TRANSITION ROADMAP FOR FAMILIES
TRANSITION GUIDE REVIEWS
Autism Consortium- Transitioning teens with autism spectrum disorders
Highlights:
Each bulleted item is a sub heading in the guide. Specific details, links and examples are provided for each item. It is important to note that alternatives such as college internship programs, 688 referrals and various housing options are also explored and detailed. This guide does an excellent job of ensuring that decisions are person centered and this is mentioned throughout the guide.
- Educational and transition planning for middle and high school students with ASD
- Guardianship services
- Independent living skills
- Post secondary education
- Employment
- Healthcare
- Housing
- Day habilitation programs
- Public benefits and government agencies
- Financial planning
- Transition timeline
What features of this guide would be most helpful to families:
This guide offers not only specific links to additional resources covered under each sub-heading but also detailed examples and explanations of services, agencies to contact and age(s) in which each specific service should be met. There is a excellent example of what specific independent living skills individuals with ASD should have. This makes it easier for families to address these independent living skills in the home setting as well as the educational setting.
The transition timeline at the end of the guide is a crucial resource to help families ensure that they are addressing the required information when it should be addressed. The transition timeline guide gives ages that each item should be addressed. This is a great resource for parents to take along to IEP meetings.
Would you recommend this resource to families:
I would recommend this to families as this guide provides extensive details about things that need to be taken into consideration, such as skills for independent living and how to address these while the individual is still in high school. Information is also provided about college and how to obtain scholarships and alternatives such as internships. Comprehensive information was also provided about healthcare and financial planning. The transition guideline tool will also greatly benefit families’ when preparing for life after high school for an individual with ASD.
Lea Buquicchio:
Link to Resource: http://www.autismconsortium.org/attachments/TM_PDF_3.19.pdf
What features of this guide would be most helpful to families:
The introduction uses lots of positive language to help families keep a happy attitude when reading the document. It also specifically outlines what is going to be addressed through different parts of the guide, so you know exactly what to expect before reading the entire document.
The transitional timeline located at the end of the document is very helpful. It is located on pages 65-71. Here, families can identify when they need to start taking action toward transitional planning for their child based on their specific needs. Suggestions are made in the areas of education, guardianship, employment, healthcare, and recreation.
Would you recommend this resource to families:
I would recommend this resource to families. I believe this guide would be very useful for families. All of the information that has been given in a well-organized way. There are also a variety of resources available to families. This guide however is specific to Massachusetts, so it is important for families to keep that in mind when using it. Although not every area of this checklist had a lot of information to relay, the sections that did have information were very helpful and I believe would be useful to families.
Organization for Autism Research-Life journey through autism: A guide for transition to adulthood
Highlights:
· Laws and policies are clearly explained and written out in the first chapter that deals with legal documents and policies. It provides a good list of agencies that the state DVR will provide.
· In chapter two, it provides a wonderful 3 step process to start thinking about and developing a transition plan. It also explains the possible challenges that will be faced.
· Self-determination skills and tips are clearly outlined in this section in regards to student centered transition planning, as well as websites to refer to.
· Explains the different options of employment as well and the different types of jobs that could be available for adults with ASD.
· The post-secondary education chapter outlines the best way to choose the right school and what to study depending on your goals in the future.
· Many adults transitioning, still have areas of growth when it comes to daily life skills. This guide easily lays out and describes information on everyday life tasks. It is provided in an easy bulleted list and chart.
· When looking ahead, it reviews specific strategies and tips when thinking about plans in the future. Great to have and refer back to when needed.
Why is this a great resource for families?
I definitely recommend this guide to families and adults with autism. It is a very easy and accessible guide to read through. It provides a lot of necessary details that is important to know when creating and following a transition plan. It uses great text features to help outline and display the most important information and how ensure success in all areas of transition
Rebecca Sims:
Highlights
Agency Help and Legal Information:
Explained Section 504 of the Vocational Rehabilitation Act and the ADA
Provided information about law policies and agencies involved that are involved in local areas through the National Dissemination Center for Children with Disabilities
Listed the requirements of national organizations for families and individuals with ASD
Transition Plan:
Facilitated ideas for thinking and brainstorming
Ideas for beginning group planning goals and understanding realistic challenges and anticipating obstacles
Focused on building a support structure for student and focusing on quality of life and advocacy
Student Centered Transition Planning:
Investigated the importance of self-determination for young adults with ASD and how to foster this concept based on three unique learning styles
Stated the importance of discussing and educating your child about his/her disability and how they can communicate that information to others within the community, workplace, etc.
Vocation and Employment:
Provides options about vocation and employment opportunities
Noted that vocation is only one option
Discussed the different types of employment options which include secured/segregated, supported, and competitive
Post Secondary Education:
Importance of choosing the right school- vocational school, community college, state college
Discusses the importance of self-advocacy in the collegiate setting (independent living skills, time management and organizational skills)
Life Skills:
Identified living arrangement options
Highlighted the importance of different life skills and how to work on them (personal care, hobbies and recreation, daily living, etc.)
Looking Ahead:
Development of lifestyle plan
Updated list of important people involved in student’s life
Importance of financial and legal planning
What are the features of this guide that would be most helpful to families?
· Appendices that are filled with pages of documents to utilize during transition. They are labeled and referenced within the text of the transition guide.
· Specific legal and agency information is provided. Family and youth rights are listed and important bills and acts are explained in terms that are easy to understand.
Wonderful resource that aids families in creating an employment strengths chart. This chart helps families take potential deficits and turn them into positives in the workplace and how their son or daughter can be a valuable employee to a company and work environment
Would you recommend this guide to families why or why not?
I would most definitely recommend this guide to families. It provides very
useful information about the transition process, employment, and beyond. I
found that providing the reader with examples and a model for how different
documents can look and ways to facilitate meetings would be useful for
families during this time. This guide’s main theme was focusing on the
quality of life of the individual with ASD and how as a team their adult life can be the best for them.
Pennsylvania Youth Leadership Network: Secondary Transition Toolkit-Developed by youth for youth
Background Info-
The goal of PLYN is to keep open dialogue between youth and young adults with disabilities to help enhance or even change important issues that affect everyday life. (i.e. moving out, finding a job, etc.)
-Pictures of youth members are included in this section (including type of disability, hometown, and activities. Also includes information about adult allies who help the organization including parent advocates, continuing education directors, and more.
