ConnectABILITY Homepage

The Red Flags of Aging

Selected presentations from a daylong conference focusing on the concerns and support needs of people with a developmental disability who are aging. Held on June 28, 2012 in Toronto.

Master of Ceremony: Colin Hamilton

The sessions included here are:

The 3 D’s

Presenter: Therese Lawlor

Understanding and recognizing the 3 D’s (Dementia, Delirium and Depression). What are they? How are they diagnosed? How are they different?

Audio MP3

Accompanying pdf’s:

Additional Resources:

Nutrition and Related Concerns

Presenter: Susan Hui

Some of the common concerns around nutrition and eating as they relate to aging and some strategies that can be used to help maintain the nutritional level of those we support.

Play

Community Care Access Centre

Presenter: Jennifer Scott

The role of the CCAC has been enhanced to become a system navigator to provide a one stop access point for in home health care and community based services for the residents of Ontario.

Play

Adults on the Autism Spectrum

People living with ASD and those who love and support them are widely diverse in every conceivable way. The resources on this site are meant to encourage, advise and inspire you, not to dictate how you should act or feel.

 

Where to begin?

Use our timeline to learn more about each step of the transition to adulthood. Or if you would prefer to read the whole article you can find it here Read more »

What is Developmental Services Ontario (DSO)?

Developmental Services Ontario manages the application process for all provincially-funded supports for adults with a developmental disability in Ontario. Developmental Services Ontario helps adults with developmental disabilities connect to services and supports in their communities. There are nine agencies across Ontario to serve you. DSO organizations are funded by the Ministry of Children, Community and Social Services.

www.dsontario.ca/

Excerpt from “Neurodevelopmental Disabilities” (Let’s Talk: An Open Dialogue on Vulnerability in Toronto Series)

Presenter: Layla Hall, Surrey Place Centre.

Autism Speaks Canada Connect

A national, multi-faceted virtual system revolutionizing the way people in the autism community are informed and engaged. https://connect.autismspeaks.ca/home

Ontario Passport Funding

Passport is a funding program that helps adults 18 years or older with a developmental disability to participate in their communities. It also helps caregivers of an adult with a developmental disability take a break from their caregiving responsibilities. Passport is funded by the Ontario Government and administered by local Passport Agencies.

Where to spend your Passport Funding

Community Participation and Activities

Activities for youth and adults that can be purchased using “Passport” funding or personal funds. Cost varies based on an individual’s support needs and program activities.

Fee for Service Directory
My Community Hub
Community Participation Supports

Caregiver Respite

Respite care provides a short planned break from the physical and emotional demands involved in caring for a family member who has a disability.

Respiteservices.ca

Person Directed Planning

Passport funding can be used to develop a person-directed plan that builds on the individual’s strengths and interests and identifies supports to help them achieve their goals.

Person Directed Planning

How to spend and track your Passport funding

Passport funding can be used to access community participation and activities of daily living. It can be used for caregivers to take a break from their caregiving responsibilities. Moreover it can be used to create personal life plans. This is called person-directed planning to reach ones goals. You can also use Passport funding for administration and tools to keep track of what your funding is spent on. Read more

Resources to help with legal and financial issues

From time to time, self-advocates and family supports run into obstacles, gray areas, and bigger problems in the course of navigating the world, especially when dealing with organizations or systems that are not trained in autism spectrum disorder(ASD). Families report struggling with issues such as filing taxes; setting up bank accounts; obtaining insurance; struggling to keep employment; or estate planning. Read more

Creative solutions and successful Experiences

Stories of how people have raised money and collaborated in developing creative support solutions.

Employment: Disability and disclosure

A job coach’s tips on disclosure in the workplace

What is disclosure?
Releasing personal information about yourself for a specific purpose. Today, more job seekers with disabilities are entering the workforce. For persons with disabilities, finding and keeping work is usually no different than for those without disabilities. However, there may be additional things to consider, such as disclosure—if, when and how to tell people about your disability. Read more

Autism in the Workplace

Tips for successful Advocacy

Richard talks about disclosure from a job coaches perspective

David discuss disability and disclosure in the workplace

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Ask a question or discuss your strategies with other families

Connected Families: A place to share your ideas with others on the site. Join the conversation

Here’s what we heard from you Ontario!

This project undertook research to inform what content should be created for this page. It is a great resource that further identifies the lack of supports needed for adults on the Autism Spectrum as they transition from youth to adult. Read the report

Acknowledgements

This page was funded by MCCSS under the ‘Passport Initiative’, this three year project was a collaboration between Autism Ontario, Community Living Toronto, ConnectABILITY, Geneva Centre for Autism and Kerry’s Place Autism Services.

A job coach’s tips on disclosure in the workplace

What is disclosure

Releasing personal information about yourself for a specific purpose. Today, more job seekers with disabilities are entering the workforce. For persons with disabilities, finding and keeping work is usually no different than for those without disabilities. However, there may be additional things to consider, such as disclosure—if, when and how to tell people about your disability.

