Training for direct support professionals to help creatively meet the complex needs related to community living.
This training will provide viewers with knowledge and skills to better support individuals with a developmental disability living in the Community. This series will also include an update from the DS Housing Task Force and The Bridges to Housing project.
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 Transition Planning Milestones for Youth with Developmental Disabilities »
Southern Network of Specialized Care
This Toolkit is for service providers who are working with youth with a developmental disability between the ages of 16 and 25 yrs who are in transition between children’s and adult services. While the Toolkit was developed to support persons with a developmental disability, many of the resources and TIP’s will be applicable to any youth transitioning to adulthood. Youth in Transition Toolkit
Produced in co-operation by Niagara Catholic District school Board, Autism Ontario –Niagara Region, Mainstream – People Supporting People, Community Living Port Colborne Wainfleet, Community Living Fort Erie
This toolkit helps families plan for their child to succeed in school, at work and in life. Transition Planning Toolkit
by Rae Roebuck & Judy Coultes-Macleod (May 2010)
“Connections: A Guide to Transition Planning” has been developed to help you – the parents of a child with a developmental disability in Toronto and Central East Region – as your child makes the transition from school life to adulthood. Connections
Created by the Regional Assessment and Resource Centre (RARC). RARC provides accurate and comprehensive assessments and follow-up services to post-secondary students with Learning Disabilities, ADHD, and ASD.
What do you need to know before you head off to college or university? Learn about your rights and responsibilities, how to advocate for yourself, what financial aid is available and more.
Let us help you prepare for your transition to post-secondary education. We’ll walk you through the steps to take and how to best take advantage of the information provided on this website.
http://www.transitionresourceguide.ca/
Jump Start – Lambton Kent Teen Transition Committee
Transition planning involves looking ahead and helping to plan for the future of your teen. While your teen is still in school you can help them prepare for the opportunities and experiences of being an adult.
http://www.pathwayscentre.org/sites/default/files/file_downloads/TeenTransitionGuide_E-version_0.pdf
Toronto Catholic District School Board, Surrey Place Centre
After students leave school, supports and services will change. Transition planning is an ongoing process and, due to the many complexities, takes a lot of time and thought. Looking Ahead… Together
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In this webcast we cover:
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Transitioning to adult developmental services starts with applying early to DSO. Check out our new brochure.
As you are growing into adulthood, your independence is increasing and you are venturing out into the community it is always important to be aware of dangers to your life, health and safety. This page contains resources, tips and tools that can help prepare you to safeguard yourself against these dangers and respond to dangers when they happen.
Getting ready for living independently
STEPS To Independence is a guidebook that provides an opportunity for individuals with an intellectual disability to determine how prepared they are for semi-independent living. It provides a holistic tool to help someone with their goal of living independently with supports by starting the conversation, identifying current skills, determining skill areas for improvement (where more learning can happen), and next steps to focus on.
Many of these skills include the ability to remain safe. These include being able to independently and safely take your medication, to respond appropriately to an emergency, being safe while using the stove or other electrical appliance, being safe walking or taking transit within your community.
https://connectability.ca/wp-content/uploads/2014/04/STEPS-To-Independence.pdf
ReportON is a telephone line and email address to report actual or suspected abuse or neglect of adults with a developmental disability in Ontario. https://www.mcss.gov.on.ca/en/mcss/programs/developmental/reportON/index.aspx
Presenter: Denise Hannivan, Investigator OPGT
The Office of the Public Guardian and Trustee (“OPGT”) delivers a unique and diverse range of services that safeguard the legal, personal and financial interests of certain private individuals and estates. Recorded at the Shared Learning Forum April 26, 2019
There are several things to keep in mind when teaching fire safety with people with intellectual disabilities. Resources from The National Fire Protection Association
How to use choose the right cell phone and plan, right through to purchasing and setting up the phone.
A six week workshop “Safety Includes Me” is a workshop that caters to women living with an intellectual disability who have experienced violence and would like to be involved in violence prevention and education work. https://connectability.ca/2010/09/28/safety-includes-me/
Looking for friends is an adventure. It will mean taking risks. But there are some risks you should not take. Safety is very important. Until you get to know people well, there are some things you should do to make sure you stay safe. http://www.ibelong.ca/index.php/young-adults/safety/
Domestic Sex Trafficking of Youth: Trauma-Informed Prevention and Intervention.
A list of all resources available to survivors of Human Trafficking. Directory
A workshop providing tips when using the internet, including how to stay safe on the Internet, how to communicate online, using online gaming and safely using adult content on the Internet.
TELUS WISE footprint challenge was created to provide tweens and teens a fun and engaging way to learn about their digital footprint and how to keep it clean. There are 3 short videos providing tips followed by a quiz: Make a good impression, Do the right thing and Keep safe. There are also 4 comic strips providing tips on respectful and safe use of the internet. The user will need to create an account and log in to use the Footprint Challenge.
