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Association of People Supporting Employment First

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The Association of People Supporting Employment First (APSE) is the only national organization focused exclusively on Employment First to facilitate the full inclusion of people with disabilities in the workplace and community.

APSE members recognize that everyone has abilities to contribute and their work should be recognized and rewarded with fair pay, creating inclusive workplaces. Employment enriches and adds meaning to every life, and workplaces and communities are enhanced when they embrace differences.

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About - Association of People Supporting Employment First

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About APSE The Association of People Supporting Employment First (APSE) is the only national organization focused exclusively on Employment First to facilitate the full inclusion of people with disabilities in the workplace and community. APSE members recognize that everyone has abilities to contribute and their work should be recognized and rewarded with fair pay, creating...

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Autism Support Network of British Colombia (For Families)

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Autism Support Network of British Colombia (For Families)

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Are You Finding It Difficult to Access Research, Therapies and Community Support for Autism Spectrum Disorder?

You want to be a savvy consumer of autism services.

You want to understand the science and benefits behind Applied Behaviour Analysis (ABA).

You want to start an effective behaviour intervention program.

You want to connect and learn from experienced parents.

You want to learn about career paths in ABA for Autism.

You want to help us build an empowered community.

The Autism Support Network aims to create a secure and inclusive community of support, ensuring that families of those with Autism Spectrum Disorder (ASD) have access to quality, science-based treatment, so that those with Autism may reach their full potential.
Our Resources

web series workshop

Working to Educate and Support the Families of BC

The Autism Support Network is pleased to announce that we have released a video series called Welcome to Autism Parts 1, 2, and 3: Running an Effective ABA Team, ABA in Schools, and Autism Advocacy.

Navigating the Diagnosis of Autism

Our web series is helpful for parents dealing with a new or potential autism diagnosis for their child, but also have a lot to offer to experienced parents and caregivers.
Watch More

What The Autism Support Network Does Best

We are dedicated to educating the community at large of the importance and value of quality, science-based autism treatment.

See Our List of Events

Connect With Others Who Have Similar Experiences

The Autism Support Network believes that strong communities are imperative to our families strength and safety.
See Our Resources

Supporting ABA Programs For Your Child

The Autism Support Network is passionate about giving families science based information.
See Our Web Series

Help Us Help Parents

Fundraising to Help Families Across the Province Get Access to Important Services and Programming

The Autism Support Network provides educational opportunities for parents, professionals and paraprofessionals in science based treatment for children with autism. We have nothing to gain financially from offering our resources. Your urgent support is needed to keep this unbiased information available to those who need it.

There are now two ways to donate to the Autism Support Network:

Education, Advocacy and Support for Autism Spectrum Disorder

We are the trusted, recognized Autism support organization, providing resources to families of those with ASD, including information, education and improved access to quality, scientifically-proven Autism treatment.

Learn More

Education, Advocacy and Support for Autism Spectrum Disorder

We are the trusted, recognized Autism support organization, providing resources to families of those with ASD, including information, education and improved access to quality, scientifically-proven Autism treatment.

Learn More

AUTISM SUPPORT NETWORK BC

The Autism Support Network Seeks to Strengthen our Community Across British Columbia by Building Local Networks

RSVP to Any Upcoming Events

Our monthly events focus on creating a secure and inclusive community.

Facebook Page

Connect With Other Parents

This is the best place to ask questions, discuss strategies and find support.

Parent Group

Connecting BIs to Families

Our job board is the best place for parents and BI's to connect.

ABA Therapists in BC

AUTISM SUPPORT NETWORK BC

Join Our Mailing List to Strengthen Your Community Across British Columbia

To join our mailing list, please fill out the form with your information:

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Autism Support Network of British Columbia

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Are You Finding It Difficult to Access Research, Therapies and Community Support for Autism Spectrum Disorder? You want to be a savvy consumer of autism services. You want to understand the science and benefits behind Applied Behaviour Analysis (ABA). You want to start an effective behaviour intervention program.

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College Autism Network - College Autism Network (CAN)

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College Autism Network links varied stakeholders engaged in evidence-guided efforts to improve access, experiences, & outcomes for autistic college students.

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https://raisecenter.org/employment-curriculum/

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A RAISE Center Webinar in collaboration with REAL Transition Partners.