Generally, an employer does not have the right to know a person’s confidential medical information, such as the cause of the disability, diagnosis, symptoms or treatment, unless these clearly relate to the accommodation being sought, or the person’s needs are complex, challenging or unclear and more information is needed. In rare situations where a person’s accommodation needs are complex, challenging or unclear, the person may be asked to co-operate by providing more information, up to and including a diagnosis. In such situations, the employer must be able to clearly justify why the information is needed. However, wherever possible, an employer must make genuine efforts to provide needed accommodations without requiring a person to disclose a diagnosis, or otherwise provide medical information that is not absolutely necessary.

When asking for accommodation, the type of information that people may generally be expected to provide includes:

  • That the person has a disability
  • The limitations or needs associated with the disability or a medical condition
  • Whether the person can perform the essential duties or requirements of the job, with or without accommodation
  • The types of accommodation that are needed to allow the person to fulfill the essential duties or requirements of the job
  • Regular updates about when the person expects to come back to work, if they are on leave.

Where more information about a person’s disability is needed, the information requested must be the least intrusive of the person’s privacy, while still giving the employer enough information to make the accommodation.

Disclosure should be in terms of how are you able to do the job.

Responsibilities – For you and the employer

Your responsibilities as an Employee

Duties and responsibilities in the accommodation process
The accommodation process is a shared responsibility. Everyone involved should co-operatively engage in the process, share information and consider potential accommodation solutions. The person with a disability is required to:

  • Make accommodation needs known to the best of their ability, preferably in writing, so that the person responsible for accommodation can make the requested accommodation
  • Answer questions or provide information about relevant restrictions or limitations, including information from health care professionals, where appropriate and as needed
  • Take part in discussions about possible accommodation solutions
  • Co-operate with any experts whose assistance is required to manage the accommodation process or when information is needed that is unavailable to the person with a disability
  • Meet agreed-upon performance standards and requirements, such as job standards, once accommodation is provided
  • Work with the accommodation provider on an ongoing basis to manage the accommodation process
  • Discuss his or her disability only with persons who need to know.

The accommodation provider is required to:

  • Be alert to the possibility that a person may need an accommodation even if they have not made a specific or formal request
  • Accept the person’s request for accommodation in good faith, unless there are legitimate reasons for acting otherwise
  • Get expert opinion or advice where needed (but not as a routine matter)
  • Take an active role in ensuring that alternative approaches and possible accommodation solutions are investigated, and canvass various forms of possible accommodation and alternative solutions
  • Keep a record of the accommodation request and action taken
  • Maintain confidentiality
  • Limit requests for information to those reasonably related to the nature of the limitation or restriction, to be able to respond to the accommodation request
  • Implement accommodations in a timely way, to the point of undue hardship
  • Bear the cost of any required medical information or documentation (for example, the accommodation provider should pay for doctors’ notes, psychological assessments, letters setting out accommodation needs, etc.).

The person seeking accommodation is generally required to advise the accommodation provider that they have a disability, and the accommodation provider is required to take requests for accommodation in good faith. In employment, a person with a mental health disability does not have to meet an onerous standard for initially communicating that a disability exists to trigger the organization’s duty to accommodate. Organizations should limit requests for information to those reasonably related to the nature of the limitation or restriction, to assess needs and make the accommodation.

What are the benefits of disclosing

  • It allows you to receive reasonable accommodation so that you can perform on the job effectively.
  • It provides legal protection against discrimination.
  • It reduces stress, since a lot of energy could be lost trying to protect your disability.
  • It gives clearer picture of what kinds of expectation people may have of your abilities.
  • It ensures that you are getting what you need in order to be successful.
  • It provides access to consider health insurance and other benefits.
  • It provides greater freedom to communicate should you face changes in your particular job situation.
  • It improves your self-image through self-advocacy.
  • It allows you to involve your employers in learning of skills and development of accommodations.
  • It increases your comfort level and confidence.

What are the risks of disclosing

  • It can cause you to face bad experiences leading to loss of employment.
  • It can lead to negative responses from your peers and other staff members.
  • It can cause you to become an object of curiosity.
  • It can lead to your being treated differently than others.
  • It can bring conflicting feelings about your self-image.
  • It can lead to your being viewed as needy, not self-sufficient or unable to perform on par with peers.
  • It could cause you to be overlooked for a job, team, group, or organization.
  • Disclosing personal and sensitive information can be extremely difficult and embarrassing.

The important issue of timing

Should one disclose in an application, or during the interview? When accepting the position? After working in the office and gaining a clearer idea of how the disability may affect performance? Each has its drawbacks and benefits.

With AODA Employment Standards, organizations are adding to the job descriptions or their application process a statement that states ‘If you require accommodation to apply or if selected to participate in an assessment process, please advise Human Resources.’

Interviewers should pose questions that ask:

  • What do you need to be successful at your position?
  • How will you be able to do the job?

Phrase your accommodation needs in terms of what you need to be successful in the workplace.

At this stage, if you say yes to that you need accommodation for the interview –such as extra time to do an assessment, or specific interview requirements, then you are inadvertently disclosing.