Phase 1: Accept yourself! This section includes a plethora of resources, case studies, and general “feel good” words to uplift and inspire individuals with all types of disabilities (from generalized anxiety disorder, to down syndrome to autism, and more) to learn how to make accomodations to meet their individual needs. This section includes many lists of types of accommodations that you can ask for as an individual with a disability, types of disabilities, problem solving scenarios, transition planning guides, and even questions to help you begin to learn about your disability.
Phase 2: Declare Yourself is a section of the PA Youth Leadership Toolkit that includes some crucial components of the IEP process, and how to make the most of it in regards to transitioning. This section also includes the three different types of “after-school” living. These examples include post-secondary education, employment, and independent living, along with laws that support this opportunity for all. (ADA)
Phase 3: “Controlling versus supporting” is a resource provided in the PYLN guide that I thought was very beneficial for those with disabilities. It urges youth and young adults to be their own biggest supporter, and shows how to tell whether someone has your best interest at heart.
Resources for Families-
-real examples of other youth with disabilities and their stories (feeling of not being a lone.)
-worksheets for youth to fill out to learn more about themselves and their disability (i.e. accommodations, transition guide, etc.)
Talk about Curing Autism
Highlights:
· covers information about guardianships, government obligations, legal planning and special needs trusts, college programs and funding, vocational rehabilitation, housing, and continuation of private health care
· provides links to resources and organizations for each specific area
· provides good, easy to understand descriptions of programs, laws, and organizations
· very specific information about important legal matters
· resources not only for information about individuals with ASD, but also resources targeted toward caregivers (transitioning, expectations)
· important information about future planning well organized and explained (trusts, extending life insurance policies, health care, housing)
What are the features of this guide that would be most helpful to families:
· Extensive legal guides and resources
· Easy to maneuver and read
· Understandable definitions of difficult to understand topics
· Links to many resources and organizations that can provide planning support
Would you recommend this guide to families?
I would absolutely recommend this guide to families. There is such a variety important information about preparing for adulthood, and it is extremely easy to move around in this site and find exactly what you need. There are many resources and links to organizations that can help, as well as resources that can further explain complicated legal matters. This site truly felt like an experiences ASD parent explaining tough topics to a less experienced parent. The writing was easy to read, and not filled with acronyms and “legalese”.
Autism Speaks Transition Tool Kit
Sara Shouman
Highlights:
A definition of self-advocacy and how it is taught, why it is important to disclose a diagnosis of autism, and the importance of person-centered planning
Ten ways to build independence
Planning and the IEP: transition meetings information, steps for a transition plan, diploma options
Legal matters to consider: health insurance, guardianship, special needs trusts, support programs
Community living: picking the right activities, travel training, safety, interacting with first responders, preventing abuse
Employment and other options: preparation, types of employment, job matching and searching, workplace skills, options other than employment, additional employment resources
Post-secondary education options: types of post-secondary education, 504 plans, differences between high school and college, choosing the right school, self-advocacy in post-secondary education
Housing and residential supports: models for residential support, funding options, federal resources
Health: finding the right doctor, mental health, personal hygiene, puberty and sexuality
Technology: how technology can help, social media and internet safety the importance of digital literacy
Why is this a great resource?
Extensive list of the many transition opportunities
Real life examples from parents and students who have gone through the transition process
Links throughout the tool kit for all aspects of transition
Recommendation?
I would definitely recommend this guide to families. It has a wealth of information that is presented in a clear and easy-to-understand way. Reading through the guide was clear and easy to understand, yet full of valuable information.
By: Jamie Redmer
The Transition Took Kit provides detailed information and resources regarding the following topics: introduction, self-advocacy, developing independent living skills, planning for transition, legal matters to consider, community living, employment and other options, postsecondary educational opportunities, housing and residential supports, health, technology and resource links.
This guide is well-organized and user-friendly. One specific feature that will be helpful to families are the resource links. The resources links provided, within the guide, (and above) will assist with transition planning and serve as a guide to parents. I would recommend this guide to families. I feel that the guide is user-friendly and provides a wealth of information. For example, definitions of terms and resources are provided. Also, helpful tips and links are included. I feel that this Transition Took Kit would serve as a benefit to many families. The following links can be used to locate resources and to download the transition tool kit:
https://www.autismspeaks.org/sites/default/files/docs/ttk2_resources.pdf
“Be patient. Remember, the transition to adulthood, and teaching the skills that go along with it, is a marathon, not a spring!” (Autism Speaks, 2016)
Transition Services Online Manual
A Transition Services Online Manual, “Planning for Life after Special Education”
While the guide, A Transition Services Online Manual, “Planning for Life after Special Education” is very broad in scope and extensive, it contains a wealth of information that would prove helpful to families who are transitioning. For one, it does an excellent job of explaining what to and what to not expect with the IEP team and the transition process. In fact, it goes so far as a guide to provide examples of “disagreement” letters for parents. The guide also presents a great deal of advocacy measures for the parents and the student who is transitioning. One key piece is that it puts a lot of the transition planning into the hands of the student where applicable teaching them the importance of advocacy. Finally, the guide is very matter-of-fact in its approach. It has a sensible layout that states, “when this happens, try this.”
To access the guide, click on the link below:
Youth on the Move, Navigating the Post-school Transition
Highlights:
Stresses how important it is that your student is there, and inviting outside agencies to come to the team.
Emphasizes how important it is that goals are measurable and post-secondary goals need to relate to their annual IEP goals.
Gives a great resource on how to map out diploma bound schedule to keep students on track for graduation.
What are the features of the guide that would be most helpful to families?
There are graphs of the map of classes in order to receive a diploma. High School can be overwhelming when it comes to receiving a diploma and keeping the classes organized.
There are also visuals with examples of what post-secondary goals should look like and how they can relate to the annual IEP goals.
Would you recommend this guide to families?
Abilitypath-The Journey to Life After High School: A Road Map for Parents of Children with Special Needs
Highlights:
http://www.abilitypath.org/areas-of-development/transition-to-adulthood/
*Provides information about how to get started with transitioning. Includes advice on self-advocacy, staying organized, person-centered planning, and knowing your child's rights.
*In the "High School Years" section, there is a list of six simple things to do right now to get started as well as a guideline for successful IEP team meetings at the high school level.
*"After Graduation" provides information on seeking employment, the Vocation Rehabilitation Agency, day programs, and full-time housing.
*There is a portion about securing benefits and medical coverage as well as information about making legal decisions.
*Emphasizes planning with your child instead of for your child to promote self-advocacy and person centered planning
*"A Lifelong Support Network" includes advice for talking with siblings and preparing for the child's long-term future.
What are the features of this guide that would be most helpful to families?
