practice
you can about the work world.
wo -k, yoli must have a very
good work habits such as being
Ask your parents or other
good reason. Let your
dependable, punctual, working
adults about the different kinds
employer know you will be
as a team player, and following
of jobs that are done in their
absent as soon as
you can.
the standards of a competitive
workplaces. How do
On time! Your boss and fellow
worker.
employees learn their jobs?
workers will be depending
on
What kinds of rules must be
you to be punctual and to show
Are you ready to live away from
followed?
up as expected to do your job.
your family?
Third: Learn as many skills as
If you are going to be late,
you
People who live away from
you can at home. Many will
must have a very good reason.
family need to learn how to do
help you in the workplace.
Call your boss right
away.
some important things in order to
A good team member: People
Fourth: Decide if you need
take care of an apartment, shop
who work together need to
further training or experience,
and cook, pay bills, and have an
cooperate. Employees should
or both.
enjoyable time with friends. You
treat each other with respect.
can begin to do some of these
Fifth: If you want more
Like a family or group of
things, and it will help you later:
experience before looking for a
friends, workers should
full-time job, first look for a
Develop a budget. From
consider one another's feelings
part-time job or volunteer
and rights. Unfortunately,
money available to you, you
work in Your community.
will need to set aside a certain
many people lose their jobs
Hospitals, day care centers,
because they have never
amount for rent, food, utilities,
and churches are examples of
learned how to cooperate with
clothes, recreation, gifts, and
places looking for help. You
others.
savings. Consider opening a
could also try YMCA's,
checking account and a savings
A "competitive" employee:
YWCA's, or Jewish Commu-
account.
After you have learned how to do
nity Centers. Volunteering will
Spend your money according
you must do all the
the lob.
help you find out what you like
to your planned budget; be
tasks listed in your job
to do, what kind of places you
sure you have enough left for
description. Here's what
enjoy working in, and what
necessary items.
"competitive" means:
you are good at.
Pay bills promptly.
You learn how to do a task
Sixth: If you feel you are ready
Do home chores: plan meals,
without haying to be shown
for a full-time job, discuss with
shop, cook, and serve. Make a
again every time you need
your parents and other adults
to repeat it, but
schedule to remind yourself
. .
.
your ideas about what jobs
when to clean, do laundry, and
You ask for help when you
would be interesting to you
do errands.
are not really sure what to
and reasonably located so you
do.
Ask for help from parents or
can manage transportation.
You get started on your
other adult friends. Work with
Think about ways to make a
own. You can tell when a
them to learn hints on how to
good impression when
task is finished and done
do these things more easily.
interviewing for the job.
well.
Share good tips with others.
5
6
Social clubs, churches, synagogues, and commu_
time?
What can you do in your spare
nity centers
from family make
People who live independently
to spend spare time.
Creative and recreational activities, such as
their own decisions about how
want to live with one or
handcrafts, photography, painting, cooking,
Since you may eventually
helpful to begin looking for
woodwork, excercise classes
more friends, it is
with you. You can make
people who share interests
in a group learning
Sports, acting, or singing groups
friends more easily if you are
together. Here are some
and enjoying activities
Volunteer jobs in community organizations
ideas:
ing assistant, home-health aide, transportantion assistance,
FOR YOUNG
POSTSECONDARY PROGRAMS
preschool/day care aide, and in-home care of the young
DISABILITIES
ADULTS WITH LEARNING
child. Curriculum materials are written at the 4-6th grade
NEEDS
AND OTHER SPECIAL
level and students participate in on-site work situations.
Some students are clients of Vocational Rehabilitation. There
learning chsbilities
Please Note: Persons wjth substantial
are no dormitories available.
well. Some of the pro-
sometimes have other disabilities as
applicants with other
Pan-Educator Center for Young Adults (PEC)
grams do and others do not encourage
conditions. For those whose primary condition is severe trau-
New York University
chemical
matic head injury, chronic psychiatric illness, or
One Washington Place
dependency, these programs are probably not appropriate.
New York, NY 10003
have
However, they may be suited for some students who
[phone]
sustained mjury to the brain through disease, exposure to
Jane I: 1 lerzog, Director
The Para-Educator Center (PEC) is a two-year program
toxins, or other neurological conditions.
which trains students to be aides with preschoolers, infants
and toddlers or the elderly. The program is gt.ired to help
Campus-Related Programs
students develop an awareness and knowledge of human
in a
development, acquire professional and vocational skills, and
These programs are based on a college campus, either
service to
to prepare for independent living. Two residences serve more
separate center on a regular college campus or as a
Some
than half the students, and others commute from home.
assist community students with college living skills.
offer support while students take classes on a mainstreamed
Professional Assistant Center for Education (PACE)
basis; others offer special classes and vocational training in
of the program.