But what happens if you don’t need accommodation during the interview stage but will need an accommodation during work?

Option: During the Application stage

Important to differentiate between your need for interview accommodations vs job specific accommodation – at this stage, you are disclosing you need interview accommodations.

Important not to disclose your specific disability.

Positives:

  • Employers know before interview – can be prepared in knowing how that person can do the job.
  • Disclosing at this time conveys to employer your self-confidence in doing the job.
  • If the organization has had positive experiences with hiring persons with disabilities, then they may be more open to hiring such individuals again.
  • If they have been encouraged to hire a person with a disability your disclosing can be perceived as an excellent opportunity for the organization.

Negatives:

  • Employer can be reluctant to interview if they know of your disability or can be a way of screening people out if you disclose your specific disability.
  • Can interview you without intending to hire.
  • If you specifically disclose, they may feel that you cannot do the job or could cause problems once you have been hired.

Option: During the interview stage

Positives:

  • Open-minded employers will be interested in seeing how you can do the job duties.
  • It gives you an opportunity to address the employer’s concerns and how you will be able to do a job.
  • The organization may consider doing a working interview to show your abilities.
  • It may make the employer feel comfortable and help them to be proactive on how to make your hiring successful.
  • If you have an employer who is negative it gives you a chance of being judged fairly and to advocate for your skills and way of doing the position.

Negatives:

  • For biased interviewers, may feel that you were dishonest for not disclosing at the application phase.
  • May feel that you are not able to perform the job to standard.
  • Interviewer who is inexperienced may feel that they are not prepared to interview a person with a disability.
  • May have had a bad interview or work experience in the past- may apply negative biases to you.
  • Past bad experiences or negative stereotypes may have an effect on hiring you.

Option: Disclose during the job offer stage

Positive:

  • You have already negotiated terms of work without potentially being seen negatively or being considered negatively because of disability.

Negatives:

  • May be perceived as untrustworthy because it was kept as a ‘secret’.
  • If they are unable to accommodate, they may find other reasons to get rid of you.
  • May feel that they have been forced to accept an employee without considering the costs.
  • Possible lack of faith in your abilities.

Option: Disclose during the work stage

Positive:

  • You did not have to discuss it during the application or interview stage – less stress!

Negatives:

  • Employer may have mistrust of you – why didn’t you disclose earlier they may ask.
  • Could hurt your relationship with manager etc.
  • If they don’t wish to accommodate, may find other ways to get rid of you.
  • Without previous disclosure, think you are not sure of your abilities.
  • Without disclosure, they may perceive that you wanted to start a lawsuit.

Option: Only when your disability becomes an issue.

Positives:

  • You did not have to negotiate before this disclosure.
  • You were able to prove you could do the job.

Negatives:

  • Lack of trust with the employer.
  • You have had previous challenges and the employer may think you have other issues other than your disability.
  • Not being aware of your disability, the employer may have started to document your performance concerns to terminate you or you are starting to make reasons for performance issues.
  • They may perceive it as though you are not comfortable with your disability and may make others feel uncomfortable.

Examples of how to ask for accommodation

  1. To be successful, I may need to be allowed to work without a break.
    ‘I tend to be so focused on my work that I find taking breaks to disrupt my effectiveness or efficiency or it takes me a long time to get back into my work routines if disrupted to take a break.’
    Accommodation in terms of ending your work shift earlier to take into consideration you not taking the legal breaks. (Some companies see breaks as a legal issue, safety or performance issues).
  2. I need to start work at a certain time of day (medication reasons)
    I work my best when I am able start my shift at 1pm as I am not a morning person
  3. I need colleagues speak to me in a certain way – E.g I like when I am greeted with ‘Hi’ versus ‘how are you today?’
    You should try your best to be flexible with employers regarding your accommodation needs especially if it an accommodation that involves other co-workers.
    Disability AwarenessTraining from a service provider can help in this area but would require specific disclosure of disability.
    If Employer is interested in maximizing staff’s individual performance- then gives you the opportunity to say you need a specific accommodation such as a change in lighting, workstation, work periods, will enable you to simply state your needs without specific disclosure.
  4. I work best when I have simplified and specific instructions that are not open to interpretation.
    E.g. I work best if I am allowed to take notes, especially on my phone rather than relying on paper.

