Parenting
Helping Students with Disabilities Live Independently
By
Aug 20, 2005, 17:55

(ARA) – Every parent knows the day will eventually come when their child will leave home; parents realize that it is their job to prepare their child for that day. For parents of children with disabilities, preparing their children for independent living means lots of involvement and effort on their part.
“Parents of children with disabilities play an important role in ensuring their success both in school, on the job and living on their own,” says Dr. John Nietupski, director of the Super Senior transition program that helps Iowa high school students with disabilities enter the world of work.

Susan and Mark Isham of Iowa City, Iowa, understand the value of family involvement – and the work it involves. Their son Ted made the transition to living independently after he graduated from high school in 2004. He currently works at the largest supermarket chain in Iowa, has his own apartment and a steady girlfriend.

The Super Senior program was one of the support groups that the family used to help Ted reach his goal of independence. “Students with disabilities need extra training and support to become successful in a community job,” says Nietupski. The Super Senior program staff and the Isham family have first-hand experience in helping children with disabilities make a successful transition. They offer the following tips for other families.

* Start early – build expectations and create opportunities by giving your child responsibilities at home, starting at elementary school age. “We tried to do as much as we could to help him learn responsibility and be independent,” says Mark.

The Ishams taught Ted independence in a number of ways, from having him do his own laundry to riding his bike to school. As he got older, his parents helped Ted master what the Ishams call survival skills: cooking, practicing good hygiene, finding transportation and learning money handling skills. “Ted always said he wanted to live on his own, so we worked toward that goal together,” says Susan.

* Encourage your school to provide a variety of job shadows and work experiences – students need to explore all options before selecting the right job. Ted had four high school job shadows, an internship and two job placements before selecting his current position.

* Learn what’s available to help your high-schooler find, learn and keep a job. “Resources are out there, but they’re not always easy to find,” says Nietupski. Ask lots of questions of your child’s special education staff, other parents who have gone before you and community rehabilitation agencies. Access family friendly “transition” Web sites and become an expert.

* Help make employer connections – parents should share a list of every business person they know with the team member who will contact employers on their child’s behalf. Most nondisabled youngsters get their first job through friends and family, and it is just as good a strategy for students with disabilities.

Susan and Mark had talked to Ted early in high school about where he’d like to work, and then spoke with the supermarket manager. After Ted interviewed and got the job, his parents helped him practice bagging groceries at home, helped him keep track of his schedule, and checked in periodically with the store manager.

“The transition period can be very stressful for both parents and the child,” says Judy Cilek, transition navigator with the Super Senior program and herself the mother of a child with disabilities. “But when you’re equipped with as much information as possible and have a good support team in place, you can go from dreading this process to making it a positive and affirming experience.”

For more information, contact the Super Senior program at (800) 332-8488, ext. 6442 or via e-mail at Jnietupski@aea10.k12.ia.us. Courtesy of ARA Content

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