This guide is 78 pages long and includes an appendix of resources, links, and a timeline for transition planning. Throughout the guide, families shared their personal stories about their transition journeys. The guide is easy to read and is organized well. There are also contact numbers and descriptions of each state agency.
This plan also contains real life connections through personal stories of transition struggles that individuals overcame through utilizing suggestions that are outlined in this guide. These stories make the guide more personal and plausible for the parents.
Would you recommend this guide to families?
I would recommend this guide to families because it provides all of the necessary transition information in an organized road map. The tips provided throughout the guide as well as the personal family stories shared before each section are helpful to the reader. The information is thorough and there are many resources provided so that families can gain further information as needed.
A Families Guide to Transition Services in MA
http://fcsn.org/transition_guide/english.pdf
Highlights:
- Provides clear definitions of transition, transition services, and eligibility requirements for transition services
- Overview of laws; what IDEA says about transition, what the Rehabilitation Act says about transition, Chapter 71B: the MA Special Education Law, Chapter 688: the MA Transition Planning Law
- Both parent and student roles in transition and how to plan for the student's vision for the future
- Transition planning in High School which includes a timeline regarding when transition planning should begin and how it is done
- Information regarding Transition Planning Form
- Information regarding post-secondary goals; planning appropriately for student's needs
- Gives definitions of Transition Assessment with link http://www.doe.mass.edu/sped/links/transition.html
- Graduation requirements
- Post-school outcomes; students are now more responsible for advocating for accommodations in college
- Adult services with links to state agencies and other community-based services
What are features of this guide that would be most helpful to families?
One feature that I thought was helpful was a timeline for transition which gave parents an idea of what they should be doing regarding transition planning at each year when services begin. There were also numerous resources for state agencies and community-based services that can be explored more thoroughly by families depending on the individuals needs and vision for the future. A glossary was included which was helpful to break down definitions in a way that was easy for families to understand.
Would you recommend this guide to families?
I would absolutely recommend this guide to families. Unfortunately, it would not be much help for the families who I work with now, but it does provide a lot of valuable information regarding the transition services, and the process to determine eligibility. In addition, this guide was easy to follow, and it provided clear, thorough definitions of terms to the families. It would be beneficial for all families of individuals with disabilities, not just those with ASD. There were a number of resources available with websites and links to allow families to further research and investigate their options.
The ARC of Baltimore Transition Guides (by age)
By: Stephanie Magistro
Highlights:
- Gives a clear explanation and overview of 7 core elements: Supplemental Security Income (SSI), Medical Assistance, Developmental Disabilities Administration (DDA), DORS, MTA/Mobility, Diploma vs. Certificate, and Alternatives to Guardianship.
- Provides a comprehensive list of documentation that is needed at the time of the interview to assist families in preparing these documents prior to meeting with an eligibility worker.
- Provides a link to a website as well as a phone number to assist families in locating the closest office to their homes for Medical Assistance and Supplemental Security Income.
- Provides a step-by-step overview of the eligibility process (completing an application, turning in documentation of the developmental disability, face-to-face interview with a resource coordinator, written recommendation and final determination of eligibility.
Gives specific advice for applications (make and keep copies of anything submitted to DDA, be honest in the interview about the applicant’s needs and current living/family situation).
What are the features of this guide that would be most helpful to families?
This transition guide includes three guides based on age; ages 16 to 18, 18 to 21, and 21+. This allows family members to feel prepared for decisions that need to be made in the future, and have a comprehensive view into what to expect for their child with a disability. At the end of each guide, it provides a list of specific things individuals should have completed by the ages of 16, 18, and 21, including making the diploma vs. certificate decision, applying for SSI benefits, obtaining a Maryland ID, interviewing potential providers, identifying employment providers they want to receive services from, completing DORS application and completing the mobility application by the end of their graduating school year.
Would you recommend this guide to families, why or why not?
I would definitely recommend this guide to families. It provides a wide variety of information and resources needed to have a successful transition. Within each section, there is easy access to links, phone numbers, and addresses for families to gain more information about each service provider. Terms are clearly explained and there is no special education jargon that would make it difficult for a family member to understand.
Transition Planning Guide: Preparing Children with Disabilities to Move from School to Appropriate Postsecondary Outcomes (MSDE)
Maryland Transitioning Youth
Diane Perez
-Transition Planning
-College
-Employment Services
-Healthcare
-Transportation
-Additional Resources such as tutoring services and assistance with voting.Other than these main sections, there are tabs that take you to announcements, newsletters, fact sheets and an “About Us” page. To make everything easily accessible, all of the information for each subtopic is included on the same page. So readers can scroll down and actually read different parts of the main sections without having to click back and forth.
Highlights:
Transition Planning
-There are links and guides to self advocacy as well as tips for parents.
-Transition Planning Guide: Preparing Children with Disabilities to Move From School to Appropriate Postsecondary Outcomes
College
-There is a link to post secondary disability support services
-Mdgo4it
Employment Services
-There are links and examples to resume templates and job interview guides to help assist those applying for jobs.
-There is a list that describes different work opportunities someone can look into during their college years. Links are also included.
Health Care
-There is a link to a guide called " introduction to health care transition" for those who are transitioning from youth to adult healthcare.
-There is a link provided to find “assistors” in your area if you have trouble navigating the Maryland Health Exchange
Transportation
-The website provides a list of "call for a ride" services that will pick up individuals with disabilities.
-The website provides a list of organizations that will provide "travel training" for individuals.
-The website provides a list of dealers that will help with vehicle modifications
Additional Resources
-There are links for additional resources for planning guides such as navigating the transition years, future planning and estate planning guides.
-The Maryland Library for the Blind donates books, magazines, descriptive movies, and digital book players for free by mail to eligible Maryland citizens.
The various fact sheets that families can quickly access (from the homepage) are probably most helpful. They break down the different aspects of the guide into reader-friendly form. It gives overviews of different processes and is less overwhelming.
Disability.gov’s Guide to Student Transition Planning
Direct link to ODEP family involvement and supports—connects students to programs/services that can help secure future jobs/education.
Step-by-Step Guide to Self-Advocacy
A link to a transition to employment guide that’s broken up by age groups
Information about vocational rehabilitation centers
Links to blogs of students with disabilities who are currently attending a college or trade school
Links to explanation of IDEA and Sections 504 and 508 of the Rehabilitation Act.
Direct link to the “Learn How to Become” website—information on career, education, and training options.
Why is this a great resource for families?
