Posts Tagged ‘Partners in Policymaking’
When Schools Say “NO” to Inclusion
October 26th, 2012 | 
Author: 
The Inclusive Class Podcast presented a panel with Tom Mihail, Paula Kluth, Torrie Dunlap, Lisa Jo Rudy, Frances Stetson, Kathleen McClaskey and myself. The Title was: "When Schools say 'NO' to Inclusion" Topics include Universal Design, Technology, Differentiation, Inclusive after-school and community recreation, and in the last few minutes I talked about Inclusion as a Civil Right and strategies for getting inclusion with your IEP. Below is the supplemental material for my topic. If you have any questions please contact me. Here is a recording of the broadcast:
So, you are sold, you have heard all the information about inclusion, you know in your soul this is what would be great for your child. You talk to the teacher, the principal, anyone who will listen and they tell you it won't work for your child, it's a passing fad, it is too expensive, it will hurt the other kids in the school...blagh, blagh, blagh. What do you do? Here are the 5 Points I outlined in my part of the panel: 1. Learn the History of People with Disabilities. Society and Schools have been saying “No” to Inclusion for hundreds of years for many people, not just for people with disabilities. 1800-1900s. Institutions and Forced Segregation were common for those with the labels of mentally defective, feeble-minded, idiots, uneducable and untrainable. Individuals and Parents had no say. People who were different were removed for the health and safety of the community. Today we still have prejudice against minorities, young women who are unmarried and pregnant, gang members, young people who are gay or lesbian, immigrants, poor, people who don't speak English, Native Americans, homeless, children of migrant workers... Our society is more diverse every day, we need inclusion for everyone. Check out the section in Parallels 2 A PLACE TO LEARN. (Page 59-60 has the definition of Inclusion) (p. 61 has reference to Paula Kluth and a picture of my son Aaron) 14th Amendment: “The 14th Amendment to the Constitution was ratified on July 9, 1868, and granted citizenship to “all persons born or naturalized in the United States,” which included former slaves recently freed. In addition, it forbids states from denying any person "life, liberty or property, without due process of law" or to "deny to any person within its jurisdiction the equal protection of the laws.” By directly mentioning the role of the states, the 14th Amendment greatly expanded the protection of civil rights to all Americans and is cited in more litigation than any other amendment.” Citizenship: Is someone who has an intellectual or other disability, a person? (consider the slaves, Native Americans, women, immigrants, prisoners…) Due Process: If you have a disability, do you have the right to due process? (consider people with physical, intellectual disabilities, people who are deaf, blind… can’t read/write/talk, people who can’t pass IQ tests…) Equal Protection: If you have a disability, are you entitled to the same rights and benefits other people have? (go to school, live in community, get jobs…) Plessy v. Ferguson (1896) Separate is equal. 50 years of Jim Crow Laws. Brown v. Board of Education (1954) “Separate is inherently unequal.” (Interviews with Tom Gilhool and Gunner Dybwad are also in Parallels in Time 2) Video and transcript Tom Gilhool at Temple University: Testimony of Tom Gilhool before the Joint Subcommittee Hearings on “the Events, Forces and Issues that Triggered Enactment of the Education of All Handicapped Children Act (EHA) of 1975” in TASH newsletter, 1996 p. 11-15. The Requirement that Schools Know and “Adopt” “Effective” “Promising” Practices. Requires the delivery of an “effective” education. One, the Act (EHA) requires states and districts to see to it that all teachers, both “regular” and “special” are fully informed of and continuously trained in “promising practices” in the education of children. “Second, the Act requires every district as well as the states to “adopt promising practices’ Third, the Act’s requirement of “a free appropriate public education has been help by the Unites States Supreme Court to mean an education “reasonably calculated to enable the child to achieve education benefits” NOTE: Remember to NOT just look at the current regulations, go back into the Congressional Hearings before each law was enacted, the legislative history, court cases… “Inclusion is a right, not a special privilege for a select few” (Federal Court, Oberti v Board of Education). You will want to quote the most relevent and recent cases. 2. Become an Expert on IDEA The best resources I know are Partners in Policymaking’s series of lessons on IDEA. Free, online, study at your own pace. National Dissemination Center for Children with Disabilities (ages 3-22). 