There is growing momentum to promote competitive employment as the preferred outcome of secondary transition services, and to make sure that individuals with disabilities have access to employment opportunities after high school. To realize this vision, families will need support to help them embrace the benefits of their loved ones having a real job in the community. RAISE, in partnership with TransCen, has developed a new parent training resource designed to help advocates, educators, and disability professionals connect with families and highlight the possibilities found in employment.

This "train the trainer" session will provide content information and delivery strategies related to using the materials effectively. Key topics include understanding the value of employment, examining families expectations, building work skills and addressing family concerns. If you are a parent trainer, or if you just want to have better conversations with families about employment, this session is for you.

Date: Monday, Nov 6th, 2023

Time: 3pm-4:30pm ET

Presenters: Sean Roy, TransCen Inc.

Sean Roy is the Chief Innovation and Training Officer for TransCen Inc. In this position he works to provide training and technical assistance to states, employment professionals and schools, leading to improved success for individuals with disabilities who are transitioning from school into the workforce and life in the community. Sean is an experienced curriculum developer, writer, trainer and presenter, often being asked to speak to professionals and families about issues of employment, accessing postsecondary education, and promoting family involvement in employment and transition planning. Sean has over 20 years experience, including many years as a parent advocate, and draws from lessons learned having a sibling with a developmental disability.

ASL interpretation & Spanish interpretation will be offered!
Un nuevo recurso de capacitación para padres: Ayudar a las familias a ver las posibilidades de empleo
Un seminario web del Centro RAISE en colaboración con REAL Transition Partners.

Existe un impulso creciente para promover el empleo competitivo como el resultado preferido de los servicios de transición secundaria y para garantizar que las personas con discapacidades tengan acceso a oportunidades de empleo después de la escuela secundaria. Para hacer realidad esta visión, las familias necesitarán apoyo que les ayude a aprovechar los beneficios de que sus seres queridos tengan un trabajo real en la comunidad. RAISE, en asociación con TransCen, ha desarrollado un nuevo recurso de capacitación para padres diseñado para ayudar a los defensores, educadores y profesionales de la discapacidad a conectarse con las familias y resaltar las posibilidades que se encuentran en el empleo.

Esta sesión de "capacitación para instructores" proporcionará información sobre el contenido y estrategias de entrega relacionadas con el uso eficaz de los materiales. Los temas clave incluyen comprender el valor del empleo, examinar las expectativas de las familias, desarrollar destrezas laborales y abordar las preocupaciones de las familias. Si usted es instructor de padres o si simplemente desea tener mejores conversaciones con las familias sobre el empleo, esta sesión es para usted.

Fecha: lunes 6 de noviembre de 2023

Hora: 3pm-4:30pm ET

Presentado por:

Sean Roy, TransCen Inc.

Sean Roy es el Director de Innovación y Capacitación de TransCen Inc. En este puesto, trabaja para brindar capacitación y asistencia técnica a los estados, profesionales del empleo y escuelas, lo que lleva a un mayor éxito para las personas con discapacidades que están en transición de la escuela a la fuerza laboral y la vida en la comunidad. Sean es un experimentado desarrollador de planes de estudios, escritor, instructor y presentador, a quien a menudo se le pide que hable con profesionales y familias sobre asuntos de empleo, acceso a la educación postsecundaria y promoción de la participación familiar en el empleo y la planificación de la transición. Sean tiene más de 20 años de experiencia, incluidos muchos años como defensor de padres, y se basa en las lecciones aprendidas al tener un hermano con una discapacidad del desarrollo.

Se ofrecerá interpretación al español y ASL (lenguaje de señas americano)
Presentation Slides in PP Captioned English Recording Spanish Audio & Captions- Un nuevo recurso de capacitación para padres: ayudar a las familias a ver posibilidades de empleo

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A New Parent Training Resource: Helping Families See Possibilities in Employment

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A RAISE Center Webinar in collaboration with REAL Transition Partners. This "train the trainer" session will provide content information and delivery strategies related to using the mat...

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Seeds of Partnership - Family Empowerment Centers

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Transition Coalition: Engaging with Families

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Transition Coalition: Engaging with Families

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Free modules

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Engaging with Families | Transition Coalition

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Transition Coalition © 2022. All Rights Reserved.