- This site encompasses a very comprehensive list of resources that do provide in-depth explanations of various topics related to transition planning. This guide serves as a “house” for tons of great resources that families can utilize when approaching the transition process. The guide is easy to navigate, and each link provides valuable information pertaining to the transition process.
Heath Resource Center at the National Youth Transitions Center
By: Kristina Kable
http://heath.gwu.edu/parents-guide-transition
Highlights:
- What is transition?
- What is my role in my child’s transition planning?
- Ways in which you can mentor and support you child with disabilities entering the college setting.
- What are measurable post-secondary goals?
- What are some ways to be involved in my child’s transition?
- What is the difference between high school and college?
- How do my roles change as my child moves from a high school to college setting?
- What does research say about parental hovering in college?
- How am I going to fund my child’s education?
- How can I be sure my child will not only achieve academically, but also be safe, warm, well feed, have fun, and stay healthy?
- What Is The Federal "Jeanne Clery Act”?
- What is the Campus Sexual Assault Victims Bill of Rights?
- What information do I want to gain when my child and I tour college campuses?
What are the features of this guide that would be most helpful to families?
- Assessment and Evaluation steps
- Online Resources
- How to be involved in a child’s transition
- Measureable post-secondary goals for independent living, career, and college
- Parent role during the transition process
- Transition definition
Would you recommend this guide to families, why or why not?
I would recommend this guide in its entirety to families of students who are diploma track and have the interest for college. This guide is very geared toward college readiness. I would only recommend the features I listed above to other families of non-college bound students to access those sections of info. as it contains research and information for independent living, career, or college transitions.
Navigating the Transition Years (MD Coalition of Families for Children’s Mental Health)
http://www.mdtransition.org/uploadedfiles/MH%20Navigation.pdf
- A guidebook created by families for families
- High-School Transition Planning: Valuable information for families; including transition timelines and financial aid planning. Direct link to the “Maryland Transitioning Youth” website, resource covering a wide array of topics. (www.mdtransition.org)
- Health Care: Provides an extensive list of services provided in the Public Mental Health System. Eligibility requirements provides parents with helpful information related to this area
- Options available for post-secondary education
Housing options available, as well as contact information
Why is this a great resource for families?
The handbook contains organized information about the many aspects of the transition process. The guide is easy to navigate, each section explains different components of the transition process. It provides families with valuable information and tools to navigate through the transition process.
The Transitioning Youth Handbook: Navigating the Developmental Disabilities Administrative Service System (DHMH DDA)
By: Katie Mac Donald
Highlights
- A list of transition services outlined in the IDEA that should begin to be implemented at the age of fourteen
- Overview of the Developmental Disabilities Administration, what is does for individuals with developmental disabilities, and when and how to begin applying for services
- Explain of the Governor’s Transitioning Youth Initiative (GTYI) and who qualifies for it through the DDA
- Description of ‘supported employment services’ and ‘day services’
- Programs and work incentives are listed that can assist individuals with maintaining health insurance and cash benefits
- Definition of community residential service and a list of the different community residential service models available and a description of each model. Also a definition of support services and examples
- A list of how students and families should begin preparing for transitions at the age of fourteen
- Tips for interviewing service providers and what to look for what you take a tour
What are the features of this guide that would be most helpful to families?
Glossary of frequently used terms
Tips for interviewing providers
Regional office contact information
Explanation of the DDA services
Information provided for other guides to view (Transition Guide and DORS guide)
Would you recommend this guide to families, why or why not?
I would recommend this guide to families as a beginning guide to transition services, but I would also recommend that they thoroughly review the ‘other resources’ section for more information. Although there is a lot of helpful information within the guide, it is more of an overview of information rather than a thorough explanation of transitions and transition services. Therefore, families should also seek out other transition resources to review in order to have a comprehensive picture of transitions and what is available after their child exits school.
LOCAL RESOURCE INQUIRY
Maryland Department of Disabilities (MDOD)
After reviewing the Maryland Department of Disabilities website, I complied information that I found that may be beneficial for a caregiver of an adult with autism. After review, I found that the MDOD serves as a portal to other beneficial websites and programming throughout the state of Maryland.
The Access Maryland program allows state owned facilities to request money to bring their facilities up to date. Some of the improvements that are currently being completed are the installation of ramps in main entrances as well as expanding public restroom facilitates to be more accessible to individuals with disabilities. The Attendant Care Program provides financial reimbursement to individuals who require in home services to be provided. Individuals ages eighteen through sixty four with a severe chronic or severe disability are eligible. The Maryland Promise assists individuals with job matching and connects them with support services in employment. The program also provides information about enrolling in postsecondary education and vocational training. The Technology Assistance Programs are available where family members can rent assistive technologies for an individual in their family with a disability and repay the government at a low interest rate.
The MDOD also has links for other areas of interests for families and individuals with disabilities. Under the housing tab, families can find information about rental assistance, information about owning a home, and resources for housing rights for individuals with disabilities under the fair housing act. The education section includes information on state wide special education services from birth through age twenty one, as well as advocacy information for families. Likewise, there was information about transportation accommodations with public transportation services including the light rail and MTA busses. The employment section of the website provided tips for job searching resources and also included a section where employers can access hiring databases that are filled with applicants who have disabilities.
Community Living Programs
Community Living Programs
Community Living Programs essentially provides options within the state of Maryland to enable adults and people with disabilities to live in their own homes. A myriad of services are offered. These services can include:
· Personal Assistance Services
· Personal Emergency Response Systems
· Technology
· Environmental Assessments
· Accessibility Adaptations
· Consumer Training
· Supports Planning
· Transition Services
· Nurse Monitoring
· Home Delivered Meals
All services are designed to create independent living options for those with ASD/disabilities. The above options are listed under the Community First Choice Program. In addition to the Community First Choice Program, Community Living Programs also has a Home and Community-Based Options Waiver that provides all of the services listed above in addition to the following:
· Assisted Living
· Medical Day Care
· Family Training
· Case Management
· Dietitian and Nutritionist Services
· Behavioral Consultation
Both programs are specifically designed to provide assistance to Maryland residents ages eighteen and over who require assistance with daily living activities such as bathing, grooming, dressing and getting around.
Caregivers of young adults with disabilities/ASD should expect a thorough review of their current case situation before services are considered. The process can be quite exhaustive as there are several pre-requisites for applying for services. However, once accepted, many community and waiver based services are available directly in the home setting. In addition, Community First Choice participants may also receive many Medicaid services such as home health care, medical supplies and pharmacy services.