3. Build Alliances Focusing on the dignity and goodwill of the people you're working with. Build trust. Create a common vision. Partners in Policymaking has programs in almost every state. The courses are designed for parents of young children and self-advocates. New groups start every year and are usually funded by your state DD Council. On the Partners website, find your state liaison. NICHCY has a list of organizations and Parent Training Centers in each state. Find people both on the National, State and Local level who think like you do and can help. National Dissemination Center for Children with Disabilities (ages 3-22). National Organizations for Professionals often help parents and teachers. TASH helped me. I know the ARC, United Cerebral Palsy and National Down Syndrome Association have done advocacy work. I’m sure there are others. Check out your local university. Sometimes you can find a professor or student who can help. In our particular situation, because no group existed-we started a parent group in our local school district. Set group goals: start an extended school program in the summer; make the buildings more accessible with universal design; start an after school Job Club and Key Club at the high school. By focusing on specific goals we were able to get local grants, publicity and see tangible results for our children. NOTE: In hindsight, I would have made this an ad hoc committee of the School PTO or General Education Parent Organization. I would ask parents and teachers of general education students to be on this committe so it is inclusive. 20 years later, duh, it is so obvious. Univ. of New Hampshire has great programs and resource materials. Clay Aiken's Inclusion Project. This looks good, but I haven’t tried it. 4. IEP: Educational Evaluations The first part of the IEP process is getting evaluations of current level of functioning and setting specific individual goals. Be creative. Don’t let the school psychologist run the show. Have your IEP team decide what kind of evaluations they need in order to have your child make educational progress in all the school environments. There are the formal evaluations that are the traditional testing tools of the experts. And, there are the individual informal tools also designed by experts, but cannot be standardized and put into multiple choice answers. 1. Person Centered Planning, Circle of Friends can supplement the formal evaluations and look at social relationships, before-during-after school-weekend-summer activities, this can also be used for team building, communication, transition and long term planning. 2. Educational Evaluations Educational Evaluations are usually conducted by a teacher or other educator with the appropriate teaching license. Educational Evaluations look at an individual person in their life spaces. Aaron’s evaluation started in his home, followed him on the school bus, in the classroom, in the lunch room, bathrooms, gym, after school activity and back home. The evaluation compared Aaron’s current level of functioning in each environment and then made suggestions for IEP goals. For instance, the educational evaluation shows the "individual benefit" for Aaron. Not the whole class or school, just Aaron. The Educational Evaluation determined Aaron, with accommodations and related services, could be in an inclusive class. What supports would he need? What supports would the teacher need? How would the curriculum be differentiated? What technology? Universal design strategies could be used? See the difference between this sort of evaluation and a traditional IQ or standardized test? The tricky part is that if the parent pays for the evaluation, and chooses their own “expert,” then the school district only has to “consider” the recommendations. If however, (at least this is how it used to be), if the parents or teacher ask for an evaluation, and the school district agrees to pay for the evaluation, then they have to use that evaluation to develop the IEP, or if they disagree, they have to get another evaluation saying the first evaluation was not appropriate, and why. If you go to court, the educational evaluation can make all the difference. If you are writing IEP goals, the educational evaluation gives you a practical starting point for goals and objectives. (The conversation is NOT about "Should we do this?" but rather, "How do we do this?") And, if the parent does pay for the evaluation and “prevails” in a due process hearing then the school district has to pay. Of course, it goes both ways and is risky because if the parent loses, then the parent has to pay. In our due process hearing we used our contacts from TASH (a national organization) and one of Lou Brown’s graduate students from the University of WI-Madison. This process was repeated several years later when Aaron was in Junior High, and again when Aaron graduated. We also used local university graduate students and county respite providers when appropriate, ie. They did independent studies to help us design an after-school program and going to the prom. If you are going due process, find out who the expert is in the area you are challenging. Check out professional organizations, journals, university faculty. Who is going to know how to do the job? Who is willing to testify? Who will impress the hearing officer? 