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Some good resources free, others not...review.

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College Disability Accommodations Information - Elizabeth C. Hamblet

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Elizabeth C. Hamblet, founder of LD Advisory, is a college learning disabilities specialist as well as a requested speaker and author. On her site, she offers lots of free resources for families on her site, as well as free tools for college students.

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Students and Youth Section

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Hi! We're the DOR (Department of Rehabilitation). It's nice to meet you. We're offering services to students, youth, and young adults. We want to help you explore the world of work! Whether you want to discover your options or prepare for success on the job, we have something to support you at every stage of your journey.

What's Your Goal?

How Can You Succeed?

Learn about accommodations and supports to help you be successful.

Get help to pay for school.

Make a plan and work your plan.

Youth (14-24 years old)

Have questions? Want to talk to someone? Just call your local DOR office , or send us an email to get more information.

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Hi! We're the DOR (Department of Rehabilitation). It's nice to meet you. We're offering services to students, youth, and young adults. We want to help you explore the world of work! Whether you want to discover your options or prepare for success on the job, we have something to support you at every stage of your journey.

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Living with a disability is often associated with significant amounts of extra costs. That’s why individuals and families can now contribute to ABLE accounts — tax-advantaged savings accounts that can fund disability expenses.

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What are ABLE Accounts? - ABLE National Resource Center

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About ABLE Accounts Living with a disability is often associated with significant amounts of extra costs. That’s why individuals and families can now contribute to ABLE accounts — tax-advantaged savings accounts that can fund disability expenses. 10 Things You Should Know… 1 What is an ABLE account?…

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As family members, you are an important part of your student’s success no matter their age. Explore resources and events that will help you support your child along their journey.

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Critical Decision Points

Parents and caregivers have certain goals in mind when their children go to school. Regardless of whether children have disabilities or not, all parents want them to learn, explore, and experience as much as they possibly can. In order for your child to achieve future goals, there are certain decisions that you, as a family, will have to make along the way. The purpose of this guide is to assist you in understanding four things: keys to success, educational pathway decisions, critical decision points, and information available.

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Parents and caregivers have certain goals in mind when their children go to school. Regardless of whether children have disabilities or not, all parents want them to learn, explore, and experience as much as they possibly can. In order for your child to achieve future goals, there are certain decisions that you, as a family, will have to make along the way.

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National Parent Center on Transition and Employment

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National Parent Center on Transition and Employment

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Middle & High School Transition Planning

Middle & High School Transition Planning

Transition planning can begin many years before youth with disabilities graduate from high school. Find out about some of the early steps you can take.

Postsecondary Education

Postsecondary Education

Postsecondary education can open doors of possibilities for youth with disabilities. Learn about the differences between accessing accommodations in high school and college, as well as other important postsecondary information.

Employment

Employment

Employment is a crucial aspect of transition. This section contains resources on finding that first job, understanding what services are available to support employment, and helping youth advocate for themselves.

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National Parent Center on Transition and Employment

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The road to adulthood for youth with disabilities is filled with opportunity, and parents play a key role. PACER's National Parent Center on Transition and Employment is ready with the information families want, presented in a way families can use.

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Updated Nov 2023

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There are over 300 programs in the United States that offer a non-degree program for students with intellectual disability, located at public and private, 4 year and 2 year colleges and universities, as well as a few located at technical colleges. Program length ranges from one year to four year and some include a 'fifth' year opportunity. The number of students in the programs varies as well. Some programs are focused on a general certificate and others have a more specific career focus certificate. Some provide residential living for students with intellectual disability in the campus dorms, though many offer only commuter opportunities.

Other ways that the programs can vary: some serve students who are over 18 but still in high school for the ages of 18 to 21 (these are called "dual enrollment" or "concurrent enrollment" programs). Others serve students who have left high school. Programs also offer varying degrees of participation in regular college classes with students without disabilities. They may be fully inclusive, meaning that all academics, social events, and independent living support happens with students without disabilities. Other programs offer a more separate experience, where students may be on a college campus, but participate in some or most classes and experiences only with other students with intellectual disability.

At this time, the most common approach is a mix of both separate and inclusive experiences. In our College Search listing, we ask programs to estimate how much time is spent with students without disabilities so that you can get some idea of type of experience that program is offering.