To access the program, interested caregivers of individuals with disabilities/ASD must meet several eligibility criteria. To access the Home and Community-Based Options Waiver, individuals must meet the following medical and financial criteria:
· Individuals must require a nursing facility level of care based on standardized medical assessments.
· Individual income and assets will be reviewed to determine eligibility for Medical Assistance.
· Monthly income of an individual may not exceed 300% of their SSI benefits.
· Only the income and assets of the individual applying are considered.
· Applicants must be age eighteen or older.
For access to the Community First Choice Program, there is one difference in addition to what is listed above. The difference is that individuals applying to Community First Choice must require an institutional level of care based on medical assessments.
To access these programs allowing individuals with disabilities/ASD to function effectively with independent living, several steps and options are available. The first step would be to visit the website(s) listed below in order verify that the individual meets the eligibility criteria.
Community Options Waiver
Community First Choice
To gain a general overview of the Community Living Program(s) and gain access to contact information, the following website should be accessed.
http://mdod.maryland.gov/community/Pages/comm-lvg-programs.aspx
The League of Disabilities
The ARC of Baltimore
https://www.thearcbaltimore.org/
The ARC of Baltimore has 8 locations around Baltimore County:
The Arc Baltimore Community Resource Center
Phone: 410-296-2272
The Arc Baltimore at Dundalk
Phone: 410-282-3876
The Arc Baltimore at Seton Business Park
Phone: 410-653-3252
The Arc Baltimore at Homeland
Phone: 410-323-9139
The Arc Baltimore at Loch Ridge
Phone: 410-668-8570
The Arc Baltimore at Woodlawn
Phone: 410-298-5688
The Arc Baltimore at Towson (Employment Connection)
Phone: 443-279-3200
The Arc Baltimore Career Catalyst Program:
Phone: 410-387-2700
Mission Statement:
"The Arc Baltimore provides advocacy and high quality, life-changing supports to individuals with intellectual and developmental disabilities and their families."
Their core values include people first, democracy, visionary leadership, community participation, diversity, integrity and excellence.
About:
This organization strives to provide advocacy and supports for individuals with disabilities and their families. They have a specific emphasis on helping individuals with disabilities and their families strive within the community. Services that are offered through the ARC of Baltimore include community living services, day service, and supported employment services.
How to get Involved:
Individuals who are interested in accessing services through the ARC must have approved funding through the DDA (Developmental Disabilities Administration). The ARC of Baltimore provides links that will directly connect people information that is needed for DDA approval. Applications can be sent to Bob Fonte of the outreach department.
Employees at the ARC can assist you in completing both the DDA and The Arc Baltimore applications, and can come to your home if needed. Individuals who are specifically interested in services given during transition years should being looking into information and applying at ate 16.
Maryland Transitioning Youth
Maryland Promise
Maryland Promise can:
- Help find a job for individuals with disabilities
- Help adults receive a diploma
- Help to become more independent
- Get information to help you enroll in post-secondary education
Who is eligible?
· 14-16 year olds living in Maryland
· Only 2,000 participants will be accepted.
Why Maryland Promise?
- Earn a high school diploma
- Gain further education and training that pertains to your interests and skills.
- Make an income for yourself.
- Build confidence in yourself and strengthen self determination skills.
- Meet other adults in this program and support one another in the process of transitioning.
How Can Participants Apply?
People applying must sign and return a consent form. Participants will then be randomly assigned (by a computer) to one of the two groups:
- enhanced services group
- 1,000 youth and their families will be randomly assigned to the enhanced services group and have the opportunity to work closely with a case manager and a family employment specialist to plan for employment and education services. These enhanced services and supports will help participants explore education and training opportunities, find a work experience or paid job of their choice, and access other community resources needed to reach their goals.
- 1,000 youth and their families will be randomly assigned to the usual service group. Participants in this group will be provided information about other community services. However, these services will not be delivered by the MD PROMISE team.
Maryland Association of Community Services
Description of Resource:
The Maryland Association of Community Services (MACS) is a private non-profit organization based out of Columbia, MD, designed to strengthen agencies to help better support people with disabilities. This program works to advocate for people with disabilities to be better supported in the community. Members of MACS are agencies that currently provide resources/support people with disabilities in the community. MACS serves as an advocate for its member agencies, particularly when it comes to legislation surrounding people with disabilities.
Description of Services and Supports Available:
MACS facilitates peer network groups for its members to share information and resources through email listservs and scheduled meetings. The various networks focus on the following areas: quality assurance, trainers, community living, human resources, public policy, CFOs, and employment. MACS also tracks potential public policies that could affect people with developmental disabilities. Each potential bill is carefully analyzed to determine the strengths and weaknesses, and to determine the Association’s position. MACS also holds conferences to help keep its members up-to-date on the ever-changing environment surrounding people with disabilities. Member agencies are also able to list employment opportunities on the MACS website in an effort to reach out to other members of the community.
While families/people with disabilities do not work directly with MACS, they reap many of the benefits of this organization. For example, MACS works heavily on advocating for laws that benefit people with disabilities. By advocating for this legislation, families in the community are able to benefit. For example, MACS is currently working heavily on improving wages for people with disabilities, as they should not be paid less than minimum wage. While MACS isn’t working directly with people with disabilities, these people are still able to benefit from the work done by MACS.
The Division of Rehabilitative Services (DORS)
DORS helps young adults with disabilities find jobs. DORS counselors are assigned to every public high school in Maryland and begin working with students in their last two years of high school. Students with an IEP, 504, or other health condition can be referred by school personnel, parents or families, or themselves. Some of the services include job preparation, technical/vocational training, supported employment, and job coaching. There is a sliding scale based on income for services and students may have to be placed on a waiting list. Families can access more information at
www.dors.maryland.gov
DORS also has a program called APPS (Autism Program Planning Success for Employment.) This program focuses on self-determination and employment readiness skills. DORS counselors are available to offer sessions on topics like job exploration, decision making, and self-advocacy. Documentation of an autism spectrum disorder, completion of high school requirements, and an interview with staff are required for the APPS program. The program is offered at the Workforce and Technology Center in Northeast Baltimore.
In addition, DORS has a program called Pathways that provides education support for 2 and 4 year college students on the autism spectrum. The students must register with Disability Support Services (DDS) at their college and have a DORS Individualized Plan for Employment (IPE.) Students attend weekly group sessions that go over adjustment to college life, communication skills, and assessment services.
Itineris
Transition services offered/What to expect:
Itineris is an employment building agency. The ultimate goal is to find adults with Autism paid employment. If paid employment cannot be found, then volunteer work is sought. Employment is customized to the individual’s interest. If ideal paid or volunteer employment cannot be found that works with the client’s interest, then employment can be customized. Several clients have started their own businesses – from a recycling business, to vending, to book writing (children’s books, joke books, word searches).