National-Louis University
separate settings for some or all aspects
2840 Sheridan Road
Evanston, IL 60201
College Living Experience
[phone]
New Lifestyles, Inc.
Robert Harth, Director
5975 W. Sunrise Boulevard, Suite 211
PACE is a noncredit, nondegree, two year postsecondary
Sunrise, FL 33313
program for learning disabled students. The program pre-
[phone]
pares young adults for careers as aides in preschools or
Ken Cuave, Director
human service agencies. In addition to professional prepara-
A residential opportunity which helps students with spe-
tion coursework, the curriculum also focuses on social skills
cial learning needs to complete college level coursework or
and inderendent living skills. Students receive a certificate of
vocational programming. Services include intensified tutorial
completion at the conclusion of the program. College dormi-
assistance, instructor liaison, independent living skills
tory living is an integral part of the program.
instruction, and social skills training. Students attend
Broward Community College or Mc Fatter Vocational
Single Step
School, both nearby. Apartments are within walking distance
Dundalk Community College
of the campuses.
7200 So tiers Point Road
Dundalk, MD 21222
In-Home Care
Hutchinson Technical College
[phone]
[phone] (TDD)
Two Century Avenue
Frank Pinter, Director
Hutchinson, MN 55350
Single step is a continuing studies pre-vocational, transi-
[phone] (V /TDD)
tional, academic/socialization program for adults with dis-
Dick Lennes, Director
abilities, including learning disabled. Students participate in
In-Home Care program is an example of postsecondary
two consecutive semesters of academic remediation, inde-
vocational training which incorporates students with learn-
pendent living skills training, and career development.
ing disabilities into the regular program. Teaching is done on
Students attend three days per week, 8:30 a.m. - 4:30 p.m.
of nurs-
an individual basis and provides training in the areas
6
Students range in age from 16 - 50, and they come from all
Vocational Independence Program (VIP)
over Maryland and out-of-state. Dormitories are not avail-
New York Institute of Technology (NYIT)
able.
Independence Hall
Central Islip, NY 11722
[phone]
David Finkelstein, Director
Strauss Kephart Institue (SKI)
VIP is a three-year, nondegree college
Indian Hills Community College
program. Graduates
receive a certificate diploma and eight
525 Grandview & N. Elm
nontransferable credits
from NYIT. The program goals
are to develop skills necessary
Ottumwa, IA 52501
for living an independent life;
provide experience in a variety
[phone]
of selected jobs; and offer enjoyable
social and recreational
Judy Brickey, Director
experiences of college life. VIP students
are full-time students
Indian Hills Community College offers
a postsecondary
at NYIT with all privileges and opportunities
(except for par-
education program for studeras with learning
disabilities.
ticipation in NCAA varsity athletic teams). Majors
offered
The residential program is designed to
meet special educa-
incLde culinary arts, hospitality service, clerical,
communcia-
tional and developmental needs othighschool
granduates
tions, geriatrics, child care, and retail. Through career
coun-
who wish to increase their educational
achievement and
seling and other professional support, emphasis is placed
on
vocational potential, but who, because of
developing skills to function effectively in the work
a specific learning
environ-
disability, are unable or unready
ment and to maintain an independent life style. Dormitory
to cope with the demands of
a traditional college program. Residental
space is available.
spaces are available
in college dormitories.
Threshold Program
LEsley College
Transitional Residential Programs
29 Everett Street
These programs usually last from one to three
years.
Cambridge, MA 02238
Participants may live in a dormitory or apartment and
[phone]
receive daily supervision to help them learn how to live in
a
Arlvn Roffman, Director
group and how to manage life arrangements. Being
Threshold is a two-year, nondegree
progam for young men
employed or enrolled in a vocational training
program is a
and women, ages 18-26, who have substantial learning
dis-
part of such a program. Assistance is provided in securing
abilities. The curriculum prepares students for
careers as
vocational opportunities. The goals of transitional residential
aides in the helping professions with young children,
training programs are to instill a sense of responsibility and
elderly
people, or people with disabilities. In addition, students
foster decision-making skills. The term "residential"
take
some-
a series of courses to improve their social, independent living,
times refers to a program providing an option to live in a
supervised dormitory setting. Sometimes the
and leisure time skills. Campus dormitories
program also
are available.
includes training in the personal skills necessary to live
Upon graduation students receive a certificate of
suc-
completion
cessfully in a group.
and six college credits in vocational studies. Most
enroll in
the Threshold Transition Program,
a third year which offers
Adult Living Internship
on-the-job support and assistance to students in independent
Center for Unique Learners
management of their own apartments as they venture into
5705 Arundel Avenue
life in the Boston area.