Many of these non-degree programs offer an individualized approach by supporting each student to select courses most closely related to their specific career goals. There are a growing number of programs that offer workforce credentials, but the majority are offering a general certificate that can be tailored to the student's goals. Check in with the program director and ask for a handbook, program curriculum, or program of study to see the details for programs you are interested in.

Start by reviewing program details in College Search. You can save a list of favorites that are the type of campus you like, in the parts of the country you are interested in and use a downloadable list to compare them to one another.

Once you have a list of solid possibilities, visit the programs' websites for more details. You may want to contact the program to ask questions or to schedule a campus visit. Many programs offer online and in-person Open Houses that can be a great way to learn more.

You can use our How To Guide on Conducting a College Search and/or the Self-Advocates Guide to Selecting a College to help decide what questions to ask when you talk to the program staff and review information on their websites.

This can all be a little (or a lot!) overwhelming. Feel free to contact us at ThinkCollegeTA@gmail.com if you need more information or help deciding on the best fit.

The admission process for these non-degree programs will be different than that of degree-seeking students.

Students DON'T NEED a standard high school diploma. An IEP diploma, certificate of attendance or other alternative diplomas are accepted for admission into college programs for students with intellectual disability. There are also some programs that support students while they are still in high school. Also, standardlzed test scores such as from ACT or SAT will not be required.

What the student WILL need is documentation of intellectual disability, and information that describes their strengths and their support needs. Some sort of documentation is required because there is a different admission process for students with intellectual disability, as well as special access to federal financial aid.

Other than these important considerations, there will be a variety of other requirements that can differ from program to program. Some typical requirements include a desire to go to college and to work after college, as well as some basic skills like ability to spend some time alone, manage their own medication, and use a cell phone. Also common is to see an age range of 18-26, but not all programs have an upper age limit.

The expectation of inclusive postsecondary education for students with intellectual disability was clearly identified in the Higher Education Opportunity Act (HEOA) of 2008 when it stated that students with intellectual disability must enroll in and/or participate in regular college courses with their non-disabled peers. The most inclusive programs offer students opportunities to take college courses from the course catalog, and they offer support to the students to participate in those classes. Students may participate in these classes as an audit student, or they may take them for credit.

The level of participation in the assignments and readings will depend upon whether the student is taking courses for credit or audit. Students taking the course for credit, are responsible for all required assignments and tests with only accommodations (no change to the course content or learning expectations), to pass the course. Those students who audit the course may receive modifications to the amount of content they are expected to learn and may have reductions in the amount and types of assignments and tests for which they are responsible.

This is a really important question to ask when you're looking at a program: How many of the college courses are actually available for the students to take?

When students participate in college courses, they often do that through an audit status. This means that college credits are not awarded. Students who are auditing a class can participate in all class activities, including taking tests or writing papers, to the best of their ability and with supports. Typically, the audited course has a procedure for grading and counts towards earning the credential that the program offers.
If the student does take the course for college credit, then they must meet the same standards as everyone else in the class. This includes papers, tests, and all other course requirements. All students are eligible for what is known as "reasonable accommodations" that do not modify course assignments. For example, a student with intellectual disability might ask for extended time to take a test, or to use assistive technology to help them write a paper.

When exploring colleges, a good question to ask the program directors is, "Will my student take their college courses for credit or audit and how will they be graded?

A student's reading level isn't the most important concern as they prepare for college, but rather their knowledge of and ability to use their compensatory strategies and electronic devices. Though any student's compensatory strategies would include digital and internet accessible devices, they would also include decision-and choice-making skills, and the ability to schedule activities, homework, and events, follow their schedule, and advocate for their support needs.

Device savvy: Students should be using their phones, tablets, and computers in school to read their text aloud, summarize sections, find their assignments, record homework, take notes, create homework schedules, keep track of schedules and connect with teachers and other students for homework or study help. Students should also be able to create Word and PowerPoint documents, file them in their computer, and find the documents when needed to study from or turn in.

Decision-making: The most noticeable difference is that college students are expected to manage their own learning and make choices and decisions more independently than in high school. Students should be developing these skills in high school: organizational skills for homework and studying, personal routines and schedules to carve out homework and study times, and strategies for keeping track of time and being on time.

