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the recommendation to develop curriculum for health care providers – there are some out there already. Here’s one I recently learned about, Responsive Practice: Inclusive Health Care Delivery Training (umt.edu) - . The lack of providers willing to accept our adults is a huge concern. 

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the recommendation to develop curriculum for health care providers – there are some out there already. Here’s one I recently learned about, Responsive Practice: Inclusive Health Care Delivery Training (umt.edu) - . The lack of providers willing to accept our adults is a huge concern. 

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Our Policy Council for Children and Families (PCCF) developed a related recommendation  for its 2022 biennial report to the Texas legislature. If you want to see it, the discussion starts on p. 35. https://www.hhs.texas.gov/sites/default/files/documents/tx-children-policy-council-recs-impr-svcs-nov-2022.pdf 

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Our Policy Council for Children and Families (PCCF) developed a related recommendation  for its 2022 biennial report to the Texas legislature. If you want to see it, the discussion starts on p. 35. https://www.hhs.texas.gov/sites/default/files/documents/tx-children-policy-council-recs-impr-svcs-nov-2022.pdf 

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YMCA's - similar to Marion Community Center

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YMCA's - similar to Marion Community Center

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I have taught folks to utilize this natural resource for many of the same activities...they are inclusive and open to involving youth/adults with disabilities. They also offer stipends if affordability is an issue. In some cases, DDS (Dev. Dis. Serivces) has included membership on plans of care.

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Broadening the conversation around this public policy issue as a Civil Rights one

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Broadening the conversation around this public policy issue as a Civil Rights one

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A larger conversation that has to begin somewhere.

Highlighting with CAPE youth work

Tie to intersectionality conversations

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Approaching the work from a Universal Design for Learning Model

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Approaching the work from a Universal Design for Learning Model

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How can we bring together all youth to join in these advocacy efforts. By drawing in young people to lead considering UDL, it would be focused on space being inclusive for all youth. Activism element.

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Virginia's VR agency is developing a new Pre-ETS service related to family support. Family members will be trained in Charting the LifeCourse (UMKC) tools that they will use with youth/families to bring to IEP meetings related to employment goals

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Check out Intersectionality - examples highlighting ways to engage youth. https://capeyouth.org/wp-content/uploads/sites/9/2023/05/2023_CAPE_Y_Intersectionality_FINAL.pdf. https://www.youtube.com/watch?v=-IPWhPkm-oY&embeds_referring_euri=https%3A%2F%2Fcapeyouth.org%2Fresources-2%2Fwebinars%2F&embeds_referring_origin=https%3A%2F%2Fcapeyouth.org&source_ve_path=Mjg2NjY&feature=emb_logo

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Getting people to talk in the right room

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Getting people to talk in the right room

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Advocacy - who are all the potential partners or groups

Incorporate this into priorities to be implemented. Who else should be included? More advocates. Young public speaker - someone that lives with more complex disability. Share the word - Erin might have connections. Invite Caregivers. Policy leaders. ASW - check out their specific foci (disability, educational, medical)

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Build advocacy groups

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If VR policies or practices do not support exploratory plans or post school projected plans, it is difficult to get youth enrolled in VR unless they are graduating. Pre-ETS has 5 services but youth cannot get job coaching unless they are under VR. So perhaps a potential goal is related to how state VR can be more supportive of developing exploratory plans or post school projected plans (not sure of the terminology!) that focus on real work-based learning (not just trial work, but internships, etc.)

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Teaching & Practicing Advocacy Skills of Transition Youth 

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Teaching & Practicing Advocacy Skills of Transition Youth 

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Peer to peer mentoring

Peer to peer with families

CAPE self advocacy training/efforts

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professional organizations emphasizing ADVOCACY for all services

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professional organizations emphasizing ADVOCACY for all services

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The Academy of Pediatric Physical Therapists specifically engages members in Advocacy activities...so that members receive training in how to advocate at Federal, State, local levels...each individuals can do something and connect with others for similar activities.

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For Individuals & Families

Our economy and society become more resilient when all people have the opportunity to gain employment in our community, including people of all abilities. Employment is key to DSPD's Mission Statement of supporting people to lead self-determined lives and be full participants in their communities. Employment can provide greater opportunities for self-determination and integration into the community.

Employment Success Stories

Nicholaus is a fairly shy, 23 year old young man who had never worked in the community on his own before. He had worked in a group setting through the NES Day Services in a warehouse on an assembly line. His dream job is to someday become a chef in a high-end restaurant.

With the assistance of Vocational Rehabilitation and the Employment Staff at NES in Lehi, he was able to apply and be offered an entry level job in the dietary department of Heritage Care Center. He wanted to make a difference in the quality of the food served there and learn new cooking skills.

