Improving services for older students with special needs

By Scott O'Connell

GateHouse News Service

Posted Nov 25, 2011 @ 07:00 AM

A new bill sponsored by Rep. Tom Sannicandro aims to make the transition from school to the working world easier for students with special needs.

The legislation, which was engrossed in the House of Representatives last week and now moves on to the Senate, would revise licensure requirements for special education teachers to allow them to seek certification in transitional services by completing graduate-level courses or similar programs. That additional training will help their students better prepare for life after grade school, said Sannicandro, an Ashland Democrat who represents several Framingham precincts.

"Right now they're not adequately prepared for that transition," he said. "A lot of times there's a drop-off."

Advances in education for students with special needs over the past few years have boosted their chances at finding employment or additional training opportunities after high school, however, which means the students who aren't receiving proper transitional services are seeing those skills go to waste. Some of them simply go on to receive state services instead.

By better training transitional coordinators, supporters of the bill hope schools will able to more effectively plan for students' post-high school plans. If a student likes to work with animals, for example, the coordinator would be better equipped to guide him or her to a career in the veterinary field, for instance, or pet care.

Facing tight budgets and stretched resources, public schools currently have a tough time offering such transitional services, Sannicandro said.

"They don't know what to do either," he said, even though many have "done a great job educating" their students with special needs.

The Framingham school system's special education department has identified expansion of the district's programming for 18-22-year-old students as one of its top priorities for the future, for example. Right now, most of the students in that age group are in regional collaborative programs like ACCEPT and The Education Cooperative, department director Betsey McKeon told the School Committee during a presentation earlier this month.

Officials hope to offer more in-district services to those students, "but it takes space and certainly resources," she said, both of which are currently at a premium in the district. The department is eyeing a grant, though, that could help fund some program development as a first step, McKeon said.

"We'll start small — we're still in the infancy stages," she said. "But it's something we really want to look into."

McKeon is also hopeful about the new bill, which will help students once they turn 22.

"To see that that is a possibility is very exciting," she said.

Sannicandro said the measure has garnered wide support in the Legislature, and is optimistic the bill will progress through the Senate and eventually be enacted.

Read more: Improving services for older students with special needs - Framingham, Massachusetts - The Framingham Tab
http://www.wickedlocal.com/framingham/news/education/x1326071403/Improving-services-for-older-students-with-special-needs#ixzz1fD6G3vpz

FIU offers program for students with special needs

WEST MIAMI-DADE, Fla. (WSVN) -- A local university is giving students with special needs the opportunity to go to college.

Florida International University started it's Project Panther Life for intellectually disabled students. "It's important for people to realize that an intellectual disability does not limit you from so many other things that you can do in your life," said Liliana Demoya, a mother who helped start the program.

A group of freshmen students in the program enrolled in their first college class. "They're taking a course a semester, and they are engaging in the same assignments that all of the other university students are doing," said Diana Valle-Riestra, Assistant Professor of Special Education at FIU.

The young adults have difficulty communicating and developing socially, but the program offers a way for them to be included. "The biggest thing for them is to be included with the mainstream and as well to feel part of society with everyone else," said a faculty member.

Faculty and fellow students are welcoming Project Panther Life students with open arms. Each student is paired with two mentors who introduce them to life on campus and help them with their assignments. "First day of school, I got good friends right now in my classroom. I've got Alex, he's a really good person, me an him have become super best friends," said one student.

"I love my classes, I love my FIU program," said student Alex Demoya.

Demoya's family is thrilled there is an opportunity for him to continue his education beyond high school. "I think he can teach a lot of students skills that are not academic skills. I think he can teach them strength. He is the most motivated, hard-working person I've ever known," said Liliana Demoya.

Thanks to Liliana, the program allows these students to have academic access at a local college. "A program like this one was not available in South Florida, so I started to knock on doors and meet people at universities and meet presidents and put together proposals," said Liliana Demoya.

The eight students in the project now call FIU home, and the future for these students has positive possibilities. "I think one of our last goals, as they graduate from the program, is we want to see them go ahead and develop the skills to interview for a job and retain a job," said Valle-Riestra.

The students are not graded and do not qualify for a diploma, but the program offers the students the skills for them to become independent, productive adults.

Read more: http://www.wsvn.com/news/articles/local/21006006353619/fiu-offers-program-for-students-with-special-needs/#ixzz2MWISu79eWhenever Patti Thoman tells a story about one of her seven students, it usually ends with the words, "Oh, I just cried."
Like when she describes the moment Timmy Tedrow got his Walsh University ID.
"It was one of those moments when the tears were flowing," she said. "We go over to get our pictures taken. Timmy is the only boy, so he says, 'Ladies first.' When it was his turn, he takes his ID, looks at it, kisses it and says, 'I'm a college man now.' "
Tedrow, who has Down syndrome, and his six classmates, Chelsea Jacobucci, Kelly Stevenson, Alyssa Sutter, Billie Stevenson, Hannah Roberts, and Kristen Hall, are students of Transition U, a program specifically designed for cognitive/multiple disabled students, ages 18-22, who have completed social graduation with North Canton City Schools.
Social graduation means that students who have been on individual education plans throughout their school career and are exempt from testing, have earned enough credits to move on.
The unique collaboration between North Canton City Schools and Walsh University allows them to have a real college experience with their same-age peers — something neither the students nor their parents ever thought possible.
The students learn social skills through such activities as eating in the cafeteria, attending sporting events and hanging out with friends between classes.
Thoman, the program coordinator, along with assistants Pat Adams and Colleen Prentice, teach life lessons to their students in the Hannon Center at Walsh each morning. They learn personal care, pack their lunches, check emails and learn skills that will make them employable later.
In the afternoon, some go off to jobs, while others stay on campus to do life-skills transition exercises.
They have learned to follow a recipe, ride public transportation, use cellphones, order in a restaurant and figure out the tip, and shop for clothes and groceries.
While technically, the program is an extension of Hoover High School, said Thoman, "If you ask any one of these students, they will say they are Walsh University students. They wear the garb. They sit in the cafeteria."
Thoman still gets overcome with emotion when she talks about what she had hoped to do for her students and what actually has played out.
It all began when she heard one of her students talk about her dream to go to college.
"So I came to see my good friend Dr. (Jean) DeFazio, and asked what are the chances?" said Thoman. "All I wanted was a room. This is never what I'd dreamt," she said.
Whenever Patti Thoman tells a story about one of her seven students, it usually ends with the words, "Oh, I just cried."
Like when she describes the moment Timmy Tedrow got his Walsh University ID.
"It was one of those moments when the tears were flowing," she said. "We go over to get our pictures taken. Timmy is the only boy, so he says, 'Ladies first.' When it was his turn, he takes his ID, looks at it, kisses it and says, 'I'm a college man now.' "
Tedrow, who has Down syndrome, and his six classmates, Chelsea Jacobucci, Kelly Stevenson, Alyssa Sutter, Billie Stevenson, Hannah Roberts, and Kristen Hall, are students of Transition U, a program specifically designed for cognitive/multiple disabled students, ages 18-22, who have completed social graduation with North Canton City Schools.
Social graduation means that students who have been on individual education plans throughout their school career and are exempt from testing, have earned enough credits to move on.
The unique collaboration between North Canton City Schools and Walsh University allows them to have a real college experience with their same-age peers — something neither the students nor their parents ever thought possible.
The students learn social skills through such activities as eating in the cafeteria, attending sporting events and hanging out with friends between classes.
Thoman, the program coordinator, along with assistants Pat Adams and Colleen Prentice, teach life lessons to their students in the Hannon Center at Walsh each morning. They learn personal care, pack their lunches, check emails and learn skills that will make them employable later.
In the afternoon, some go off to jobs, while others stay on campus to do life-skills transition exercises.
They have learned to follow a recipe, ride public transportation, use cellphones, order in a restaurant and figure out the tip, and shop for clothes and groceries.
While technically, the program is an extension of Hoover High School, said Thoman, "If you ask any one of these students, they will say they are Walsh University students. They wear the garb. They sit in the cafeteria."
Thoman still gets overcome with emotion when she talks about what she had hoped to do for her students and what actually has played out.
It all began when she heard one of her students talk about her dream to go to college.
"So I came to see my good friend Dr. (Jean) DeFazio, and asked what are the chances?" said Thoman. "All I wanted was a room. This is never what I'd dreamt," she said.