General disclosure and support tips

  • Co-workers do not need to know why you need accommodations- they may notice that you have accommodations but they do not need to know why.
    If any inquiries – simply say it is for personal reasons and this is how you work best and no further explanation is required.
  • Know your strengths and interests and workplace needs. How are they related to your work?
    E.g. I am good at statistical analysis and need to work in quiet work-area with minimal staff contact.
    I am good at keyboarding and don’t mind being interrupted at my job.
  • Take advantage of Mentoring Programs if they are offered by your employer.
  • Monitor your performance to ensure you are meeting standards.
    Speak to, phone message or email your manager on a regular basis for performance related questions:
    How am I doing? Is there anything I need to improve on? Do differently? Are you happy with my performance?
  • Negotiate expectations that take into account your needs.
    • Know your expectations and managers expectations.
    • Know both long term and short-term expectations and goals.
    • Know your manager’s work priorities.
    • Ask for assignments in a predictable manner and follow up if needed.
  • Ask to communicate in your preferred manner or get assistance if needed –e.g. verbal vs written.
  • If there is a change to your work routine, ask for as much notice as possible. i.e. monthly or weekly meetings.
  • Be prepared to get the assistance of an Employment Service Provider to discover what are the best ways to get your workplace needs met. They can assist you with what you can say to be your own self-advocate or be there with you for emotional support or if you wish, can also speak on your behalf.

Thanks to Richard McCallum and Spinal Cord Injury Ontario for putting this information together for this project. – http://www.sciontario.org/

Resources to Help with Legal and Financial Issues for Self-Advocates and Caregivers

From time to time, self-advocates and family supports run into obstacles, grey areas, and bigger problems in the course of navigating the world, especially when dealing with organizations or systems that are not trained in autism spectrum disorder(ASD). Families report struggling with issues such as filing taxes; setting up bank accounts; obtaining insurance; struggling to keep employment; or estate planning. At those times, it can be difficult to know where to obtain information or support. This document can give you a place to start.

Organizations that can provide information or support

Sometimes we need a helping hand:

  • Legal Aid Ontario http://www.legalaid.on.ca/en/ 1-800-668-8258 – Legal Aid Ontario promotes access to justice in Ontario for low-income individuals.
  • Pro Bono Ontario https://www.probonoontario.org/about/ – Pro Bono Ontario connects volunteer lawyers with Ontarians who can’t afford a lawyer with a lawyer.
  • Social Justice Tribunals Ontario (SJTO) http://www.sjto.gov.on.ca/en/ – is a cluster of eight adjudicative tribunals with a mandate to resolve applications and appeals brought under statutes relating to child and family services oversight, youth justice, human rights, residential tenancies, compensation for victims of violent crime, disability support and other social assistance, and special education. SJTO has provided a list of where to get legal help: http://www.sjto.gov.on.ca/en/getting-legal-help/
  • Human Rights Legal Support Centre http://www.hrlsc.on.ca/en/home 1-866-625-5179 – The Human Rights Legal Support Centre provides legal services to individuals who have experienced discrimination. The Centre will provide legal assistance to individuals in taking an application to the Human Rights Tribunal of Ontario to resolve a human rights dispute.
  • The Office of the Public Guardian & Trustee (OPGT) https://www.attorneygeneral.jus.gov.on.ca/english/family/pgt/ 1-800-518-7901 – OPGT delivers a range of services that safeguard the legal, personal and financial interests of certain private individuals and estates.
  • The Special Needs Planning Group: http://www.specialneedsplanning.ca/ 1-905-640-8285 – The Special Needs Planning Group’s sole purpose is to assist families in the provision of a secure financial future for our loved ones with disabilities.
  • Psychiatric Patient Advocate Office: http://www.sse.gov.on.ca/mohltc/ppao/en/default.aspx 1 800 578 2343 – The Psychiatric Patient Advocate Office protects and promotes the rights and entitlements of Ontarians with mental illness through advocacy, rights advice and education.

Sometimes we need information:

  • Community Legal Education Ontario (CLEO) http://www.cleo.on.ca/en CLEO (Community Legal Education Ontario / Éducation juridique communautaire Ontario) helps people understand their legal rights by providing information.
  • Partners for Planning http://www.planningnetwork.ca The P4P Planning Network provides free resources including webcasts followed by live Q&A, inspiring documentaries and stories, financial and legal planning tools, and more.

Sometimes we need help from professionals (Fee for Service Options):

The agencies or individuals listed here listed here are those who are recognized as experts in Ontario and who are consulted as such by stakeholder agencies. These are some of the services that have often been used by families. There may be other professionals who are not listed here, with whom you may wish to consult. It is important to make sure that the financial or legal expert you consult has previous experience with disability issues.

  • ARCH Disability Law http://www.archdisabilitylaw.ca/ 1-866-482-2724 – ARCH Disability Law Centre is a specialty community legal aid clinic dedicated to defending and advancing the equality rights of people with disabilities in Ontario.
  • Pooran Law Professional Corporation http://www.pooranlaw.com/ 1-416-860-7572 – They specialize in maximizing access to financial supports such as the Ontario Disability Program (ODSP), Passport and other forms of Individualized Funding, the Registered Disability Savings Plan (RDSP) and various benefits through the income tax system.
  • Ability Tax and Trust Advisors http://abilitytax.ca/ 1-877-690-0330 – They provide integrated services that include disability tax reviews and applications, taxpayer relief requests, personal and trust tax filings, tax appeals, and estate and trust planning.

Sometimes we can benefit from others’ experiences:

  • Connected Families Forum at ConnectABILITY.CA http://connectability.ca/connected-families/ – On Connected Families, self-advocates, caregivers and family members can post a question and get feedback from other families and service providers who may have had similar experiences.