Nick started working at Heritage Care Center in May 2019, he has learned new skills on how to safely use the large equipment and is learning the different dietary needs there. He takes pride in taking the temperature of the dishwasher and recording it before starting to wash dishes. Nick's favorite part of his job is being able to help others and when he is able to organize items and putting them away in the kitchen.

Nick assists in clearing the dining room carts of the dishes, washing and placing the dishes into a sanitizing machine, he then ensures they are clean and put away in an organized area. He will help fill juice and beverage containers for the lunch hour, Organizing and putting away the food orders. He gathers clean eating utensils and cloth napkins, and rolls them. He has assisted in putting freight away and tearing down boxes to be recycled. Nick will complete any task that is asked of him with a positive outlook.

Nick had stated that he "did not know there are so many health and safety rules to stick to, but is happy to learn them as well." He loves working in this Kitchen and the staff really like working with him there. He says his next step is to become the Assistant to the Chef, with his dream of going to Culinary Art school someday.

Amy is 31 years old, she has moved from an Intermediate Care Facility with about 62 roommates into a NES Residential Apartment with one other roommate in 2019.

Since her move to the new apartment, Amy has grown so much from a very emotional person who would tear up in conversations and withdrawal from groups to someone that shows such self-assertion and shows such courage to try and learn new things.

In January of 2020, with the help from the Employment Staff at NES, a Vocational Rehabilitation Counselor, and her DSPD Support Coordinator working together with her, she obtained a job at Denny's where she works two full days a week. Some of her job tasks include dishwashing, bussing tables, and some cleaning in the lobby area. She stated that she just loves this job and always has a big smile that is contagious to others. She loves helping others and loves when she can help with kids as they come into the restaurant.

She has learned to ride the UTA bus from her home, to work, and back home to become more independent, with a little training from the Employment Staff.

Everyone is so proud of Amy for her hard work and dedication to completing all of the tasks given to her with such a great outlook, courage to learn new things in her life, and what a great person she can be on the job at Denny's. She stated that she "absolutely loves her new life and is so grateful for everyone that has helped her and supported her along the way".

Alex was adopted by his parents when he was three years old from an orphanage in Western Siberia. He has two younger brothers who are close to his age. His parents saw his picture while browsing with an adoption agency and felt that he was the right fit for their family. His family has loved and supported him ever since. Upon moving to Utah when Alex was six, they found that there was so much support available, starting with the Wasatch County Unified School District. They assessed Alex, and ensured he was in the right classes for his abilities. Soon after, Alex was able to get support from the Neurobehavior Home Program with the University of Utah, and after much testing was found to have his intellectual disabilities since birth due to brain damage. He was also diagnosed with cerebral palsy and autism. Then, at around age 12, Alex's anxiety disorder started to manifest itself. On top of everything else, this was causing a significant struggle for him, as well as for his parents. At about this time he was able to begin receiving waiver services to provide respite for his parents, which they say was an important part of what saved their marriage.

Alex received excellent support from the Wasatch County Unified School District. He attended the Wasatch Transition College, the local post-high school program, after turning 18. They provided many opportunities to volunteer and tour potential places of employment. Upon graduation in May of 2019, he was offered a job at the Wasatch Aquatic Center. He also helped his mother with her business that she runs from home as an official employee. Alex also attended day program with Chrysalis following graduation, and loved the activities. The Transition College assisted Alex with getting connected with Vocational Rehabilitation (VR). VR helped Alex to find the job that he holds currently, as a bagger at Smith's grocery store soon after graduating from the Transition College. As his schedule became busier with Smith's, Alex decided to work one job instead of three in December of 2019. Transitioning out of VR services, Alex received support from Innovative Harbor, a DSPD provider, with his job coaching, and they eventually took over his day-program services, too. Alex continues to live at home with his parents, but he is hoping to be able to move out into a residential program soon and further increase his independence, while also staying close to his family.

Everyone who meets Alex loves him. He has an infectious positive attitude, and loves life. He cares deeply for others and is constantly looking out for his peers at day program. He and his family have truly benefitted from the support they have received, and are so grateful for all the different people who have helped them throughout the years.

Becky is 39 years old. In 2014 NES supported Becky in completing an Internship with Stampin' Up Inc. in their housekeeping department. During that Internship she learned valuable janitorial skills with a job coach. When a job opening became available with Lehi City at the Lehi Legacy Center later in 2014, NES assisted Becky with a resume, interviewing skills and completion of an application.

At the interview Becky was able to bring her experience from the internship. Her letter of reference from Stampin' Up spoke very highly of her work as a janitor, her dependability, and friendly personality.