Clients first work with employees to learn how to manage everyday life experiences, for example, recognizing and managing their environments and routines. After these skills are learned, the Itineris employees then work on finding out client interest in order to find a good employment fit.
Along with supported employment Itineris offers a day program. In the day program there is a low staff to client ratio and it is in a classroom setting where they participate in work awareness, job readiness, social skills, independent living skills, self advocacy, community integration, decision making, technology, functional academics, fitness and wellness. Staff will continue to work to enhance communication and not only maintain the skills clients have but increase them as well.
Eligibility/Where to begin:
Individuals eligible must be adults diagnosed with Autism. Most clients are 21, though some are recent graduates at 19. Many caregivers wait until the individual is 21 because that is when they are eligible for DDA benefits. Most clients use DDA benefits to cover the cost of Itineris, but there are a few private pay.
Once a caregiver is interested in pursuing Itineris, they must contact the agency and schedule a tour. It is important for caregivers to see the agency and understand the mission for employment. Once a caregiver as toured the agency and is interested in pursuing employment for the individual with Autism, they receive the application material. These materials outline educational and medical background information (psychological, related services), as well as basic background information on the individual (i.e. temperament), and goals for the future.
Itineris only accepts ten clients a year, and there is no waiting list. If an individual is not accepted one year, they are encouraged to reapply the next year. There is no need to apply early, as that will not get services sooner.
Hussman Center for Adults with Autism
Where is it located?
Towson University
One Olympic Place, Room 200
Towson, MD 21204
Where to begin?
Call to get more information: 410-704-4486
Attend an information session: (Towson University, Institute for Well-Being, One Olympic Place, Room 200, Towson, MD 21204)
Download a brochure from the website: http://www.towson.edu/iwb/hussman
Contact the Manager of Programs and Education, Zosia Zaks (email: hcaa@towson.edu)
Hussman Center's goal:
*Create opportunities and communities that support inclusion, respect and integration by providing naturalistic opportunities that mirror real-world experiences.
*empower young adults who have ASD to keep learning and live life to the fullest
Philosophy:
The Hussman Center is developed based on 4 philosophical elements:
- Inclusion
- Presuming competence
- Engagement
- Honoring neurodiversity
What do they offer?
The Hussman Center for Adults with Autism provides thirty five programs that address a wide variety of interests. The groups have an average of 5 to 12 participants with a minimum of two adults. These programs include:
- Work exploration opportunities
- Communication skills
- Meal prepping/cooking programs
- Art, music and comedy programs
- Dance movement and fitness programs
- Men's groups and women's groups
- Social groups (held Friday evenings)
- College orientation (for Towson University students with Autism)
The programs also emphasize 5 core elements:
- Self-advocacy
- Self-regulation
- Self-expression
- Problem solving and decision making
- Team work and collaboration
Any requirements?
- The minimum age requirement for participants is 18 years old.
- There is no maximum age requirement (they have participants up to 50 years old!)
- Participants must sign an agreement to follow the Hussman Center Behavior Standards.
- You do not have to be verbal to attend the programs and you may have a one-on-one attend the programs with you (however, one-on-ones are not encouraged to attend social groups in the hopes of optimizing opportunities for increased communication skills with fellow participants.
What is it NOT?
The Hussman Center for Adults with Autism is NOT a service agency and does not provide specific interventions, therapies, or behavior programs.
What are the participants saying?
- "I've made friends."
- I've learned to accept myself."
Typically developing students who participate in the programs say:
- "My attitude and comfort level with individuals with ASD completely changes."
- "You don't fully understand ASD until you see it."
- "It's because of the volunteer work at the Hussman Center that I chose to focus my education in Special Education and Autism."
Parent’s Place of Maryland
By: Jamie Redmer
The Parents’ Place of Maryland works with Pathfinders for Autism to inform and empower families. Parents’ Place provides information on individually basis, through informational resources and through training opportunities. Their mission is to “empower families as advocates and partners in improving education and health outcomes for their children with disabilities and special health care needs” (Parents’ Place of MD, 2016).
The Parents’ Place offers workshops to support the transition process, for adults. The following link can be used for transition information: http://www.ppmd.org/training/workshops/#transition. In addition to transition information, The Parents’ Place offers workshops in the areas of special education, 504 plans, advocacy, health and other community resources. Eligibility for services are program specific and can be found on the Resource Locator (http://specialneeds.dhmh.maryland.gov/)
A caregiver with a young adult with Autism can expect to receive the following information, from the Parents’ Place of Maryland:
· Increase awareness of signs and symptoms of autism spectrum disorders;
· Make services easier to use and better organized for families;
· Increase family involvement and family-professional partnerships; and
· Improve developmental screening and access to medical homes for children with ASD and their families.
In addition, the following link can be used to locate information regarding the Maryland Consortium for Children with Special Health Care Needs:
http://www.marylandcoc.com/Consortium.html
Caregivers, families and individuals with disabilities can begin by contacting The Parents’ Place of Maryland.
The Parents’ Place of Maryland
www.ppmd.org
801 Cromwell Park Drive, Suite 103
Glen Burnie, MD 21061
Phone: 1.800.394.5694 or 410.768.9100
Fax: 410.768.0830
E-mail: info@ppmd.org
By: Sara Shouman
The Parents Place of Maryland’s mission is to empower families as advocates and partners in the health and education of family members with disabilities. The Parents place is unique in the fact that it is run mainly by family members who are going through similar situations to those that are calling. The facility is known for its many classes and workshops that aim to increase knowledge of right of education and health secure appropriate services. A parent can get information on any topic that may affect their child, this could include: the IEP process, bullying, healthcare services, and much more. The Parents Place of Maryland is unique because it serves as a training center for parents. They help families to make informed choices regarding their child’s education, access services in the school system and the community, and understand their rights.
When looking specifically at how the Parents Place of Maryland works with families with autism, it is evident that they strive for awareness and education. They inform families and medical providers about symptoms of autism through a partnership with Pathfinders. One of their main missions is to empower and educate family members to they can work together to improve the healthcare system for those with ASD. This is a part of a three year grant that seeks to: increase awareness of ASD, make services easier and more organized, increase family involvement, and increase screening and aces to medical homes. Any and all families with autism in their family are welcome to use this resource free of cost and it is only a phone call or email away.
Pathfinders for Autism
By: Katie Mac Donald and Claire Calvert
What services does Pathfinders for Autism offer?