5. Be BadAss Confident Know what you believe and how far you are willing to go. This is your child, This is your class, the time is NOW! When people see you walking in the grocery or in the school you want them to see you and immediately know what you stand for: “All means All”—“Inclusion means Belonging to the Community.” You have to model what you want others to do. Build trust, convert the doubters. It can be done--and it's up to you. And, you will join the thousands of other parents and advocates who have made a difference for one child or many and have moved history and inclusion forward. In my opinion, this is why we need a national policy, federal laws and oversight. Vulnerable people with disabilities and other minorities should not have to reinvent the wheel, every year, in every city and county. Do we want individual states and school districts to make decisions about segregation and inclusion? Would you want to live in Mississippi, Alabama, Louisiana… and I include Ohio? Different school districts have different definitions of inclusion. I recently visited what was called an “Inclusion School.” To my shock, the principal proudly told me, “Inclusion means EVERYONE in the school is on an IEP.” After we won our due process hearing, we moved to a neighboring county where the school district shared our values. The move was the best thing we ever did. First, after we won our due process hearing, it was like Aaron had a tatoo on his forehead that said, "Don't mess with me." Second, I got elected to the County Board of Developmental Disabilities. One of the proudest days of my life was when I got to make the resolution to close the segregated county school. Third, because the school district was good for Aaron, it was also You can achieve Inclusion from the IEP process: bottom-up. But it is easier to work from the top-down. Try to get on influential committees, or find allies in leadership positions that will work for inclusion. If your school board and/or school administrators embraces the Inclusion paradigm, and understands how this will be better for all students, then you are well on your way. Try to get inservice for staff, parents—both general and special, about inclusion, differentiated instruction and universal design. Baby Steps: I like to think of a yard stick. On the one end is segregation, on the other is inclusion. If I think an action, a decision, anything... is a step in the direction of inclusion--I accept it. There is always tomorrow. Celebrate each small victory. There were many times when I had to take a deep breath and tell myself, "This is the best we can do today. Be happy." Moving Toward Inclusion by Michael Giangreco. Last Thoughts I wish I had a magic wand to make it easier for each of you. Twenty years ago, we thought this would all be figured out and our children would just be children, parents could just be parents, teachers could just be teachers. There is an old "Up With People" song that says, "Freedom isn't free. You've got to pay the price, you've got to sacrifice for your liberty." Wishing each of you, freedom, libety and inclusion. I hope you will share your thoughts in the comments.
When Schools say “NO” to Inclusion
Legal Segregation
Parallels in Time: A history of people with disabilities
Inclusion is a Civil Right
Questions the Courts had to decide:
Consider the implications:
PARC Class Action Case: A Game-changer
Excerpt about PARC decree and 94-142: Teacher Training and Best Practice
Hudson v. Rowley, 458 U.S. 178, 203-04V (1982).Other Court Cases:
Informal Evaluations
http://inclusion.com/ Where inclusion began, great tools.Who Pays?
How do you find an expert?
Even if you are uncertain, typically shy and withdrawn--you have to act fearless.Segregation and Inclusion by Zip Code
Our reputations guaranteed they took us seriously.
an excellent school district for my other son who had the label of "normal."Bottom-up; Top-Down: Baby Steps
Keep Climbing: Onward and Upward
All my best,
Mary
Related Blog Posts:
Note: Since this whole website is about inclusion, almost every article tells part of the story. Some are about school issues, many are about adult issues. Here is a sampling:
Dream Plan 1 for Aaron, Normalization
Dream Plan 4: Aaron is an adult
The Race Toward Inclusion: Do you see it?
Building Community| One grocery trip at a time
Test Questions| segregation or inclusion?