Transition U sends special-needs students to college

By Lisa Reicosky

 

http://www.cantonrep.com/carousel/x1425132930/Transition-U-sends-special-needs-students-to-college?zc_p=2

 

NORTH CANTON —

Whenever Patti Thoman tells a story about one of her seven students, it usually ends with the words, “Oh, I just cried.”
Like when she describes the moment Timmy Tedrow got his Walsh University ID.
“It was one of those moments when the tears were flowing,” she said. “We go over to get our pictures taken. Timmy is the only boy, so he says, ‘Ladies first.’ When it was his turn, he takes his ID, looks at it, kisses it and says, ‘I’m a college man now.’ ”
Tedrow, who has Down syndrome, and his six classmates, Chelsea Jacobucci, Kelly Stevenson, Alyssa Sutter, Billie Stevenson, Hannah Roberts, and Kristen Hall, are students of Transition U, a program specifically designed for cognitive/multiple disabled students, ages 18-22, who have completed social graduation with North Canton City Schools.
Social graduation means that students who have been on individual education plans throughout their school career and are exempt from testing, have earned enough credits to move on.
The unique collaboration between North Canton City Schools and Walsh University allows them to have a real college experience with their same-age peers — something neither the students nor their parents ever thought possible.
The students learn social skills through such activities as eating in the cafeteria, attending sporting events and hanging out with friends between classes.
Thoman, the program coordinator, along with assistants Pat Adams and Colleen Prentice, teach life lessons to their students in the Hannon Center at Walsh each morning. They learn personal care, pack their lunches, check emails and learn skills that will make them employable later.
In the afternoon, some go off to jobs, while others stay on campus to do life-skills transition exercises.
They have learned to follow a recipe, ride public transportation, use cellphones, order in a restaurant and figure out the tip, and shop for clothes and groceries.
While technically, the program is an extension of Hoover High School, said Thoman, “If you ask any one of these students, they will say they are Walsh University students. They wear the garb. They sit in the cafeteria.”
Thoman still gets overcome with emotion when she talks about what she had hoped to do for her students and what actually has played out.
It all began when she heard one of her students talk about her dream to go to college.
“So I came to see my good friend Dr. (Jean) DeFazio, and asked what are the chances?” said Thoman. “All I wanted was a room. This is never what I’d dreamt,” she said.
DeFazio, chairperson of the education department, said “Everyone just said this is the right thing to do. No one talked about funds.”
The next thing they knew, they were in the office of Amy Malaska, the dean of students, again, asking for that room.
“I could see from their passion and commitment that they should have much more than a room,” remembers Malaska, who said, “Oh, we can do so much better than that.”
So, Malaska got Walsh T-shirts and student ID’s ready to go and they were invited to formal matriculation with Walsh’s 515 freshmen. They watched the processional of faculty and staff in full regalia, and then, much to their surprise, were introduced to their new classmates as, again, Thoman cried.
Their parents were invited to Parents’ Night and received “Walsh Mom” and “Walsh Dad” coffee mugs.
The relationship is not one-sided. Lauren Birtcher, a Walsh junior from Dover, says she has learned much more from the Transition U students than they have learned from her.
Birtcher is majoring in education with the goal of becoming an intervention specialist. She and her classmates get real-life experience working with the students and earn class credit at the same time.
Birtcher’s 10-hour requirement ended quite a while ago, but she still can be found at Transition U daily.
“I walk on air when I leave here. They make me appreciate the simple things in life, the things I take for granted,” said Birtcher. “I don’t know how else to say it. This is what I’m supposed to do. It makes me happy.”
DeFazio said that her students learn how special-needs students have a range of abilities and need individualized strategies for learning.
“We talk about education methods and statistics, but there’s more. We’re sharing lives with each other,” said DeFazio.
Birtcher once played basketball in the gym with Transition U student Kristen Hall. Kristen not only won, but she caught the attention of the Walsh girls basketball team, who asked Kristen to help out with the team.
Hannah Roberts, another Transition student, put together a slide show of pictures of her college experience so far, played to the tune of “A Whole New World.”
“That was another time I cried,” said Thoman.
Roberts said she is grateful to Thoman for the program.
“There’s nothing I don’t like about Walsh. I love being able to come here,” she said. “I never thought I’d get to go to college.”
More Hoover students will be eligible to join the program next year. They remain eligible until they turn 22.
“What’s neat is that Walsh University opened their arms to this idea,” said North Canton Schools Superintendent Mike Gallina. “Patti (Thoman) is the ultimate educator with regard to heart and passion for her students. She is always looking for a way to accomplish it, rather than hearing that we can’t.”
Malaska is already planning for the day their Transition U students move on and will plan a formal ceremony.
“We truly want a true college experience for these kids,” she said.
Just make sure there’s plenty of Kleenex for Thoman.