How To Spend & Track Passport Funding

Zach

How Do I Use My Passport Dollars

Passport funding can be used to access community participation and activities of daily living. It can be used for caregivers to take a break from their caregiving responsibilities. Moreover, it can be used to create personal life plans. This is called person-directed planning to reach one’s goals. You can also use Passport funding for administration and tools to keep track of what your funding is spent on. Passport funding is a fiscal year funding from April 1 to March 31 of the following year. It is a reimbursement program, where you initially have to pay for the supports and services, keep all receipts, complete the invoice form, and submit it to the local passport agency for processing. The processing time may vary across Ontario. You should contact your local passport agency to find out the processing time for reimbursement. If you are uncertain about what supports and expenses are covered under Passport contact the local agency prior to the purchase of supports and get approval in writing. Ministry Guideline for the Passport Program:

NEW Passport program guidelines – April 2022

Community Participation and Activities of Daily Living

Passport funding can be used to access Community Participation and daily living activities to help the adult with a developmental disability participate fully in the community. Here are some supports and services the funding can be used for:

  • Programs/Classes
  • Sports and Recreational
  • Pre-Employment and employment Supports
  • Volunteering Supports
  • Post-secondary Education support
  • Transportation for activities
  • Participation in community activities and events
  • Paying a support worker to help with community participation and daily living activities

Here are some examples from across Ontario:

    • Community Activities/Events: admission tickets to various sporting, musical events, gym memberships, personal trainers, private classes, camps, painting nights, wine clubs and singles mingling events, Special Olympics.
    • It can be used to pay for additional costs for day programs not covered through base funded programs. Individuals do not have to give up their base funded spot when approved for passport funding.
    • Activities outside the region, cross-regional (people living in 2 regions)
    • Post-Secondary supports if not covered by OSAP or if used to audit courses
  • Annual memberships (zoo, museums, amusement parks)
  • Fishing
  • Camping
  • Picnic and fairs
  • Transportation: bus passes/tickets, taxis, mileage for support workers

Caregiver Respite

Caregiver respite is a temporary help to provide a break to the primary caregivers. This can be during the day, evening or weekend, and can be in-home or out-of-home support. Respite includes supervising or providing supports for individuals with daily living activities such as personal care. Support worker can be anyone over the age of 18. However, it cannot be the primary caregivers. Here are some Respite Options:

  • Paying a support worker to support with community participation or with daily living activities. This includes the expenses while providing support (e.g., meals, transportation and activity fees, expenses for accompanying the individual during trips).
  • Hiring private coaches, personal tutors or trainers to develop specific and personal goals
  • Traveling and Vacation: if support is required families can pay for support worker costs; in some regions it can be out of country.

Person Directed Planning

Passport funding can be used to develop a person-directed plan that builds on the individual’s strengths and interests and identifies supports to help them achieve their goals. There are often person directed planners in agencies; check through your passport agency to purchase a planner. It is also possible to hire an independent facilitator through agencies or private consultants. Some regions have a list of Independent facilitators.

Resources for Person Directed Planning:

Administration

Up to ten per cent of Passport funding can be used for administrative supports such as bookkeeping, bank fees, and payroll and scheduling support workers.

Pro-Tips:

  • Prior approval from the Passport Agency must be obtained to receive reimbursement for supports/expenses that are not normally covered under the program.
  • Always get approval in writing before purchasing supports and services.
  • Choose your language carefully. Explain clearly your reason for spending money this way, for example the efficiency and savings you achieve.
  • The invoice forms must be signed by the funding administrator and keep all receipts. They can be photocopies.
  • Find other families to pool your passport money with. For example, this could be for transportation to and from a program or to access specific programming/events with a support worker.

Zach’s Story

Zach is 32 years old and was approved for Passport funding. He uses the funding to audit university courses, mileage to get him to and from leading a support group. He also uses a respite worker who goes to movies with him and other activities that interest him. Additionally he uses the funding to attend the yearly Geneva Centre for Autism Symposium.

How do I Track my Passport Funding

Once individuals are approved for Passport allocation they are sent a package which contains the approval letter, copies of invoices and a sheet to help caregivers and individuals keep track of their funding. Up to 10 percent of the passport funds can be used to cover the administration costs. You have the option of doing it yourself or purchasing services from external agencies and businesses. You can also contact your regional Passport agency for information on ways to track your funds.

Here are some options to help you track the funds:

  • My Direct Plan is a free, secure tool for managing your budget and submitting your Passport and SSAH invoices online.
  • Electronic Tools: use of Excel Spreadsheet, Tables charts to keep track of your daily, weekly and monthly expenses.
  • Manual Methods: Planners, invoice tracking sheets
  • Agencies and private businesses: Caregivers have the option to flow the funds through Transfer Payment agencies (such as Community Living agencies, Kerry’s Place Autism Services, Geneva Centre for Autism) or private businesses (ie. Accountants, brokers etc…). Note: agencies and businesses may take a certain percentage of the funds to cover the administration costs.