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 a developmental disability will need support to identify their interests, strengths and their next steps.
Questions for the person with a developmental disability:
Other resources
Looking Ahead… Together: A transition planning tool for young adults with autism spectrum disorder
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.
Questions for the person with a developmental disability:
High school programs: What are my choices?
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:
Other resources
Transition to High School, a guide to help prepare your child for high school
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
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
College Preparation Courses
Workplace Preparation Courses
Promote the importance of life-long learning.
Community Participation Courses
A.
Things to think about for the high school teen?
Other related content on ConnectABILITY
If you have not already started, this is the age to get students connected to part time work, social and recreation options. People with a developmental disability or 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.
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/
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 a developmental disability. 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.
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
Developing Skills for Adult Life
People with a developmental disability 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:
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.
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:
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
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?
How can you prepare for university?
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?
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
Other Post-Secondary Resources
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/ )
Passport is a program that helps adults 18 years or older with a developmental disability to participate in their communities. For more info
For more Community Participation Supports Resources
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
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 a developmental disability with all different abilities can work and earn their own income.
Here’s how:
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
Worktopia is a unique, federally funded national initiative designed to improve employment readiness and enhance the employment skills of youth and young adults ages 15-29 with Autism Spectrum Disorder (ASD) as they transition from high school to independent adulthood. https://worktopia.ca/
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/
Advocating for one’s family or one’s self happens on a daily basis. “Advocacy” can mean many things, but in general, it refers to recognizing something is not right and taking action. Another name for it could be assertiveness. Advocacy simply involves speaking and acting on behalf of yourself or others (Disability Rights Wisconsin, 2007). We may negotiate with other individuals, businesses, organizations, government agencies to be treated fairly.
Advocacy can be applied in big situations such as being discriminated against at work, being denied insurance, or being evicted from home. It can also be applied to day to day situations and relationships, such as someone cutting in front of you in line at a store or receiving poor customer service.
Successful advocates communicate their needs while understanding someone else’s perspective. Some people are naturally good at communicating their needs, while others need practice.
Some examples of good advocacy:
Some examples of bad advocacy:
Knowing your rights. There are several laws protecting your rights in Ontario and Canada. See below for a list.
Avoid:
Remember, if you don’t succeed in achieving your goals at first, you can explore different pathways that may be available, such as:
Advocacy is typically based on rights. These rights may be part of an ethical moral code; and have been written into policy or law. These documents will help you understand what your legal rights are:
Bill 118 (2005) Accessibility for Ontarians with Disability Act (AODA).
An Act respecting the development, implementation and enforcement of standards relating to accessibility with respect to goods, services, facilities, employment, accommodation, buildings and all other things specified in the Act for persons with disabilities. https://www.ola.org/en/legislative-business/bills/parliament-38/session-1/bill-118
Bill 125 (2001) Ontarians with Disabilities Act (ODA)
Public sector organizations including Government ministries, municipalities, hospitals, public transportation organizations, school boards, colleges and universities are required to continue to prepare and make public annual accessibility plans, as the legal obligations under the Ontarians with Disabilities Act, 2001 remain in force until such time that the Act is repealed. https://www.ontario.ca/laws/statute/01o32
Ontario Human Rights Code: http://www.ohrc.on.ca/sites/default/files/Guide%20to%20Your%20Rights%20and%20Responsibilities%20Under%20the%20Code_2013.pdf
The Ontario Human Rights Commission has a good brochure concerning rights: http://www.ohrc.on.ca/en/disability-and-human-rights-brochure-2016
There may be times when sharing your diagnosis will help the other party understand your point of view. You may not have to choose to tell them everything about your disability. It might be as simple as saying what barrier you are facing or accommodation you need regarding a particular situation. There are many articles that speak to the decision to inform your employer of a diagnosis. In post-secondary education, connecting with the Accessibility Services at the college or university will enable you to access supports that you will not be able to get otherwise.
If you have a long-standing relationship with a business, such as a bank or hair dresser; or it is difficult to explain what you need (e.g., added anxiety or sensory issues), you might consider sharing your diagnosis in order to be an effective advocate and get your needs met.