Turlock High prepares special needs students for careers

By Jonathon McCorkell
http://www.turlockjournal.com/section/17/article/12376/
In today's economy it can be tough for a young high school graduate to find work — especially if they are saddled with a learning disability or have special needs. In many cases these students will simply turn 18 and begin collecting Supplemental Security Income, also known as SSI.
But a 15-year-old program at Turlock High School is breaking the cycle of relying on the government — and giving them the skills to lead productive and independent lives.
According to Kathy Smith, a THS job coach and developer, the Transitional Partnership Program's ultimate goal is to break that cycle and produce contributing members of society.
The TPP is a triangle partnership between the California Department of Rehabilitation, Turlock Unified School District and the student. The THS program is allotted funding from the Department of Rehab to help graduating seniors develop skills necessary to find a job and keep a job.
Smith said that even things like a haircut and learning how to completely fill out an online application can be daunting task for some special needs students, however, with encouragement, they can make it in the world.
"Our first goal is get the kids to complete high school, and then find a reliable means of transportation. That could mean they get a California driver's license or learn the bus schedule," said Smith. "Then our goal moves to helping a student work on their strengths and understand their weaknesses."
Through the TPP curriculum students are expected to build a portfolio with a resume and letters of recommendation. They are also expected to learn how to dress and behave properly for interviews.
In addition to the portfolio, guest speakers visit the TPP and speak with seniors about finding jobs. Recently, Bianca Sanchez, a former THS graduate and currently with Employment Development Department Youth, held a presentation about applying for a job. She noted that students should keep in mind that even something as simple as an unprofessional ring back tone or an e-mail address could send an application to the bottom of the pile.
"Employers are looking for people who are mature, responsible and who can represent their company in a positive manner," said Sanchez.
One of the TPP primary responsibilities is to build relationships with local businesses that hire students. "Over the years we've developed connections with numerous businesses in Turlock and the surrounding area," Smith explained.
The program experiences a resounding amount of success, especially considering the current economic condition of the Valley. According to Smith, out of 27 students who graduated last year, 16 had been placed in employment within 90 days of graduation.
"We are giving these kids a chance and we are making sure we give them the tools to make themselves successful. Now obviously we aren't going to have lawyers or doctors, but these kids can have careers," she said.
Smith maintains files on about 40 students ranging from current seniors to last year's graduates. Through TPP she tracks them for up to one year following graduation to ensure they get a job and keep a job.
Employers are seeing the benefits of the program. Oscar Avila, Cost Less store manager, said he has hired several employees over the years from TPP.
"They always do a good job, they have great attitudes, they are reliable, show up on time and they just do their job. That's all we ask for. None of the other employees really know that we hire these kids from the program," he explained.
Current employee Adrian Garcia has been employed as a courtesy clerk for about three months and he said he enjoys his job and is thankful for TPP.
The TPP is turning heads.
"This is one of the most successful programs like this in the state. Other programs are modeling after us and it's all because of the great people like Kathy Smith who are involved in it and the character of the kids," said TUSD Student Services Director Gil Ogden.

New vocational option for students with disabilities

By Kate Thayer
http://articles.chicagotribune.com/2011-11-14/news/ct-met-disabled-students-voc-ed-1114-20111114_1_disabilities-packets-assembly-program
Township High School District 211 is working with a local company to provide more real-world training for disabled students.
The initiative has operated as a pilot program since the beginning of the school year at Conant High School in Hoffman Estates, but it will now expand to include all five high schools and operate from a new space outside school property. The district's four other high schools are Fremd, Hoffman, Palatine and Schaumburg.
A Hoffman Estates parent who works for Richelieu Hardware in Hanover Park and has a daughter with a disability approached school officials with an idea that would enable students to help assemble tool packets for the Montreal-based company.
The company was already looking for a new way of preparing the packets in the Midwest, Associate Superintendent Dan Cates said.
The packets include hinges and screws, which are then distributed to Lowe's home improvement stores to construct various cabinets sold there.
More than 100 District 211 students already participate in similar vocational training programs at Ikea, Walgreens and more than a dozen other local companies.
Twenty-six students will be able to participate in the assembly program, which will operate out of a space in Hoffman Estates, instead of at Conant.
On Nov. 10 the board unanimously approved renting the space for $1,250 per month. Staff already supervising the program will continue to work with the students, administrators said.
"Some of our students having trouble in larger settings, like Ikea, have just done fantastic" in the new program, Cates said.
Besides assembling and boxing the packets, the program will allow students to learn other aspects of the business, like bookkeeping and management, Superintendent Nancy Robb said.
The multiple training opportunities make this program unique, and will ultimately benefit students who participate, Robb said.

College special ed: More institutions serving students with intellectual disabilities

http://www.chicagotribune.com/health/ct-x-college-special-ed-20111109,0,1908574.story
By Leslie Mann, Special to the Tribune
November 9, 2011
Like many high school graduates, Jennifer Gans, of Glen Ellyn, wanted to go to college. But developmental delays put her in a population of students that few colleges serve: those with "intellectual disabilities."

Now Gans, 25, is a proud graduate of Elmhurst College's four-year Elmhurst Learning and Success Academy and has the certificate to prove it.

ELSA, which started in 2005, is one of a small but growing number of college programs in the Midwest for students with intellectual disabilities. The students' diagnoses include Down syndrome, autism, developmental delays, multiple learning disabilities and attention deficit disorder.

"Because of ELSA, I got the whole college experience," said Gans. "I lived with a friend in a condo near campus and walked to classes and to my favorite place in downtown Elmhurst for a smoothie."

Gans' studies included academics plus courses that improved her time-management and independent-living skills. Through ELSA internships, Gans explored career goals.

"I learned that working with animals is what makes me happy," said Gans.

Now, Gans juggles part-time jobs at a pet store and a clothing store while she completes the veterinary assistant program at the College of DuPage.

"Long term, I'd like to work for a large-animal vet," said Gans, who boards a horse and likes all things equine.

ELSA has graduated 19 students, and 24 are currently enrolled. Other ELSA graduates have landed jobs in fields such as recreation and photography, said LuEllen Doty, Elmhurst's director of special education.

The programs for students with intellectual disabilities vary from college to college.

In the ELSA program, educational coaches help students set goals and learn study skills. Mandatory community service gets them involved with local nonprofits. And the program is inclusive, Doty said.

"The ELSA students usually live at home but are with the other students all day," she said.

National Louis University's Skokie campus offers a two-year certificate program called PACE.

"Students live in the residence halls and participate with the others, academically and socially," said Assistant Director Barb Kite.

PACE grads work in fields including elder care and transportation.

"I had three internships," reported Zach Farber, 22, a recent PACE grad who lives in Evanston with a roommate. "I worked at a day care center, in food service at a high school — where I was the grilled-cheese chef — and in a hospital's physical therapy department. I decided food service is for me, so I'm looking for a job in that field now."

Farber said he also learned soft skills such as "making sure your potential employers get positive feedback from your previous employers."

PACE was a boost to his social life, added Farber, who keeps up with peers on Facebook.

"We went out to restaurants and plays," he said. "I joined the drama club. I will continue acting as a hobby."

The University of Iowa's REACH program includes 41 students — about 20 percent of whom are from the Chicago area. The two-year certificate program includes academics plus life-skills courses. Students live in the dorms, are matched with mentors and serve internships.

"Two-thirds of our grads get jobs or additional education," said REACH Director Jo Hendrickson. "For some of them, full-time employment is too much, so part-time employment is the goal. Of course, they're dealing with the same problem as other students; there are fewer jobs out there now."

REACH grads' jobs include posts in agriculture, office work and medicine.

Iowa has a generous scholarship fund, added Hendrickson.