Pro Tip: Divide the total amount approved into 12 and allocate yourself with a monthly amount. Then, whoever gives services to your son/daughter, ask them to sign the invoices after they are done, making sure you are always within your budget. You can usually do this in a word document or a table. You can also use a planner and keep track on another sheet when each month’s funds are used.

Transition Planning Milestones for Youth with Autism

Transitioning to adulthood is a process requiring advanced planning and preparation. Some of the services and supports a child under 18 has will come to an end and new adult services may begin. Parents may need to develop new expectations, activities, supports and services for a growing adult. The person with ASD will need support to identify their interests, strengths and their next steps.

Questions for the person with Autism:

  • What do I want to do after high school?
  • What am I great at?
  • Where will I live?
  • Successful transitions require early planning and practice, practice, practice!

Looking Ahead… Together: A transition planning tool for young adults with autism spectrum disorder

Grade 8 and Planning for Grade 9

Entering high school can feel like entering a whole new country. Knowing the language is important so you can make informed choices.

The choices can feel complicated. The more students and their families are part of making choices about school the more control a student has over their destination.

Things to think about before you get to Grade 9:

Questions for the person with Autism:

High school programs: What are my choices?

    • What does a high school offer? Understand what choice of programs high schools offer. Some programs to ask about: Special Education Programs, Students with intellectual disabilities, Self-directed Learning, Gifted and Resource Programs.

Will I earn a diploma, what are my choices?
When making Grade 9 course selections, be sure you understand the number and type of credits required to graduate.

How will the courses a student chooses in high school affect their choices for life after high school?

Be familiar with and ask your school questions about these terms:

  • Certificate of Accomplishment (COA): The Certificate of Accomplishment is granted to students who do not fulfill the requirements of the OSSD or OSSC. It recognizes a student’s participation in a secondary school program. Students are enrolled in K courses (non-credit).
  • Ontario Secondary School Diploma (OSSD): The Ontario Secondary School Diploma is granted after fulfilling all necessary credit, literacy and community hour requirements.

Transition to High School, a guide to help prepare your child for high school

The Summer Before Grade 9

Attend the Getting Ready for High School Orientation Day.
Keep a look out for the orientation days which high schools hold in August and the first week of September. These days are designed to help students prepare for high school. Some communities have more intensive high school preparation groups or workshops. Ask your local community agency or school staff.

Make sure travel arrangements to and from school are organized.

Become familiar with and PRACTICE high school routines and timetables.
The school will provide information regarding start/end times and basic routines. Most schools allow about 5 minutes to get to your next class. Lunch periods will be included in your timetable. Use the summer to get familiar with new routines and lunch time.

Other related content on ConnectABILITY

In Grades 9s and 10

During your son/daughter’s grade 10 year, they will be asked to choose a course “destination” or” pathway”. This choice is made knowing their interests for future work, their current performance in high school courses and their current stream.

University Preparation Courses

  • Designed to prepare students with the skills and knowledge necessary to meet the entrance requirements needed for university programs.
  • Courses are based on the theory of the subject matter, with the inclusion of some hands-on application.

College Preparation Courses

  • Designed to prepare students with the skills and knowledge necessary to meet entrance requirements for college and some apprenticeship programs.
  • Courses are based on concrete applications or subject matter with a focus on the development of critical thinking and problem-solving skills

Workplace Preparation Courses

    • Designed to prepare students with the skills and knowledge necessary for direct entry into the workplace, for admission to apprenticeship programs and other training programs offered in the community.

Promote the importance of life-long learning.

Community Participation Courses

  • Designed to prepare students for transition to community participation.
  • Promote meaningful social inclusion in the community.

Annual Transition Planning Meetings

  • Did you know you are entitled to Annual Transition Planning Meetings each year of high school with the high school?Q.
      • What is a High School Transition Planning Meeting?

    A.

      Transition Planning Meetings can begin in grade 9 and be held at least once a year through to graduation. The purpose of the meetings is to plan for life after high school.
  • Parents have the right to invite outside community agencies to assist in the planning for transitioning out of high school.
  • Some sample goals that may come from a student’s Transitioning Planning meeting may include: Complete volunteer hours, Link with employment agencies for summer employment, increase opportunities to gain independence (cooking, public transit)
  • Keep the lines of communication open! Ask your child how he/she is adjusting to high school. Remind him/ her that there are many caring adults that are available to help: Guidance Counsellors, Teachers, Child and Youth Workers, Administrators, Chaplains, Coaches, Educational Assistants, Student Success Teachers. Get connected with a Social Service Agency in your community.

The teenage student’s social life

Things to think about for the high school teen?

  • How are they coping at lunch time? Are there other places to eat lunch?
  • Are they using social media in a safe way?
  • Do they know where to go for help in the school?
  • Do they need support making friends? Many high schools have Peer Support Programs?
  • Are there school clubs that your student would enjoy?
  • Do they need help to prepare for the high school dance?
  • Are they hearing the morning announcements ?
  • Are they ready for a girlfriend or boyfriend?