Rockville, MD 20852
[phone]
Patricia Williams, Director
Transition Program
Adult Living Internship is an opportunity to make
a super-
Middlesex Community College
vised transition from living at home to living in the
commu-
Terrace Hall Avenue
nity. Students live in three-ber .00m apartments, hold
a job,
and develop skills to live independently. Supportive
Burlington, MA 01803
counsel-
...
ing is available regarding their careers and self-esteem.
[phone] Ext. 3035
Karen Muncaster, DireCtor
Career Apprenticeship Progam (CAP)
The Transition Program is.a two-year, noncredit,
certificate
335 Oakland Road
program for students who have learning disabilities or who
Hyannis, MA 02601
learn slowly. The curriculum provides training in the
voca-
[phone]
tional areas of clerical and business support, while also work-
Fred Peck, Program Supervisor
ing on the development of independent living skills,
person-
The Career Apprenticeship Program is sponsored by
al-social skills, and job-seeking skills. Students apply their
Riverview School, Inc. Independent living skills
are taught in
skills through internships in the clerical, mailroom, distributi-
a supportive, group home environment. Residents are
ton, or printing occupations. No on-campus housing is avail-
employed at local businesses and receive training in
a variety
able.
of areas. Students may stay up to three
years.
7
ing disabilities who want to lead adult
Career Development Center
lifestyles
but
t.
still em
some support and assistance. CCS helps
Apprenticeship Program
locate housing;
1933 Severn Grove Road
vides a live-in counselor, if need. ed; helps
develop
a
pian'f
each
participant's future development;
Annapolis, MD 21401
or
provid
training in necessary areas.; .and offers
(301) &41-6438
ongoing
support fore
Linda Jacobs, Director
participants and their families.
The Center serves a small number of young adults requir-
ing counseling to continue their training or education. They
Foundation for Independent Living
receive assessment, training, supervised apartment living,
New Lifestyles, hc.
and guidance toward taking next steps.
5975 W. Sunrise Boulevard, Suite 211
Sunrise, FL 3313
Center for Adaptive Learning
[phone]
3350 Clayton Road, Suite A
Ken Cuave, Director
Concord, CA 94519
Supervised independent apartment living
is provid
[phone]
ed in
community complex conveniently located a
near shopping,
Jean Styris, Director
movie theaters, and public tra.nsporta. non. Programming
Adults 18-40 years of age learn the essentials of indepen-
includes basic living skills training, job referral,
and a
dent living in a program that offers residential living and
com-
plete schedule of social and recreation activities.
Additional
training in social skills, sensory motor training, counseling,
training in banking skills and other personalized
program_
roommate peer counseling, cognitive retraining, and job
ming is offered through individual contract with
placement. Students either work or attend local community
New
Lifestyles (see College Living Experience, above).
college, and job coaching and tutoring are available.
Apartments in the community are available, and most are
Independence Center
clients of Vocational Rehabilitation.
3640 S. Sepulveda Boulevard, #102
Los Angeles, CA 90034
Chapel Haven, Inc.
[phone]
1040 Whalley Avenue
Carol Goodman, Director
New Haven, CT 06515
Independence Center provides a supportive
program in
[phone]
which young adults with learning disabilities learn
Christine Gaynor, Director of Admissions
the skills
necessary to live independently. These include job skills,
Chapel Haven offers participants a structured transitional
apartment care, social skills, and adult decision-making.
residence designed to promote independent living skills and
Vocational training is accomplished through apprenticeships
employment. Job samplings with local employers are utilized
and/or enrollment in vocational schools or in community
to link the practical academic and pre-vocational program
with necessary job skills. Achievement of living skills and
college programs.
employment goals leads to an independent living situation in
the New Haven community, with support services through
jespy House
the Outreach Program.
65 Academy Street
South Orange, NJ 07079
Cloister Creek Educational Center, Inc.
[phone]
P.O. Box 80310
Lynn Kucher, Executive Director
1280 Highway 138 SW
jespy House provides young adults with the opportunity
Conyers, GA 30208
to live in a supervised apartment setting and develop basic
[phone]
life skills, social skills, latent abilities, and independence.
Debby Sinclair, Director
Residents are placed in the local job market upon arrival at
Cloister Creek is a nonprofit residential school designed to
the program, and supervision is provided by a vocational
meet the special education needs of young adults age 17-22
counselor.
whose learning difficulties have affected their abiility to func-
tion independently. In a family-style home, students work to
Life DeveloPment Institute
improve basic academic, social, and independent living skills.
P.O. Box 15112
Counseling in both groups and individual settings is pnwid-
Phoenix, AZ 85060
2514- Og
ed, as well as pre-vocational and job rediness counseling, stu-
17111/
(602)
dents are assisted to fnd jobs and are given the necessary sup-
Robe?tiTrattrd,
Director
port to make it a positive experience.