"Many of these parents don't have college money because they've had had so many medical and tutoring expenses," she said. "And they didn't expect these kids to be able to go to college."

The University of Wisconsin at Whitewater does not have a separate program per se but does have services in place to help its approximately 80 students who are on the autistic spectrum and about 20 with low IQs who graduated from high school with modified curricula.

"They must be admitted to the university or transfer here," explained Elizabeth Watson, director of the Center for Students With Disabilities. "It may take them five or six years, but they can graduate. Some earn an associate's instead of a bachelor's degree."

Watson's staff helps students cope by, for example, taking a class on a pass-fail basis. A four-week, live-in summer orientation helps students learn "how to find their classes, live in the dorm and order a pizza," said Watson.

"Name the field, from computer science to social work, and we have grads in that field," said Watson.

DePaul University's PLuS program is similar. Students must be admitted to the university as undergrads or graduate students. But the PLuS staff works with them to make adjustments.

"A student may need to take a test in our office because he's easily distracted, for example," said Judith Kolar, PluS director. "If reading is difficult, he can get his textbook on audio. We lend them (digital pens) for note taking."

A few Illinois community colleges offer programs for these students, too.

Lewis and Clark Community College in Godfrey has credit and noncredit programs for students with intellectual disabilities. Its graduates get jobs in fields including education and Web design or go on to collect associate's or bachelor's degrees.

"The goal is to get marketable skills," said Director Kathy Harberer. "They have high expectations for themselves and work hard."

Parents of students with intellectual disabilities are used to advocating for their kids. But when it comes to finding a college, they really have their work cut out for them, said Karen Stopka, of St. Charles, whose daughter, Kelly, 22, graduated from the REACH program, then got a job as a preschool teacher's aide.

"There are more options on the East Coast," Karen Stopka said. "Here, we don't have many choices. There's no one guide to go to. Part of the reason is the kids have different needs. You can't lump them all together in one program."

Stopka suggests networking with other parents and attending college fairs.

"There is a huge, huge need for more colleges that serve this population," said Harberer.

But the directors see things heading in the right direction.

"It took us 40 years," said Watson. "But we've gone from the point where colleges were accessible to (students with) wheelchairs to being accessible to students with intellectual disabilities."

Libertyville farm a model for disability programs

By Karen Meyer
http://abclocal.go.com/wls/story?section=news/disability_issues&id=8409849
October 30, 2011 (LIBERTYVILLE, Ill.) (WLS) -- Fifty years ago, a pet shop on North State Street hired 12 people with developmental disabilities. They successfully performed their tasks, which led to the idea of expanding the business to north suburban Libertyville, where it became Lambs Farm.
Lambs Farm celebrates 50 years with great pride. They have become a model for programs designed for people with developmental disabilities across the country and in many parts of the world.
Located just off the tollway, Lambs Farm is a sprawling 72-acre living and working community for more than 200 adults with developmental disabilities.
"Our people today range in age from 30 to 77," said Lambs Farm president and CEO Dianne Yaconetti. "We actually, unfortunately, just lost one in February that was 87 years old. They are living full, happy, productive lives and we would like to think that their experience at Lambs Farm has a lot to do with that.
"We have 140 people living on our campus. We have another 30 people living in six family dwellings in the surrounding communities that we own and operate, which gives people a lot of different choices of how they want to live.
"We have a number of businesses that are members of the local business community...We have a restaurant with good food and a pet shop and a farm yard...We have a number of participants working there."
Lambs Farm is named from a Bible quote, "Feed my lambs."
"It was originally called the Lambs Pet shop," said Yaconetti. "Obviously, the farm element came when W. Clement Stone brought the farm here in '65."
The founders of Lambs Farm, Bob Terese and Corinne Owens, were school teachers.
"When they started to work together at the Bonaparte school prior to founding Lambs Farm, neither of them had met a person with developmental disability," said Yaconetti.
Some of the residents, like Janice Small, have been part of Lambs Farm since it started.
"Before I came here I was in the day program," said Small. "I traveled back and forth. I worked downtown at the State Street store with Bob and Corinne. I lived with my mother and my father and my brother."
At 71 years old, Small lives a full and busy life.
"Number one, I'm working at the work center part-time and part-time at the restaurant. I'm a busser, I do everything. I greet the people, I talk to people. sometimes I answer the phones, sometimes I make drinks," Small said.
"The fact that they're mildly to moderately disabled gives us a chance to really watch them grow," said Yaconetti. "That's what Lambs Farm is all about. It's a place where they can come, they can choose what their lifestyle is supposed to be."
There is much to see and do at Lambs Farm. For more information go to www.lambsfarm.org.
They also have a book called Lambs Farm: Where People Grow.

Left behind: Disability community still faces employment crisis

http://www.post-gazette.com/stories/sectionfront/life/left-behind-disability-community-still-faces-employment-crisis-320899/

By Ann Belser / Pittsburgh Post-Gazette

People with disabilities are doing worse now than they were at the height of the unemployment crisis brought on by the Great Recession.

The U.S. Bureau of Labor Statistics just started tracking the employment of people who are disabled in June 2008. And in the post-financial crisis, that community is still in crisis.

Using statistics that are not seasonally adjusted, the bureau has found that the unemployment rate for people who do not have disabilities was 8.5 percent in September compared to 16.1 percent for people with disabilities.

While unemployment for the non-disabled population dropped a full percentage point, from 9.5 percent to 8.5 percent, since June 2009 -- when the recession ended -- the unemployment rate for people with disabilities is higher than it was at the end of the recession: 16.1 percent in September versus 14.3 percent in June 2009.

The percentage of people with disabilities who are counted as unemployed does not tell the whole story. While nearly 70 percent of the non-disabled population of the U.S. takes part in the labor force, only 21 percent of the disability community does.

Despite the passage of the Americans With Disabilities Act in 1990, advocates for people with disabilities say they still face discriminatory hiring practices because of mistaken notions that they will cost the company money.

"The truth is most accommodations are very low-cost," said Susan Henderson, the executive director of Disability Rights, Education and Defense Fund in Berkeley, Calif.

For employees who are blind or have impaired vision, she said, the accommodation can be as inexpensive as screen reading software and a clear aisle to the bathroom.

People who use wheelchairs usually just need a desk that is adjusted to the right height.

Chaz Kellem, the manager of diversity initiatives for the Pittsburgh Pirates, uses a wheelchair but said the accommodations he needed for work were already there when he joined the Pirates in 2005.

"I do have a keyboard tray and mouse tray at my desk," he said, "but the person before me also had a keyboard tray and mouse tray."

PNC Park, where his office is located, was designed to be wheelchair accessible.

"The truth is most businesses are already employing people with disabilities," Ms. Henderson said, noting that disabilities can include diabetes, cancer and Crohn's disease.

"There are probably people in most work places that have a disability, but no one knows it," she said.