Other related content on ConnectABILITY

At Age 16

If you have not already started, this is the age to get students connected to part time work, social and recreation options. People with ASD need PRACTICE, PRACTICE, PRACTICE in their social lives and their work lives.

The connections they make between 16-18 may be a stepping stone to adult relationships, recreation and work after age 18.

  • Apply to the DSO
  • Making the most of your school time (Social groups etc.)
  • Friends and relationships
  • Develop Community skills

Apply to Developmental Services Ontario (DSO)

The Ontario Government has adult supports and services.
At age 16 apply for adult support and services with your local Developmental Service Ontario office https://www.dsontario.ca/

Get social!

Encourage your child to get involved. Students should listen to announcements that advertise try-outs for teams or meetings for clubs. Getting involved will allow students to make new friends and feel a part of the school community. This is a trouble zone for many people with ASD. The social world can be tricky. Have a plan for finding out about school events and clubs in more than one way.

Is your child staying healthy? Are immunizations up to date? When was his/her last medical check-up? Is he/ she physically active, eating nutritious meals, getting enough sleep? Being well physically will certainly help students reach their academic potential and social potential.

Check here for ASD friendly events in your area!

Tools for Planning Ahead

There a variety of online planning tools to help families as children become teenagers and then adults.

Autism Parent Resource Kit
This kit has sections on Common Transitions, Family Transitions and Educational Transitions
http://www.children.gov.on.ca/htdocs/English/specialneeds/autism/aprk/index.aspx

The KIT: Keeping it Together is an organizational tool. It is a way to organize information for your child, and to assist you when interacting with different service systems, for example health, education, and recreation. It is useful for parents of children from birth to 21 years.

The KIT is made for youth with ASD to keep track of important information as they transition to adulthood. https://www.canchild.ca/system/tenon/assets/attachments/000/000/721/original/Youth_Kit_Online.pdf

Sub: Developing Skills for Adult Life
People with ASD need opportunities to practice many things. Think of the high school years as practice years for adulthood. Here are some independent living skills teens in Grades 9 through 11 may want to practice: Cooking/Laundry/Financial Literacy/Travel training etc.

Click on these links for more Developing Skills for Adult Life resources:

18+ yrs old

    • Apply for ODSP

Getting ready for life after high school

Did you know that in Ontario a student can be in school until you are 21, but your rights change at 18.

Life after highschool:

After finishing high school there are different pathways you can choose: post–secondary education, community participation, apprenticeships (leading to employment) or employment. You could also combine some of these pathways to have varied daily experiences.

The transition from school to work, further education, and community living can be particularly challenging for many exceptional students. A successful transition is significantly increased when:

  • schools work with parents, employers, community agencies and providers of further education to develop coordinated plans and community networks
  • it is planned early
  • there are short term and long term goals set each year of high school. These goals relate to community networks, identifying necessary life skills for community living, workplace experiences

Post-secondary education

There are a number of options to continue your formal education after high school. These include full-time programs, part-time programs and adult continuing education courses often provided by your local school boards and colleges.

University/College

University
Universities provide degree programs that are theoretical in nature and these programs vary for each university. Most undergraduate programs range in cost from 6,000 dollars to 10,000 dollars per year. Books are extra. If the individual chooses to live away from home the cost increase.

WHO is university for?

  • Your son/daughter enjoys abstract concepts associated with course material and academic/ theoretical learning.
  • Your son/daughter can complete much of their own work independently.

How can you prepare for university?

  • Your son/daughter must be enrolled primarily in Academic courses in Grades 9 & 10 and University “U” or University/College “M” courses in Grades 11 & 12.

College
College programs provide an effective combination of real-life skills with quality education. Pursuing college studies is more economically feasible, approximately $3000 to $5000 per year.

WHO is college for?

  • Your son/daughter finds success in practical applied curriculum.
  • Your son/daughter enjoys smaller classes and a personal approach to instruction.

Inclusive Education Programs at Ontario Colleges
The idea of attending college can be intimidating when you have autism. Inclusive Education programs (also known as Community Integration through Co-operative Education programs ) at Ontario colleges give you the opportunity to experience college life and pursue postsecondary education, with courses tailored to meet your individual needs. You will learn the skills you need to be independent in your community and find employment in your chosen field.

Post-Secondary Education Supports

  • Autism Ontario’s free Education Portal is a one-stop shop for helpful autism-related resources. Once you register, you will have access to all past webinars, helpful articles, and information about Autism Spectrum Disorder to assist you on your journey from diagnosis through to adulthood. https://www.autismontario.com
  • There is often post-secondary financial assistance available for those who require it. Check the Canadian government website or your local provincial website (i.e. Ontario Student Assistance Program).

Other Post-Secondary Resources

Community Participation/ Day Programs

This includes things like enjoying social, fun or spiritual activities; developing self-help skills; continuing to learn after high school: taking a course, volunteering, using public libraries or participating in activities at a community centre; volunteering or preparing for a job.
These opportunities may be available through the Community Agencies with which students are affiliated. All of the agencies are included in the DSO (Developmental Services Ontario – http://www.dsontario.ca/ )

Ontario Passport Funding

Passport is a program that helps adults 18 years or older with a developmental disability to participate in their communities.