Pathfinders for Autism is not direct service provider, rather a resource of information, providers, training and fun. Pathfinders provides an online database of resources for parents and caregivers to explore available, up to date information and services for children and adults with autism.The below link outlines Pathfinders mission and describes their programs.
http://www.pathfindersforautism.org/about/programs
Do I have to register to be a part of Pathfinders for Autism? Is there a fee for joining?
There is no joining or registration fee to be a part of Pathfinders or to participate in any of their training or fun events. Pathfinders encourages families to join their email list and their Facebook page so that they can be up to date on current, relevant issues related to ASD. In addition, they announce their many free training programs and fun events through email and other social media. While they are free, they do encourage individuals to register through their on-line system so that they can properly plan resources.
http://www.pathfindersforautism.org/articles/view/registration_
What resources do you offer for caretakers? For individuals with autism?
There is a seemingly endless amount of resources on this page for caretakers, as they are constantly updating their page with new resources and events for people with autism. Although Pathfinders is specific to Maryland, they also offer resources for Non-Maryland residents. Many of their informational resources are great resources for families of children with autism in any location.
Parents/caretakers and individuals with autism can search for specific providers by following the below instruction:
For more Provider information, go to their website:
www.pathfindersforautism.org
1.On the light blue bar, go to “Resources and Help”.
2. At the drop down menu, select “Search Providers and Services”.
3. On the right hand side of the screen, select a Category
4. On the left side of the screen, enter your zip code and mile radius.
5. Finally, view and accept the “terms and conditions”.
6. Click Submit.
Where to Begin
The best place to start with Pathfinders is to access the age-specific checklists available on the Pathfinders website under the tab “Autism by Age”. This section provides caregivers detailed checklists on the specific steps that caregivers should complete for their child during that specific age of the child. For example, the Age 18-21 checklist encourages caregivers to complete steps under categories of health, assistive technology, employment, housing, social and relationships, funding, support, transportation, and advocacy. These checklists are available all the way from birth to age 21, so parents can begin exploring the steps they need to take at any time. This allows parents to prepare early on for transitions, which is necessary due to the extensive waiting lists on many transition services.
Autism by Age checklists: [checklists, by category, e.g., education, healthcare, etc., which lists items to consider for their child at specific age ranges]
http://www.pathfindersforautism.org/ages
Pathfinders also produces a monthly “Parent Tip” article on topics ranging from “Potty Time” to “Navigating the MVA” as a result of their many resource center calls. Included are links to some of their more popular “Parent Tips”:
“Explaining Autism Using Everyday Examples”
“Financial Things Every Parent Should Know”
For more Parent Tips, click on the below link:
http://www.pathfindersforautism.org/articles/category/tips-for-parents
Accessible Resources Independence
Accessible Resources for Independence is a private, non-profit agency that provides resources, training, counseling, and other assistance needed to enhance independence for people with disabilities in Howard and Anne Arundel Counties. Their goal is to enhance independence, quality of life, strengthen family support systems and assist people with disabilities in becoming involved into the community.
ARI is designed and operated within a local community by individuals with disabilities; more than 51% of the staff.
They provide advocacy for people who need individual support with employers, and medical providers among others. In addition, they help individuals who need information on issues such as housing, technology, employment, legal issues and more.
Core services can be provided to anyone with a disability at any age for no charge. They are continually adding services that they are able to provide. The core services are referral services (housing, technology, employment, legal issues, resources for planning), advocacy, independent living skills (budgeting, safety, resume writing, completing applications and employment readiness), peer mentors, transition support (guide young adults to higher education, from nursing homes back to the community)
Additional services:
- Support Brokerage through the Developmental Disabilities Administration (self-directed services, supported by a service/resource coordinator, a support broker and a fiscal manager)
- Options Counseling through the Veterans Directed Home and Community Based Services
- Nursing Home Outreach
- Assistive Technology (providing assistance with living independently in the community-must be an Anne Arundel or Howard County resident, have a significant disability in any age group, meet a financial needs test and provide a portion of matching funds, seek to live more independently)
Find out more!: https://www.facebook.com/AccessibleResourcesforIndependence/
1406-B Crain Highway South, Suite 206
Glen Burnie, MD 21061
HOURS: By appointment
PHONE: (410) 636-2274
FAX: (443) 713-3909
Independent Marylanders Achieving Growth through Empowerment
By: Megan Otterbein
Services Provided
IMAGE provides independent living skills training, information and referral, advocacy, and peer mentoring to individuals with disabilities.
· teaching cooking skills using the kitchen they have provided in their facilities,
· programs to get disabled individuals out of nursing facilities and back into the community
· providing services to veterans
· programs that will help purchase home modifications and equipment to make housing and living more accessible.
· thrift store referrals to people who are on a low, fixed income and are in need of clothing, household items, and/or furniture.
· provides assistive technology to assist with the purchase or repair of things such as wheel chair ramps, stair gliders, and hearing aids.
Eligibility and Fees
The only eligibility for IMAGE is that the individual has a disability. There are no service fees unless the individual is looking for a youth program, in which there are some fees associated. For example, one youth program offered is Connect and Travel Programs.
What to Expect as a Caregiver
· expect the services to be geared towards the wants and needs of the individual with a disability.
· They provide the same services to a person with any disability and will work with that individual to learn the information the way that is best for them. They understand that people learn in different ways.
· There are currently not any services provided for the caregivers directly to assist with the transition of their young adult.
· If a caregiver is interested in the services provided at IMAGE, they can be contacted at 410- 982- 6311
IMAGE's Main Philosophy
The programs offered at IMAGE are person centered. They believe that the planning and teaching should revolve around the individual receiving the services. IMAGE will always teach the person the skills they want to learn. Not what the parent wants them to learn. They also believe that if the individual wants to learn something, they need to be responsible in completing any homework assignments given. If they do not show interest, IMAGE will not continue the training.
Disability Benefits:
The local disability benefits/funding resources include: Social Security Disability Insurance (SSDI), Supplemental Securing Income (SSI), and Social Service Benefits (SSB). Both SSI and SSDI disability programs offer cash benefits for disabled individuals, but the financial eligibility requirements are very different.
SOCIAL SECURITY DISABILITY INSURANCE
Social Security Disability Insurance (SSDI) is a Social Security program that pays monthly benefits to a person if they become disabled before you reach retirement age and aren't able to work. Some people know it as "workers disability." SSDI recipients are considered “insured” because they have worked for a certain number of years and have made contributions to the Social Security trust fund in the form of Federal Insurance Contributions Act (FICA) Social Security taxes; it is funded through payroll taxes. The average SSDI payment will be $1,165 a month. Since SSDI is based on the beneficiary's earnings record, some SSDI recipients can receive much more than this. SSDI provides access to Medicare.