When people think of disabilities, they usually picture someone who is obviously disabled. For instance, the U.S. Department of Labor's Office of Disability Employment Policy's brochure on diversifying work forces by recruiting, hiring and retaining employees with disabilities has a photo on the front with the usual diversity buffet: some women, some minorities and the obviously disabled person -- the only white man in the photo -- is sitting in a wheelchair.

Jill Houghton, interim executive director of the U.S. Business Leadership Network in Washington, D.C., said rather than talk about "accommodations" for people with disabilities, she prefers to use the term "productivity tools," which she credits to Kathy Martinez, the assistant secretary of the labor department's Office of Disability Employment Policy.

Ms. Houghton said that is what any changes are all about: making workers more productive.

The reality, she said, is many people with disabilities start their own businesses when they can't get traction in the labor force.

A boost to those business owners is recent federal legislation that recognizes businesses owned by people who are disabled as minority-owned businesses, making them eligible for various government programs.

At the Three Rivers Center for Independent Living in Wilkinsburg, executive director Stanley Holbrook said the organization can work with employers and employees to make sure accommodations are reasonable so that employees with disabilities perform up to the expectations in place for other workers.

Read more: http://www.post-gazette.com/stories/sectionfront/life/left-behind-disability-community-still-faces-employment-crisis-320899/#ixzz2MW5fvtWs

Colleges Step Up to Meet Dyslexia Challenge
Schools expand efforts to assist talented students with a common disability.
By Print Meryl Davids Landau

September 27, 2011
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Natalie Tamburello at Stanford University's Psychiatry and Behavioral Science building in Palo Alto, Calif., on July 8, 2011.

Even high-achieving students may find it difficult to be admitted to competitive colleges, but for those with dyslexia, the hurdles can be higher. A growing number of colleges, though, are showing a greater appreciation for these students.

Some 45 college admissions deans from across the country gathered at Stanford University this past June to learn about high-achieving dyslexic applicants. Experts shared the latest research, and well-known figures—including California Lt. Gov. Gavin Newsom, financier Charles Schwab, and Delos "Toby" Cosgrove, a heart surgeon and CEO of the Cleveland Clinic—described their experiences coping with the disability.

"Our goal is to help colleges realize that, because of their intelligence, out-of-the-box thinking, and perseverance, these students can add luster" to their schools, says Sally Shaywitz, the Audrey G. Ratner professor in learning development at Yale University who helped organize the event.

[Read how learning disabilities may offer an edge in college admissions.]
A decade ago, Shaywitz, author of Overcoming Dyslexia, demonstrated in her research that fully one in five students has the condition, with males and females sharing it in roughly equal numbers. Dyslexia makes it difficult for a person to retrieve or correctly order the basic sounds, or "phonemes," of spoken language (like the "k," "aah," and "t" sounds that make the word cat, for example).

The result: slow, laborious reading, problems retrieving the right word when speaking—especially when under stress—and writing that is rife with misspellings. These issues can cause teachers who don't understand to misjudge these students' ability.

In a 2010 study, Shaywitz documented that while IQ level and reading ability are linked in typical readers, they are not linked in people with dyslexia. Many high-achieving dyslexics have compensating strengths that enable them to rise to the top in various fields.

The main stumbling block for even the most accomplished college applicants with dyslexia is the standardized entrance exam. Under the Americans with Disabilities Act, testing agencies have a duty to provide accommodations to students with disabilities. These commonly include more time to take the test, use of a private room, or access to a scribe to record answers.

According to a 1991 study conducted at the University of California–Berkeley, this makes a difference. Dyslexic students taking a standardized reading test scored on par with their peers when granted extra time, but lagged significantly when they were not. Importantly, students without the disability produced virtually the same scores regardless of whether they were given additional time.

[Get tips from the U.S. Newscollege test prep guide.]
But getting such help can be a challenge for those who need it. Each year the College Board administers the SAT to more than 2 million individuals. According to Steven Pereira, the College Board's executive director of services for students with disabilities, about 32,000 members of the class of 2010 took the test with accommodations.

Pereira says that about 85 percent of all students annually who request assists receive them if they can document their disabilities. However, Shaywitz points out that since dyslexics alone are about 20 percent of the population, the fact that so few students are accommodated suggests there are flaws in how they are handled.

Lori Vise, an independent educational consultant at Bass Educational Services, believes several factors may be at work, including students' erroneous fear that their test results will be flagged when reported to colleges. Families also may not be aware that such options exist. And though the ADA requires testing agencies to provide accommodations in a timely way, Shaywitz says, the review process generally takes weeks and can be burdensome.

The College Board, for instance, requires students to supply documents addressing seven criteria, including their relevant educational and medical history, descriptions of the diagnostic examinations done, and an explanation of how the condition affects their test-taking ability. Many families may simply not have the wherewithal to file the necessary paperwork.

In February, the Justice Department reached a settlement with the National Board of Medical Examiners, which administers exams for medical licenses, that could provide a template for how testing agencies meet the ADA requirements. The settlement stipulates that the NBME must supply reasonable accommodations to test-takers with disabilities and make documentation less burdensome. But until all testing agencies adjust their policies, Vise suggests that students seek classroom accommodations as early as freshman year in high school in case additional testing or records are required.

Increasingly, colleges are assessing how standardized testing and their own admissions processes may be leading them to exclude talented dyslexic students. Greg Buckles, the dean of admissions at Middlebury College, says his school has long evaluated prospects "holistically"—that is, looking beyond exam scores and GPAs.

But after attending the conference for deans last year, Buckles says, he now feels better able to evaluate dyslexic students whose test scores may fall below the school's norms. If they demonstrate a flair for film or video or if they have developed "unusually strong leadership or consensus-building skills," he notes, "they can bring these attributes to our campus."

The kinds of ADA-mandated accommodations that dyslexic students generally get are equivalent to those for students with other disabilities. Besides extra time on tests, they might receive textbooks and other reading materials in audio formats and get permission to receive class notes from the instructor or a fellow student.

An understanding professor can also be key. "In my senior year at the University of Chicago, my thesis adviser kept looking at my drafts and saying, 'You have such great ideas, but you are messing up the grammar,'" recalls Allison Schwartz, who graduated in 2008 and received her master's degree in American studies from Columbia University this past spring. The professor showed Schwartz how to correct her errors, and a teaching assistant even wrote out a set of grammar rules for her to memorize.

[Read how one dyslexic student earned 11 college degrees.]
Still, not all colleges offer sufficient accommodations, laments Vise. For example, even schools that have the technology and staff to scan textbooks into computers often may not complete this task until weeks into the semester. Well-endowed, private colleges tend to offer more support, Vise says. But she adds that some public institutions, like University of Arizona and University of Vermont, and Marshall University in West Virginia, do have extensive resources.

Though there is no single model to guide dyslexic students applying to college, experts and those who have made it through the admissions process offer some useful tips:

1. Consider class size: Megan Diffey applied to the Burnett Honors College at the University of Central Florida because its classes are limited to 20 or fewer students. Similarly, Natalie Tamburello, now a senior at Whitman College, was attracted by the school's modest student population of about 1,500. "I knew my professors would understand me better at a smaller school, because they would have a chance to get to know me," says Tamburello, who currently posts a 4.0 GPA in her psychology major and is considering going on to medical school.