Becky was hired by the Legacy Center in 2014 where she works 5 days a week from 9-2. Her duties include cleaning the machines in the cardio room, the weight room, and the bike room. She does laundry, cleans the lockers in the women dressing room, and washes hand railings on the three sets of stairs, with the support from a job coach. She has an excellent work ethic, always striving to do her best.

Becky is complimented often by guests on the cleanliness of the Lehi Legacy Center. She greets guests with a friendly attitude. Becky enjoys her co-workers, and is appreciated by her supervisor/manager.

Becky's favorite job task is folding the laundry. She loves working in Lehi where she lives and does have the opportunity to show her neighbors and friends at the Legacy Center how hard she works. She always has a big contagious smile and seems happy with everything she does.

Sam is 45 years old. He has been working at Smith's as a bagger since 2000. A vital part of Sam's job is interacting with guests, and he loves it. Making and keeping friends is important to Sam. He has made many friends at Smith's. When customers come to shop, they make a point of speaking to him, and he to them. Oftentimes the customers come and seek him out for assistance.

Sam provides an excellent customer environment. He is courteous as a bagger, and enjoys helping guests load their groceries into their cars. Sam's tasks include bagging grocery items in an efficient manner, sweeping the produce area and the front entryway, assisting customers out to their car with their groceries if needed, and returning carts from the parking lot. He watches the cashiers to see where he is needed most to help bag. NES provides job coaching to ensure that Sam continues to do well at his job and to help him with his speed and efficiency while at work.

His supervisor reported, "Sam is a key, valued contributor and is fully capable and successful in his role. A solid performer, and very dependable."

Jennifer is 46 years old, she had never had a job that she could call her own job before. She had worked at a few different sub-minimal paid jobs all of her life and attended a couple different Day Service Programs since she completed her High School Education in a Special Education program.

Jennifer had worked on an Enclave with a group of peers in the dining services at UVU, where she was assigned to wash dishes. She went into the food court area with the students at UVU and would wipe down tables and greet the students in the cafeteria on her break times just to keep herself busy. Once the Enclave had come to an end, she desperately wanted to work at a job where she could greet others and keep a dining area clean.

In June 2017 Jennifer was referred to apply for Vocational Rehabilitation Services by her DSPD/Support Coordinator and her Residential Provider. The Day Services Employment Manager was able to help Jennifer apply for Services. Her Employment Team helped Jennifer make appointments and helped her to prepare for Job Searching, NES supported her to apply and interview at three different restaurants. On the third restaurant that was advertising a hiring event, The NES Employment Specialist took Jennifer to fill out an application and interviewed. Jennifer was able to tell the Wendy's Manager that she could clean the lobby area, the bottoms of the booths, and the chair legs. She stated "I love to make things nice and clean so everyone can enjoy their food".

Vocational Rehabilitation was able to help Jennifer obtain funding to help her job search with an NES Employment Specialist and to help her with NES job coaching on the job until she was 80% independent on her job tasks. Wendy's has never looked so nice, she absolutely loves her job, the customers, and her coworkers at Wendy's.

Employment First

Employment First is a national initiative that encompasses policies, legislation, and system change efforts leading to increased community-based employment for people with disabilities. Employment First is a belief that community-based, integrated employment should be the primary day activity for working age youth and adults with disabilities. It supports an overarching goal that eligible persons with disabilities should have access to integrated work settings most appropriate for them, including the supports necessary to help them succeed in the workplace. Employment First does not mean employment only and does not deny individual choice, but is intended to increase employment opportunities for individuals with disabilities.

The Division is a named agency in Utah's Employment First Priority legislation, 2011 House Bill 240. This law supports and gives priority to services that assist the person in obtaining and retaining meaningful employment. The Division has designed and is implementing a strategic plan for supporting the Employment First Initiative. The plan includes four strategic areas:

1. Stakeholder Education and Outreach

2. Financing and Contract Methods

3. Services and Service Innovation

4. Performance Measurement.

The Division is collaborating with the national Employment First State Leadership Mentoring Program (EFSLMP) to develop each of these core areas. Additionally, stakeholders are collaborating in an Employment First Task Force.

Customized Employment

Customized Employment is a person-centered process that aims to match people with meaningful work based on their interests and skills.

Frequently Asked Questions (FAQ)

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For Individuals & Families Our economy and society become more resilient when all people have the opportunity to gain employment in our community, including people of all abilities. Employment is key to DSPD's Mission Statement of supporting people to lead self-determined lives and be full participants in their communities.

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Specialty certification for therapists in transition

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Specialty certification for therapists in transition

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Through RESNA, ASHA, and AOTIA, a therapist could input their specialties. It is critical for individuals to be able to know their therapists' specialty areas. There are certifications for specialties in therapies. Could there be a certification in transition PT/OT/Speech?