The Life Development Institute conducts a variety of pro-
grams designed to enable participants to obtain employment
Creative Community Services
and independent living status commensurate with individual
1720 Peachtree Road, Suite 127
capabilities. Vocational assessment and training is provided
Atlanta, GA 30309
through community based programs or direct job place-
[phone]
ments. It is particularly appropriate for those needing a sin*
Sally Buchanan, Director
tured environment. The supervised residential components
Serving young adults 20-35 years of age, this organization
an essential aspect of the postsecondary program.
creates living arrangements for people with a range of learn-
8
9
M.A.C.L.D. Apartment Residence/STILE Program
seling, and academic
instruction. Each student's
program is
(Success Through Independent Living Experiences)
individually designed.
1501 Park Avenue
Opening in 1991, the
Independence Center for
Young
Asbury Park, NJ 07712
Adults with Learning
Disabilities is
a three year model
[phone]
demonstration project
that will serve 75 individuals
between
John Reno, Director
the ages of 18 and
30 who have significant
vocational and
STILE is a transitional living facility sponsored by the
independent living handicaps
due to the functional
limita-
Monmouth County Association for Children and Adults with
tions imposed by their
learning disabilities.
Training will
Learning Disabilities. It provides experiential training to resi-
iriclude self-advocacy,
skills for accessessing
local resources,
dents. Daily living, social, and vocational skills are developed
acceptance of disability,
assertion, social skills,
job
through intensive instruction, counseling, and job placement.
readiness/job seeking/job
keeping skills,
independent living,
and disability
Productive independent living is the ;tandard goal.
awareness (how to disclose
disability to an
employer and ask for
accommodations). Peer
networking
and job clubs, as well
Transitional Apartment Program
as family support
meetings, will aid
clients' transition to competitive
18 Park Street
employment and indepen-
dent living. (Judy Kramer,
Lee, MA 01238
Director; 301/468-8810)
[phone]
LEAP, Inc.
Michael McManmon, Director
(Life Experiences Activities Program)
The Transitional Apartment Program is an independent
8719 Colesville Road
living program for LD adults ages 18-30. The program offers
Silver Spring, MD 20910
full clinical services, vocational training, the opportunity to
[phone]
earn a GED or to on to college, and a residential program.
Arlene Silverstein, Director
The program also includes a major travel experience each
LEAP is a private, nonprofit rehabilitation
year. Twelve apartments are available (singles and with
agency which
provides a transitional program to assist
young adults with
roommates). kesidents receive training in supervised apart-
substanriAl learning disabilities and other
special needs to
ments and participate in paid or voluntary job placements.
become successfully integrated into the
community. Services
include assessment and diagnosis, vocational
training, social
Vista Program
awareness, counseling and therapy, vocational support
ser-
Captain Spencer Homestead
vices, and employer services. Some participants
are clients of
1356 Old Clinton Road
VR, and others are privately funded.
Westbrook, CT 06498
[phone]
Project A.B.L.E.
Vista offers an individualized program for young adults in
(Alternatives for a Better Learning Experiente)
transition to work and independent living. Through work
Norwalk Board of Education Adult Education
experiences, individual and group counseling, seminars and
105 Main Street
coursework students develop skills and behaviors necessary
Norwalk, CT 06854
for success in adulthood. Among the skills addressed are
[phone]
interpersonal relationships, positive self-esteem, and time
Patricia Giannini, Director
management. Upon completion of the program each student
A.B.LE. is an example of a program serving adults with
is assisted in the transition to an appropriate living situation,
learning disabilities through the public schools. Students
whether it is a supervised setting nearby or back to their
attend classes two nights a week, for up to two years, and
home community.
study business math, writing/spelling, and reading
compre-
hension. The staff is trained in special education and provides
informal counseling, socialization training, and a variety of
supportive services, such as assistance in test taking and
Selected Local Program Resources
making requests for modifications in testing conditions of
licensing exams. Twent)i percent of the students go on to
The programs listed below are designed to serve a local
vocational school or a training program. Most combine the
community and do not provide residential accommodations
classes with daytime jobs.
unless so stated, although occasionally clients from other
states find housing privateiy in order to attend. They are
Specialized Housing, Inc.
included here to show the variety of programming available.
12 Lincoln Road
Brookline, MA 02146
Center for Unique Learners
[phone]
5705 Arundel Avenue
Margot and David Wizansky, Directors
Rockville, MD 20852
Specialized Housing, Inc. sponsors five households in
[phone]
Massachusetts and Rhode Island, which are owned by par-
Patricia Williams, Director
ents and residents. Among the goals are to give young adults
The Center's Open Horizons Program includes career
with disabilities a permanent place of their own, a sense of
counseling, job-placement with follow-up servoces, social
security, supervision on a 24-hour basis, and training as need-
and independent skills training, individual and group coun-
ed in housekeeping, money, social, and community skills. Ten
9
1 0