[Learn what it's like to attend Whitman College and others in the Pacific Northwest.]
2. Find a mentor in high school: Even colleges that don't require a letter of recommendation will be impressed by a glowing report from a teacher or guidance counselor describing how you advocate for your educational needs, says McGreggor Crowley, associate director of admissions at Massachusetts Institute of Technology, also a conference attendee. Colleges that offer resources want to be sure you know how to access them.

3. Visit disability offices: The difference between the promises on a school's website and the reality can be striking, asserts Vise, who says she spends a quarter of her work time visiting campuses. She looks for the location of a school's learning disability resource office—centrally located or so far away you'll never stop there?—and the number and helpfulness of the staffers.

4. Be aware of your learning style: Shaywitz recommends talking to current undergrads or recent graduates to get a sense of how students are assessed. Helpful questions to ask include: Can meetings be set up one-on-one with a professor or teaching assistant to demonstrate your knowledge of a topic outside the high-stress classroom setting? Can students offer to write a report or do a project to demonstrate subject mastery?
Shaywitz notes that, even if you cannot find the answers to these questions in advance, schools that show themselves to have supportive environments in other ways often will have faculty members who are equally supportive and flexible.

5. Note the foreign language requirements: Although a few dyslexics may not have trouble learning a foreign language, most are as stymied trying to read Italian as they are English, says Katherine Schantz, head of the Lab School, an independent institution serving elementary through high school students with learning disabilities in Washington and Baltimore. One option is to apply to colleges with either no foreign language requirement or a process for waiving it.

6. Nail the interview: Meeting with an on-campus or alumni interviewer can help you showcase your accomplishments, Schantz says. "Time and again we have students who get into a competitive school because of their interview," she adds, explaining that interviewers are particularly impressed by students who are insightful about their learning disabilities and how they have compensated for them.

7. Decide whether to disclose: The decision whether to discuss one's dyslexia on a college application must be handled individually, says Vise, who, along with Schantz, voices concern that some admissions officers still erroneously believe the disability tracks with intelligence. But when colleges have a history of supporting learning-disabled students, they say, applicants should feel comfortable raising it.

Megan Diffey was one applicant who wanted colleges to really understand who she is. Diffey wrote about her disability on her application essay. "The dedication and extra time I put into my work is a big part of my character," she says. The University of Central Florida apparently agreed. Not only did the school accept her, but it admitted Diffey to its highly competitive honors college.

http://www.usnews.com/education/best-colleges/articles/2011/09/27/colleges-step-up-to-meet-dyslexia-challenge_print.html

My thoughts:

This was such an informative article!  It just goes to show another example of why we can't base all educational decisions on test taking.  Some of the most brilliant people in the world have had some sort of learning disability.  Even Enstein failed classes in school.  I had a professor in college that said when she was in 2nd grade, she was so proud of herself because she could write in cursive, only to find out her cursive was perfect, but backwards.  That was when her teachers figured out she had a learning disability.  Eventually she went on to get her doctorate and become a college professor.  It took her a great deal of time, but she didn't let her disability hold her back.  She didn't even let the fact that she hadn't read a complete book until she was in her 30s hold her back.  People like her should be an example and role model for other students with learning challenges that it is possible for them to go on to college, despite their learning disability.  I think the proper transition support in high school is part of the reason the number of students requesting accomodations has risen.  It goes to show how successful and important the transition process is.

States To Get Millions To Boost Disability Employment

States To Get Millions To Boost Disability Employment

By Shaun Heasley | September 28, 2011

The federal government is sending more than $21 million to a number of states to address the specific needs of people with disabilities who are looking for work.

California, Hawaii, Ohio, South Dakota, Tennessee, Washington and Wisconsin will each receive between $1.8 and $6 million of the new funds from the U.S. Department of Labor, officials said this week. The grants represent an expansion of a disability employment initiative that's already underway in nine other states.

Under the program, states are expected to use the money to boost "education, training and employment opportunities and outcomes" for young people and adults with disabilities who are unemployed or underemployed, including those receiving Social Security benefits, federal officials said.

Specifically, the grants are intended to enhance coordination on employment issues between various agencies including vocational rehabilitation services, independent living centers and local nonprofits. In addition, the funds will help ensure that the Labor Department's One-Stop Career Centers in the states are better equipped to aid job seekers with disabilities who currently rely on Social Security.

"During these difficult economic times, it is important to ensure that all workers, including those with disabilities — who as a group face employment barriers even during times of prosperity — are able to benefit from the Labor Department's employment and retraining services," said Secretary of Labor Hilda Solis. "These federal grants will help to provide services and support to individuals with disabilities in seven additional states, and put them on the path to permanent and secure jobs."

Nine states — Alaska, Arkansas, Delaware, Illinois, Kansas, Maine, New Jersey, New York and Virginia — already receive similar grants.

In addition to the new funds directed at states, the Labor Department is also sending $3.78 million to four centers located in Connecticut, New York, New Jersey and Washington, D.C. that conduct research and provide technical assistance on employment issues for people with disabilities.

http://www.disabilityscoop.com/2011/09/28/states-millions-employment/14131/

Vocational training key for students with autism

Vocational training key for students with autism

BY SARAH HOFIUS HALL (STAFF WRITER)

Published: October 23, 2011

Lightbox linkLightbox linkIn a classroom at Marywood University, a group of students practice writing checks. Carefully, they fill out the piece of paper, making sure the dollar amount is correct and the decimal is in the right place. Then, they go to work.

Some work in housekeeping, others in the dining hall. Some help deliver mail.

It's a real-life lesson on life after high school graduation, and for many students with autism, a preparation for the unknown.

As more students who are diagnosed with autism go through the school system, educators are trying to prepare students for what comes after they finish school.

SOAR at Marywood

In the corner of the lower level of the McGowan Center at Marywood University, students with autism learn life skills in the morning. In the afternoon, they work at jobs across campus, in hopes they will learn job skills for their future.

A partnership between the Northeastern Educational Intermediate Unit and Marywood, the SOAR (Students On-Campus Achieving Results) program started in 2008.

Students learn how to read bus schedules and take public transportation. They take trips to the mall, job fairs and CareerLink. They eat lunch with Marywood students in the dining hall and get a taste of college life.

"I call it the miracle of Marywood," NEIU teacher Jack Kirby said.

Students were recently working on spelling words and a unit on health, nutrition and safety. They also talked about responding to authority in work situations and about making eye contact.

"They become so much more confident and adult like," said Anne Mary Doyle, who oversees the program for the NEIU. "It's just such a great feeling, when you talk to them and show how far they've come in confidence and self-advocacy."

Sean Dixon, 20, of Dunmore, graduated from the SOAR program in 2010. At SOAR, Sean found a group that was more accepting of his differences. He made good friends and great progress on work readiness.