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Ongoing Transition Training Opportunities for therapists

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Ongoing Transition Training Opportunities for therapists

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Create training opportunities for OT's, PT's, Speech Therapists, and ATP's to truly understand transition therapy and needs. Training opportunities could be through national organizations' conferences, Closing the Gap, and the Intermediate Units. This could also be an opportunity to network and share experiences as well as identify who in one's local area has this type of training.

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Think beyond systems in terms of finding opportunities in the community and work. Use and build social capital for youth and families.

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Availability of Direct Workforce Professionals

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Availability of Direct Workforce Professionals

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This is a huge barrier. Is it possible to reconsider "positions" in a traditional way to a way that meets the needs of youth and their families. Examine how to potentially recommend changes to how Medicaid funding can be used for these types of supports.

How do we get more people interested in doing the work, diversifying our approach.

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Integrate other positive youth representation/models into the complex needs conversation 

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Integrate other positive youth representation/models into the complex needs conversation 

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We don't want these youth to feel like they're being put in yet another bubble - these youth should feel like it's authentic, empowered, and full of other young people.

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Use of Good Media as Teaching tools at all levels

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Use of Good Media as Teaching tools at all levels

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I've utilized particular movies and media to teach youth/adults with disabilities, students in provider education programs, and folks in policy at state and national venues. Examples include: "Including Samuel", Dan Habib; "Intelligent Lives" (also Produced by Dan Habib and protrays real youth and young adults with disabilities), and finally..."My Disability Roadmap" Check them out on YouTube

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Change IDEA Post-Secondary goals language to align with best practices and student needs post-graduation

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Change IDEA Post-Secondary goals language to align with best practices and student needs post-graduation

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Current language states post-secondary goals can address post-secondary education, employment "and if necessary, independent living skills" which sends a message that independent living skills are optional and not of the same level of importance. I would love to see independent living skills emphasized as required and for health to be added as a fourth area, so that post-secondary goals can be written to support student's physical and mental health post-graduation.

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Creating train the trainer models for pediatric therapists to train adult therapists on the specific needs of this population.

Have a transition meeting with everyone involved to discuss how everything is going and provide the training/resources recommended. In final years of school, students could begin attending adult programs so that everyone on both teams collaborates.

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The funding systems are rigid, pilot projects that push this rigid model of service delivery.

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Many efforts align with the work we are addressing in this group.

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Guidance for OT, PT, SLP providers on how to become eligible to provide services to youth post high school

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Guidance for OT, PT, SLP providers on how to become eligible to provide services to youth post high school

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For example: register as a VR vendor, register as as a provider for medicaid waiver services in your state, resources for evidence based practice.... Help increase the number of providers by reducing the confusion and burden of determining how to become an eligible provider.

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All schools in Arizona beginning last year, there is the option of receiving professional development around all areas in the IEP including assistive technology.

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Continue. Replicate. Research. Are there any lessons learned in the field regarding program design and replication that we could use?

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A great example model of something that started in one place and is now an international resource

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Teaching others about pathways to funding for this specific population of youth. Addressing "funder of last resort". Connecting with a good vendor can be helpful. A decision tree for this would be helpful.

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Host a training conference from this group on all areas of transition for those with complex physical and developmental needs. Particularly, training on PT/OT/Speech/Social Work. Open the conference up to all those working with those in the transition age which includes both pediatrics and adults. Include CEU's, invite students of the therapy disciplines, and encourage national therapy organizations to promote.

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In Indiana, there are 10 youth counselors through OVR who are charged with making sure that transition works well between the high schools, pre-employment transition service providers, and OVR. Seeing improvements directly due to this process because of the building of positive relationships. The youth counselors don't carry caseloads so they can dedicate their time to making sure that challenges to the processes are smoothed out.

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Self-Advocates in Medical Education/Family Advocates in Medical Education. Collaborative Teamwork with Patients with Intellectual/Developmental Disabilities and Family Caregivers. Contact: Ellen Bannister, Center for Learning and Leadership (www.ouhsc.edu); LEARN2LEAD-UCEDD@OUHSC.EDU. Great course being taught at University of Oklahoma

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Include more of a related services (OT/PT/SLP) presence on NTACT:C website, national transition conferences, etc. More visibly public collaboration to emphasize roles of OT/PT/SLP in transition. 

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Include more of a related services (OT/PT/SLP) presence on NTACT:C website, national transition conferences, etc. More visibly public collaboration to emphasize roles of OT/PT/SLP in transition. 

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Speaking from an OT perspective, we have researchers and OT practitioners who are doing great work in transition but are not sharing this work much outside of our own professional publications and conferences.

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The funding rules, especially with Medicaid, what AT and services are/are-not funded