Eligibility Requirements:
In order for you to apply for SSDI, must have worked a certain number of years in a job where they paid Social Security taxes (FICA) taxes. Specifically, you need a need to have earned a certain number of work credits; you can earn up to four work credits per year. Must meet the following requirements to qualify for SSDI:
- SSDI provides benefits to blind or disabled workers, an adult who has been disabled since childhood, or otherwise eligible to apply according to Social Security’s rules.
- SSDI candidates must be younger than 65 and have earned a certain number of work credits (based off age and number of years worked).
SUPPLEMENTAL SECURITY INCOME
Supplemental Security Income (SSI) is a federal program that provides a monthly payment to qualifying individuals with disabilities and limited income and resources. Benefits are based on financial need and adjusted to the individual’s income and living situation. Currently, the maximum monthly payment is $674. In addition to a monthly payment, the benefits of SSI eligibility include:
- Automatic eligibility for Medicaid – a comprehensive public health care plan
- Automatic DORS eligibility and all of DORS services free of charge
- Tuition waivers at many Maryland Community Colleges
Eligibility Requirements:
An individual age 18 and older is considered disabled if he/she:
- Has a medically determinable physical or mental impairment which:
- Results in the inability to do any substantial gainful activity
- Has lasted or can be expected to last for a continuous period of not less than 12 months
To be eligible for SSI, an individual must have “limited” income and resources. Currently, the income limit is $980/month and the resource limit is $2,000. Not all sources of income or resources are counted towards the limits. On the SSI web-site www.ssa.gov/ssi/text-eligibility-ussi.htm/, there are lists of income and resource exemptions.
SOCIAL SERVICE BENEFITS
Social Service Benefits (SSB) is a government program that assists people in need by administering a wide range of public assistance programs. Primarily, they help low-income people as well as families and children in crises. The programs of Social Service Benefits include:
Cash Assistance
Temporary Disability Assistance Program (TDAP): The TDAP is available to help low-income, disabled Marylanders through a short-term disability or while they are awaiting approval of federal disability support. The program is funded through the State of Maryland to provide help to individuals without dependent children.
- Eligibility Requirements: The TDAP program provides cash benefits to eligible disabled individuals. Eligibility requirements include verifying the disability (a licensed medical practitioner must complete a medical report). TDAP applicants who are disabled for 12 months or more must file an application for Supplemental Security Income (SSI). TDAP recipients may receive benefits for only 12 months out of a 36-month period unless they are pursuing SSI.
Temporary Cash Assistance Program (TCA): The TCA provides cash assistance to families with dependent children when available resources do not fully address the family’s needs and while the preparing program participants for independence through work.
- Eligibility Requirements: To be eligible for TCA, a family must cooperate with child support, participate in work activities and comply with substance abuse provisions. Adults with dependent children applying for TCA must meet financial and technical eligibility requirements.
Food Stamps: The Supplemental Nutrition Assistance Program (SNAP), called the Food Supplement Program (FSP) in Maryland, helps low-income households buy the food they need for good health.
- Eligibility Requirements: A person might be able to get food stamps if they: work for low wages, are unemployed or work part time, receive welfare or other public assistance payments, are elderly or disabled and live on a small income, or are homeless.
Assistance with Utility Bill: If you are elderly or disabled and live on a limited income and/or you receive veterans or Social Security disability benefits, you may be automatically eligible for the following utility assistance programs:
- Electrical Universal Service Program (ESUP): EUSP provides financial assistance with electric bills. Eligible customers receive help that pays a portion of their current electric bills. Some EUSP participants may qualify for assistance with past due electric bills as well as referrals to energy efficiency programs. Customers who receive EUSP are placed on a budget billing plan with their utility company.
- Maryland Energy Assistance Program (MEAP): MEAP provides assistance grants to help with home heating bills. Payments are made to the fuel supplier and utility company on the customer’s behalf.
Penn-Mar Human Services
Penn-Mar Human Services is an organization whose motto is to “turn life into living” for individuals with disabilities transitioning. However, Penn-Mar services all individuals, from birth to seniors. Penn-Mar began in the 1980’s by a group of parents of children with disabilities who wanted to make transition and disability services available for all.
This organization is not run with government funds and has a fund of over twenty million dollars at this point to service individuals with disabilities. No individual is denied Penn-Mar services due to lack of funds, or supports.
Resources available:
- servicing over three hundred individuals
- assisting with transportation
-therapeutic day programs
-residential setting
Collaboration is definitely a big factor in the resources available from Penn-Mar, as they have also merged with other organizations such as Southern Community Services to assist in making sure that everyone has the services they deserve.
There has been a recent shift and emphasis on transition resources over the past few years with Penn-Mar as they encourage employment first versus work at a sheltered workshop (like in previous years.)
Penn-Mar works with over sixty job centers including Bank of America, Wegmans and more to help individuals with disabilities find a job that they can excel at, and enjoy. Shadowing by adult support and additional extensive training to job providers is a service Penn-Mar offers to ensure that their clients are treated with respect and have the opportunity to succeed in the workplace.
Low-intensity support services are also available through Penn-Mar for individuals who may just need assistance living on their own, working on finances, and more.
I was able to call during my lunch break on a Wednesday and speak with the receptionist of the organization. I posed as a high-school teacher looking for resources for a family of a student who is soon transitioning. She was very pleasant and provided me with many resources that Penn-Mar offers for families. She asked for my name and address so that an informational packet could be sent to be delivered to the family. She then told me that if the family reads the resources and is interested they can schedule a time to come in and observe the center and speak with staff. She asked if parents were interested in a residential setting, as there are no more vacancies at this time. I asked if there is a waiting list, and she said they prefer not to say “waiting list” to families, because it is more a factor of if the child is limited enough to need a residential setting, not a matter of numbers. This coincides with her previous comment about how there are no more openings available, but I continued the conversation and discovered that there are some positive efforts that the center is making to ensure success. There are two buses that pick up students for day programs. These buses pick up in Jarretsville, MD and Hunt Valley, MD so parents don’t have to drive to Freeland, MD every day.
I spoke with a co-worker in regards to this specific transition resource and coincidentally, her adult neighbor with Autism recently started getting Penn-Mar services and his mom is overjoyed at the experience so far (in comparison to other resources.)