In the afternoons at Marywood, he worked on data processing, entering information from prospective student applications, and in housekeeping, where he vacuumed and dusted.

He's still looking for a job.

"I'm the perfect candidate," Mr. Dixon said. "I work hard, and I'm on time. I know how to do it because I learned from Mr. Kirby."

Rachel Boyer graduated from the program this spring, and now works in the Marywood dining hall, clearing tables and sorting silverware, like she learned during SOAR.

She is one of only two of the eight program graduates who have found competitive employment.

"That's the sad part," Mr. Kirby said.

Mrs. Doyle agreed.

"It's so difficult for anyone to find a job," she said. "Add a label, and it's that much harder."

Victory Village

A house on Church Street in Jessup has a banner hung on its stairs: "Don't let your disability dictate your future."

Each morning and afternoon, the home is filled with students who have autism and other special needs. They're told, "This is your home."

The students, part the Victory Village program run by the NEIU, learn skills for post-graduation: how to take care of themselves - and how to take care of the home.

A program in the morning for mainly 16- and 17-year-olds focuses on life skills. They have chores that include preparing snacks, taking out the trash, answering the phone and putting dishes away.

For birthdays, the student having the birthday picks a meal the other students make, such as lasagna, meatloaf or chicken tenders and fries. The students have to create lists and go to the grocery store to buy ingredients, where they compare prices and later do price calculations.

For students who are in their third year of the program or who will be graduating, the focus turns to work. On one recent day, teacher Joan Murphy was helping students memorize their social security numbers - a bit of information they will need when they start filling out job applications.

A couple times each month, the students take a trip to an area business, where they "try out " different jobs, like cleaning at Riverfront Sports Complex or setting up for banquets at Genetti Manor.

For jobs, they search for openings in the newspaper's classified section, develop their resume, practice job interview skills and learn how to fill out job applications.

Teachers also make sure students understand their disability, and try to encourage students to have self-esteem and confidence and learn how to explain adaptations needed to an employer.

"There is a job out there you are absolutely able to do," Ms. Murphy told the students.

Six students will be graduating from Victory Village this year, adding to the growing list of students looking jobs.

"Very few are competitively employed, but it's not for the lack of trying," said Mrs. Doyle, who also oversees Victory Village.

Mock motel

In the former teacher's lounge at Abington Heights High School, two beds and a bathroom are helping students learn skills for after graduation.

District officials have transformed the lounge into a mock hotel room, where students in the autism support class are learning how to clean.

"Our goal is to transfer skills to the work environment," said Sam Sica, the district's special education director. "We want to make it as realistic as possible."

In the Abington Heights School District, 21 students in grades kindergarten through 12 are assigned to autistic classrooms. Another 25 students who are on the autism spectrum require minimum or little support in regular education classrooms.

Starting at age 14, students' individualized education plans must address what the students' goals are after high school. Special education students can stay in school through age 21. Through the IEP, ways to reach the goals are addressed.

With many hotels in the Abingtons, students will hopefully be able to transition to jobs in the community. But even if students do not end up working for hotels, they will learn about staying on task and following rules, Mr. Sica said.

With donated items, including the two beds and dresser, students are learning how to vacuum, make beds and clean the bathroom. Drapes will cover a window where teacher Mari Hendershot can look through from another room. She hopes to even install a timeclock.

Around the building, autistic students in the high school class load paper into photocopiers, clean cafeteria tables after breakfast is served and do other real-life tasks.

"Vocational training is really the track we need to move in, not just academics," Mr. Sica said.

Contact the writer: shofius@timeshamrock.comSOAR documentary

A documentary about the SOAR program at Marywood was recently screened.

The 25-minute documentary, directed by Alexander Monelli, includes interviews with SOAR students, faculty and staff and Marywood graduate and undergraduate students.

A trailer of the documentary can be viewed at http://www.youtube.com/watch?v=4J4rGdT0ZxA. A copy of the documentary, which is being sold for $5, can be obtained by calling Marywood associate professor Patricia Arter, SOAR program director, at 348-6211, extension 2511.

Read more: http://thetimes-tribune.com/lifestyles-people/vocational-training-key-for-students-with-autism-1.1220484#ixzz1bpri0YOE

Down's Syndrome case could see thousands of special needs adults taught alongside children

Down's Syndrome case could see thousands of special needs adults taught alongside children

The father of a woman with Down's Syndrome is attempting to force a council to let her stay in school until she turns 25, in a case that could see thousands of special needs adults taught alongside children.

http://www.telegraph.co.uk/education/8846974/Downs-Syndrome-case-could-see-thousands-of-special-needs-adults-taught-alongside-children.html#.Tqcsa2yYabM.email

By Daily Telegraph Reporter

9:44PM BST 24 Oct 2011

Anthony Williams is locked in a dispute with Essex county council over whether his 22-year-old daughter, Maria, should be allowed to continue in her education at Columbus College, Chelmsford, where she has studied since she was 16.

Mr Williams wants to block the council's attempts to force Miss Williams to leave school.

The Court of Appeal heard that Miss Williams entered mainstream education at the age of five but was always behind her peers and was transferred to the specialist Columbus College in 2006.

She has a reading age of nine, cannot tell the time and has no concept of money, but loves drama, dance and the expressive arts. She has only missed college when she was laid low by a heart operation at 16.

The head of the college is happy for her to stay on until she is 25, the court heard.

But, since 2008, the council has been saying that Miss Williams's Statement of Special Education Needs only ran until she was 19, after which she would not be entitled to publicly-funded education.

Following a long-running legal wrangle with her father, the council has brought the case before the Court of Appeal, asking three senior judges to rule on the issue.

David Wolfe, for Mr Williams, told the court that a "flexible approach" should be taken, which would prevent those who needed ongoing education "falling off a cliff when they hit 19".

He said: "Although a statement can only be made in the first place for someone who is at the time 'a child', statements do not automatically lapse, for example simply because the person ceases to be 'a child'."

Fiona Scolding, for the council, warned judges that allowing students with special educational needs to continue in schools past 19 would have a massive impact on local authorities' finances.

"There are approximately 223,000 children and young people in England and Wales with statements of special educational needs," she said.

"This case is about Maria Williams and its facts, but it is applicable to the other young people approaching or having reached 19, who may well wish to stay in school until their late twenties.

"It is a point of real importance, as it raises a significant issue of principle as to when a local authority's responsibility ceases for those with statements of special educational needs.

"Local authorities have, to date, considered that their responsibilities end, in line with the code of practice, the year that a child becomes 19.

"This also raises questions about the designation of schools and how they would manage to accommodate these individuals, and also practical questions about safeguarding younger children if there are a cohort of adults being taught with them."

Recognising the widespread importance of the case, Lord Justice Maurice Kay, sitting with Lord Justice Moses and Mrs Justice Baron, reserved their judgment, which will be given at an unspecified date in the future.