For more Community Participation Supports Resources

Apprenticeship

An apprenticeship is a practical method of learning specific work skills that combines a variety of destinations, especially work and college. There are over 150 skilled trades in Ontario that can be classified into four sectors: Construction, Industrial, Motive Power and Service. For a complete list of trades, check out: www.edu.gov.on.ca/eng/tcu or www.oyaptcdsb.com

Employment

Students who are considering going to work immediately following secondary school may decide to do so after achieving an Ontario Secondary School Diploma (OSSD) or an Ontario Secondary School Certificate (OSSC). Students who are interested in this pathway are encouraged to take part in co-operative education programs in grades 11 and/or 12. They are also encouraged to consider the Specialized High Skills Major (SHSM) program that may be offered at their school. In consultation with the Guidance Counsellor and Co-op Teacher, students can plan their pathway to work. Participation in the local Job Fairs in which students have the opportunity to meet employers and to develop job search skills is of great benefit to students who are looking for employment. This is a excellent place to register with their local employment agency.

Many people with ASD with all different abilities can work and earn their own income.
Here’s how:

  • Use your special interests and strengths to help you choose your job.
  • Consider asking for help to find work and keep work

Employment resources

Employment: Resources, tools supporting successful employment and the business case for hiring a person with a disability http://connectability.ca/2016/07/05/employment/

Transitioning to Employment. This article tells us students with ASD need more help in the following areas related to employment: Social interactions with colleagues, organizational skills and sensory challenges, understanding different roles/careers , interviewing, managing anxiety, reading social cues, self-advocating , mental health and gives ideas for how schools can support employment. Transition to employment

Ontario Job Opportunity Information Network (JOIN)
Ontario Job Opportunity Information Network (JOIN) offers a single point of access for job seekers, employers, and service providers. We work to match skilled candidates with specific employment positions being offered by our partners, or help refer them to service providers who will meet their needs. As well, we provide educational strategies and supports for employers to provide full inclusion and expertise on disability in the workplace. So whether you are a job seeker, employer or service provider, you have come to the right place – we can’t wait to work with you! http://joininfo.ca/

Ontario Disability Employment Network (ODEN)
The Ontario Disability Employment Network is a professional body of employment service providers united to increase employment opportunities for people who have a disability. http://odenetwork.com/

Community First

Community First was a 2 year project funded by the Ministry of Children, Community and Social Services Employment and Modernization Fund. This initiative was developed to modernize service delivery by laying the foundation to shift away from traditional site based programs to more responsive individualized community options.

For more information about Community First and IOPEN, please contact Flora Nichols at fnichols@cltoronto.ca

For Access to Community First and IOPEN, please contact Developmental Services Toronto Region at 416-925-4930

The transition to adulthood: A parents story

Matt, a father, shares his experiences of being a primary caregiver for his daughter Leah, who has a developmental disability as well as complex care needs. Matt speaks about resources that he has used with some success, and the transition into adulthood for Leah and what it means for both father and daughter.

This presentation was done for a LIGHTs event in partnership with Community Living Toronto on April 12th, 2017.

Transition Planning Training – 2017

TES-cover

A three part series for direct support professional’s to help meet the complex needs related to transition planning

This training will provide participants with knowledge and skills to better prepare individuals with a developmental disability and those who support them to move through these transitions with confidence and with the resources they need. The series will also include information on supporting a system of seamless planning and implementation, as well as unique issues for different transitions (e.g., youth to adult, adult to aging, environment changes).

Day 1: Youth Transitions

Presentations:

East Metro Youth Services: Youth Mental Health
Identifying People with DD, Dementia and Brain Injury Experiencing Homelessness
Dignity of Risk

Handouts:

Day 2: Adult Transitions

Presentations

Developmental Disabilities Awareness in the Criminal System Project
Planning for Complex Situations
Relationship Work Group

Handouts:

Day 3: Aging Transitions

Presentations

Long-Term Care: reframing the Conversation
Aging and Primary Care
Palliative Care Across the Lifespan

Handouts:

Approaching our work through the Lens of Equity and Diversity

This year we started each day off with a short 1/2 hour activity focused on equity and diversity.

Day 1
Day 2
Day 3

Join A-Team for the March 2016 Open Meeting with a special guest!

Join A-Team for their March 16th open meeting. An open meeting means every participant can bring one guest to the meeting with them. (Please let them know if you will be bring a guest).

The meetings start at 7:30pm at KW Habilitation (99 Ottawa St. S, Kitchener) on the 3rd floor.

The topic for the March meeting is: Navigating Employment Services in the Region. Jenn Delhorbe, Supervisor of Community Participation and Employment Supports with KW Habilitation will be the guest facilitator.

Please RSVP by emailing ateam.waterlooregion@gmail.com

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