Scheduling and keeping to a schedule are crucial skills for college students. No one else is going to wake them in the morning to get to class or turn in their homework on time. They will have to make choices when there are conflicting activities on the schedule and be able to modify their choices.

Self-advocacy is another skill students can and should be utilizing in high school. Students need to be able to recognize when they need help and who to ask. It is up to the student to email their professor and schedule office hours if they don't understand something or know when an assignment is due.

Many programs offer residential opportunities. You can find them in Think College Search using the search term "housing." Sometimes those residential options are in dormitories and on-campus apartments. Some programs offer off-campus housing. It's not directly affiliated with the college, but it's very close to campus.

Many more programs for students with intellectual disability are attended by those students who live at home and commute to school than those who live on or near campus. About 1/3 of the programs across the country have a residential option for students with intellectual disability. Some programs require students to live on campus and some allow students to choose to be a commuter or residential student.

Residential programs vary in terms of the levels and types of supports provided in campus housing. Some have a resident assistant (RA), the same support available to any residential student. Some programs provide an additional support person through the program, though often for limited hours. Few programs provide support to wake the student up in the morning to go to class or tell them when to turn the game or show off and go to bed. Those responsibilities generally belong to the student.

This is another area of questioning you will want to direct to the program director at each college you are exploring. "What type of 'housing' support is available to the students? How will they know who is supporting them? How will they contact them? Is there after-hours support?"

This is something that's so important in the life of any college student, and where much of our learning and growing takes place. Most, if not all, college programs will support many opportunities for students with intellectual disability to participate in those kinds of activities. There is a focus on supporting students to join clubs, use the gym, hang out in the student union, attend athletic events, and so on.

Every program puts in place supports and strategies in the event a student needs help. Many programs begin each semester orienting students to the location of their new courses, the clinic, and 'help phone' boxes on campus. Some begin the semester with peers who walk the students with intellectual disability to class for the first week or two. Many programs use a social media app like 'group me' to stay in touch with their students.

It is a good idea to plan ahead and check out the campus when you visit, prior to enrolling in the program, and look for strategically placed emergency phones on campus and ask about whether the institution has campus police.

Ultimately, it is up to the student to identify when they are in a situation that they need help and then how to access that help.

As with many students who find themselves going away to college and now "free" from their parents, there are lessons to be learned about their structured and unstructured time, about staying up too late when a required early event or class is scheduled the next day.

Program staff will support students with ID to identify their interests and find an organization, club, or event that, if joined, would begin to structure some free time. Some programs require students to join a club and attend a certain number of activities as well as attend required tutoring, career services workshops, and volunteer or work a specified number of hours. However, there is always some unstructured free time when attending college and learning how to explore and engage in activities of interest is a crucial skill to learn.

Essentially, each student is responsible to explore opportunities on the campus and to make choices in how to spend his or her own time when not in class. There are generally a few popular places students gather to do homework, like the student union or library. They may hang out with friends at the campus cafe, play video games, visit the campus gym or recreation center and join an exercise or nutrition class, go to a convenience store, or go to their room and take a nap.

Support for college varies tremendously by state, but there are state, local, and federal options to be explored. The Paying for College section on the Think College website includes a number of resources and links to explore.

A TPSID is a federally funded model demonstration grant project. These college programs have received a 5 year federal grant to create and/or further develop their program. TPSID stands for Transition and Postsecondary Education Program for Students with Intellectual Disability.

A CTP refers to a college program that has been approved through a process created by the US Department of Education. The CTP, or comprehensive transition program approval means that students with intellectual disability attending those programs are eligible for federal student aid.

IPSE stands for inclusive postsecondary education and is sometimes used to refer to college programs for students with intellectual disability.

Yes, there are a variety of different summer program options offered by college programs. Some are to prepare students who have been accepted into the program for the upcoming Fall, and there are also many that are for any student who wished to experience a bit of college life. Some are residential, some are during the day only, and they vary in length. To see a listing of summer programs Think College has compiled from info provided to them by the programs, review this Excel spreadsheet.

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There are over 300 programs in the United States that offer a non-degree program for students with intellectual disability, located at public and private, 4 year and 2 year colleges and universities, as well as a few located at technical colleges. Program length ranges from one year to four year and some include a 'fifth' year opportunity.