Preparing for the future

When parents are gone, arrangements for the autisic can be a challenge

By Rick Wills
PITTSBURGH TRIBUNE-REVIEW
Sunday, October 2, 2011

The thought of what will happen to her autistic son when she's gone causes Marie Mambuca great anxiety.

Doctors diagnosed Tony Mambuca-Capanzzi, 20, with autism at age 3 and he still lives at home.

"He does not understand money. He would eat everything all at once. He'd walk into the street without looking. And who even knows what other people would do to him?" said Mambuca, 48, of West View.

She is hardly alone in her worry. As children, many autistic people attend school and live with their parents. But in adulthood, their educational opportunities dry up, their parents become infirm and die, and finding safe and stable living arrangements becomes a challenge.

Autism, which affects an estimated 1.5 million Americans, is increasing at a rate of 10 percent to 17 percent each year, according the Bethesda, Md.-based Autism Society. By 2023, about 380,000 autistic children nationwide are expected to need extensive residential services as adults, according to the Department of Health and Human Services.

"There is no other disability with this rate of increase that autism has, either nationally or in Pennsylvania," said Ann Bale, a spokeswoman for the Pennsylvania Department of Public Welfare that includes the Bureau of Autism Services.

About 25,000 people in Pennsylvania are living with autism diagnoses, 3,825 of them adults, state records show. By 2015, the number of autistic adults is expected to increase to 10,140, according to an audit by the University of Pennsylvania for the state Bureau of Autism Services.

Allegheny County has the highest number of autistic residents with 2,235 people, the records show. By comparison, 658 people with autism live in Westmoreland County, 317 in Butler County and 208 in Washington County.

"There has been a large increase of autism diagnoses in recent years, and researchers cannot figure out why," Bale said. "We hope we can meet the demand for the need for more services and for more housing."

Known as a pervasive developmental disorder, autism involves deficits in a person's ability to communicate and interact with others. The range of autism is vast -- some people can live independently, and others cannot speak or care for themselves.

The Centers for Disease Control and Prevention estimates 1 in 110 children in the United States has an autism spectrum disorder. The agency classifies such disorders as "an urgent public health concern," and is working on one of the largest U.S. studies to date, called Study to Explore Early Development, to determine risk factors such as genetics or environment.

Organizations that represent autistic people fear an onslaught of social problems in coming years.

"We think the next wave of homelessness will probably be adults with autism. There's also likely to be a high incidence of autistic people in jail. There are not a lot of support services after the age of 21, and what becomes available is complex and difficult. Not everyone has siblings, and not all siblings want to care for people with autism," said Scott Badesch, president of the Autism Society, which has 159 chapters across the country.

Said Nina Wall-Cote, director of the Bureau of Autism Services: "The public system right now cannot sustain all that is needed. We will be crisis-managing" without more resources.

The state's Adult Autism Waiver, a program designed to help house adults with autism, can accommodate only 200 people.

"Two hundred adult autism waivers for the whole state just does not cut it, even now. ... The unfortunate reality of residential programs is that someone has to die for someone else to get in," said Kim Lieb, director of The School at McGuire, part of McGuire Memorial, a New Brighton nonprofit that operates schools and work programs and houses 80 people with disabilities in 21 Beaver County group homes.

Lieb said McGuire Memorial anticipates increased demand for its adult residential services.

"Other disabilities like muscular dystrophy, cerebral palsy and Down syndrome are not increasing. Autism is increasing quickly, and it's a little scary," she said.

There is no known single cause for autism, but it is generally accepted that it is caused by abnormalities in brain structure or function, according to the Autism Society. Researchers are investigating theories, including heredity, genetics, medical problems and environmental factors.

Some people believe the use of childhood vaccines explains the higher prevalence in recent years. But studies examining trends in vaccine use and autism do not support such an association, according to the Centers for Disease Control and Prevention.

Most adults with autism cannot live on their own, said Lu Randall, executive director of Aboard AUTISM, a Western Pennsylvania service and advocacy group. Last year, Randall assisted a 62-year-old autistic woman whose mother died. The woman lived at home with no utilities and collected rainwater to use for cleaning and washing dishes.

"There are many, many more people out there like her. And with some of them, we won't find out until it's really too late," Randall said.

Peggy Best, 55, of Greensburg worries about her son Sean, 23, who is largely nonverbal.

"No one's going to take care of him like I do," said Best. "I get up every morning and help him get shaved. I cut his fingernails. I am hoping that one of my other kids will take in Sean when I can't care for him."

James Eaves, 19, diagnosed with autism at age 2, attends Highlands High School, where he sings in the choir.

"His well-being has always been my biggest worry. I have been thinking about that since he was 10. He will probably eventually be living in a group home, but I don't like to think of that," said his mother, Fredericka Stover, 54, of Natrona Heights, a nurse at the VA in Oakland, who twice underwent cancer treatment.

By 2023, the cost of providing residential services to autistic adults will be about $27 billion annually in current, noninflation-adjusted dollars -- more than a third of the Health and Human Services budget, according to federal statistics.

The Autism Society puts the bill even higher when other needs are considered -- nearly $90 billion annually for services to autistic adults and children, including research, insurance costs, Medicaid waivers, educational spending, housing, transportation, employment, therapeutic services and caregiver costs.

In Pennsylvania, state officials "have documented the scope of the problem and what it is expected to cost," Wall-Cote said. But the practical reality is how to pay for it.

Pennsylvania legislators this year instituted severe cuts, largely to welfare services and education, to offset a projected $4 billion budget shortfall. Things are worse at the federal level -- a congressional committee has a Thanksgiving deadline to identify $1.2 trillion in savings over 10 years. If it cannot, across-the-board cuts automatically would take effect in January 2013.

A measure co-authored this year by Rep Mike Doyle, D-Forest Hills, would provide services to individuals with autism and their families. The bill would cost $693 million during five years; it would direct at least $500 million to autistic adults. Doyle believes the bill has little chance of passing because of the budget climate.

"But facing this problem can't wait much longer, or it will cost even more," he said.

When educational and social services drop off or end for autistic people at age 21, many autistic adults simply stay home. Aboard AUTISM's Randall said she routinely fields calls from panicked, aging parents.

Even parents whose children are institutionalized worry.

"One day, I am going to die. One big fear I have is, who is going to give a damn about him?" Dan Torisky, 79, said about his son, Edward, 54, who lives in a group home in Coraopolis. The elder Torisky founded the Autism Society of Pittsburgh in 1965 and is its president.

Torisky said adults with autism need to be trained to work. Edward Torisky works in the laundry at Allegheny Valley School, and Tony Mambuca-Capanzzi works at Easter Seals in the South Side. "What has to be done is training beyond high school, to get them to hold a job, some sort of job, and make them high-functioning," Torisky said.

Rick Wills can be reached at rwills@tribweb.com or 412-320-7944.

Read more: When parents are gone, arrangements for the autisic can be a challenge - Pittsburgh Tribune-Review
http://www.pittsburghlive.com/x/pittsburghtrib/news/pittsburgh/print_759801.html#ixzz1bppTWDY3