Another way to become a better advocate is to be prepared for situations that you frequently find yourself in. For instance, a long haul trucker on the spectrum who struggles with anxiety around authority figures prepared a card explaining his diagnosis to police and border services in case he is pulled over. Another young adult on the spectrum who struggles with the sensation of newly cut hair on his skin explains at the beginning to his hair dresser that he needs his neck to be covered by a towel and the cut hair to be blown away as soon as possible. By thinking about what their needs are and what information the other person needs, these individuals increased the possibility of having their needs understood and accommodated.
http://www.brainline.org/downloads/PDFs/Advocacy%20Tool%20Kit_2007.pdf Excellent tool kit created by Disability Rights Wisconsin but is Wisconsin/USA specific in its laws and references.
http://www.disabilityrightswa.org/advocacy-news/successful-advocacy-has-common-characteristics-many-approaches What is advocacy by Disability Rights Washington
https://www.mha-em.org/im-looking-for/those-living-with-mental-illness/effectively-advocating-for-yourself/278-steps-to-being-a-self-advocate Great step by step plans for advocating. Mental Health Association of Eastern Missouri
https://www.autismspeaks.org/tool-kit-excerpt/basic-advocacy-skills-step-step Tips on self-advocacy with examples by Autism Speaks.
Provincial legal organization that specializes in law as it relates to Ontarians with disabilities. Has some good resources regarding disability and the law: http://www.archdisabilitylaw.ca/
http://autismasperger.net/writings_self_advocacy.htm article by Stephen Shore describing pathway from involving students in own IEP to being able to self-advocate as adults
Teaching self-advocacy to students. Lots of good info for this piece
https://www.canlearnsociety.ca/resources/adhd-ld-resources/teaching-tools-for-ld-adhd/self-advocacy/ Teaching self-advocacy to middle school and high school students with learning disabilities from the CanLEARN Society. Includes worksheets.
Worksheets/Toolkits on Advocacy
http://www.nationalmssociety.org/NationalMSSociety/media/MSNationalFiles/Brochures/Paper-Self-Advocacy-Worksheet.pdf Worksheets on self-advocacy, applicable to many situations.
http://mentalhealthrecovery.com/info-center/how-to-self-advocate/
Resources from Autism Ontario for families and caregivers on school related issues: http://www.autismontario.com/client/aso/ao.nsf/web/Education+Advocacy+Resources?OpenDocument
Books
https://www.amazon.ca/gp/product/1931282587/ref=ox_sc_act_title_1?smid=A1DT36E5O0B045&psc=1 Edited by Stephen Shore this book helps people with autism to effectively self-advocate in their pursuit of independent, productive, and fulfilling lives. This book speaks about the twin issues of self-advocacy and disclosure for people with autism.
Presented in partnership:
The Forensic Dual Diagnosis Specialty Service, Centre for Addiction and Mental Health
The Community Network of Specialized Care – Toronto Region
Discussion points
Responsibility of the team? Dignity of Risk vs Capacity? Persuasion? Rewards? (e.g. go to your appointment, and we’ll get lunch)
Discussion points
What are the options for these challenging cases? What are the legal and ethical considerations at play?
Discussion points
What are the legal and ethical considerations at play?
Discussion points
What are the options and appropriate responses for professionals if they have concerns about the action or inaction of a substitute decision maker?
Discussion points
What are the legal and ethical considerations at play?
Community Network of Specialized Care
The Forensic Dual Diagnosis Specialty Service works to reduce the number of individuals with a developmental disability entering the forensic mental health system and to safely discharge and transition individuals who are the detained under an Ontario Review Board disposition to Developmental Services sector. As well, to build, strengthen and sustain partnerships with Developmental Services Sector to foster the best care for this patient population. Centre for Addiction and Mental Health
Learn all about physical literacy
In the second workshop (Physical Literacy: Adaptability and Accommodation) we look at ideas and ways to modify instructions, expectations, equipment and the environment to ensure that all children are included in physical activities and equally inspired to participate regardless of needs.
“It has been a grassroots development – it hasn’t been something that the government has handed down and told us to implement”
– A service Provider Representative of the York ASD Partnership
Click here to learn more about a community that was fed up with the wait lists, unqualified professionals, lengthy intake procedures and long list of requirements in their neighbourhood so they came together and took action. Thanks to a growing population in the York region, a greater awareness of Development Disabilities and strong advocates, social service, education leaders and caregivers collaborated and effected change in the York region.
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
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?
Accompanying pdf’s:
Additional Resources:
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.
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.
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 »
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.
Excerpt from “Neurodevelopmental Disabilities” (Let’s Talk: An Open Dialogue on Vulnerability in Toronto Series)
Presenter: Layla Hall, Surrey Place Centre.
A national, multi-faceted virtual system revolutionizing the way people in the autism community are informed and engaged. https://connect.autismspeaks.ca/home
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.
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
Respite care provides a short planned break from the physical and emotional demands involved in caring for a family member who has a disability.
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.
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
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
Stories of how people have raised money and collaborated in developing creative support solutions.
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
Richard talks about disclosure from a job coaches perspective
David discuss disability and disclosure in the workplace
Connected Families: A place to share your ideas with others on the site. Join the conversation
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
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.