The Animal School| Differentated Instruction
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Posted in Aaron, Advocacy, Disability, Disability World, Inclusion, Parents, Practical Tips, Recommended Books + Videos, School, Teachers | Tags: differentiated instruction, Disability, Frances Stetson, How do I get Inclusion, IDEA, inclusion, inclusion of children with disabilities, Kathleen McClaskey, Lisa Jo Rudy, LRE, Mary E. Ulrich, Partners in Policymaking, Paula Kluth, segregation, segregation of people with disabilities, The Inclusive Class Podcast, Tom Mihail, Torrie Dunlap, universal design | 2 Comments »
“Telling Your Story”| Free App for Advocates
Partners in Policymaking Class of 2012
The Minnesota Governor’s Council on Developmental Disabilities (MN DD Council) does remarkable work. On this blog, I often reference the Parallels in Time (history of people with disabilities) and their Partners in Policymaking Program.
This week MNDDC announced a new FREE app called “Telling Your Story.” Already it has being downloaded around the globe.
EVERYONE has a story.
EVERYONE wants to solve their problems.
EVERYONE wants to be heard.
BUT, SOME People need extra support, skills and confidence to tell others what they want and need.
“Telling Your Story” is for Everyone
Everyone knows personal stories are the most powerful way to influence policymakers and legistlaters. Stories make the rules, regulations and policies become real.
The new “Telling Your Story” app for IPads is an organizational tool to make it easier to tell those stories.
It was created to help adults with disabilities be an active part of the democratic process and find their voice, their confidence and then–their Policymaker.
The “Telling Your Story” App is easy to use and is written for self-advocates–but mom, dad, brothers, sisters, grandparents and allies can use the same template.
The simple format helps advocates compose and practice the personal story they’ll present to elected public officials or other policymakers at all levels of government.
Some of the self-advocates learned to use this app in the Partners in Policymaking Program.
The app guides users through the steps:
–introducing yourself
–identifying the specific issue
–presenting a compelling personal story in text
–creating an audio recording to practice and rehearse their story
–selecting a photo they may wish to include
Budget Cuts| It’s Personal
Here is an example of one self-advocate’s compelling story using the new app. She is explaining how a recent budget cut affects her life and will cost the state more in the long run.
This is MY STORY:
My name is Thea Graham. I live in your district. I have been waiting all year to come to the Capitol to meet with you. I want to tell you a little about myself.
Currently, I live with my mother. She is very good to me and I love her a lot. I do know that I will not always be able to live with my mom. We have been looking at different residential support options to see what would be the best match.
I know when I move out, I will need staff to support me in using my “wise mind” since I can get upset. Staff will also need to help me with making sure that I look nice since this is very important to me. They will also need to help me drive to the doctor and help me understand what the doctor is saying about my health needs. My mom does all of this for me now.
I receive services at Merrick, Inc., a day program in Vadnais Heights. It is here that I have learned to use my “wise mind” more and more. Before I would swear, yell, and hit people when I got mad—now I use my “wise mind”. This means that I “stop, calm down, think, and come up with another solution that will help resolve the situation”. I do the following jobs at Merrick: pick up plastic recycling at the Maplewood Mall, package medical supplies, take Styrofoam from Culligen caps, and shred pull tabs. I love to make money and work like everyone else does. My job coach Kathy and “Christian” support at my job and they tell me I am doing a good job not only with jobs but how I handle things that come my way. Another thing that I like about Merrick is that I have learned to speak up for myself—doing so assertively not aggressively. Above is a picture of me running for office at a Wednesday morning self-advocacy group meeting. One of my role models is Rosa Parks and the difference she made on the lives of others. On Martin Luther King Day, I have been Rosa Parks showing her role in the bus boycott play. It makes me feel proud to be “Rosa Parks”.
I feel that I have come a long way since coming to Merrick over 13 years ago. However, my CSSA funding for Merrick was significantly cut as of January 1st.
Instead of receiving services for 5 days per week, I only have funding for 2 days. This is a huge burden on my elderly mother who now is taking care of me the 3 days I am not able to attend Merrick, Inc. My mother is not in good health and I am worried about her.
If I am sitting at home alone, I am not making money. I am not at my job where I am relied on to do my work. I am not continuing to build on my skills to cope with being frustrated and angry.
Please hear my story and know that I can’t sit at home. If I end up in crisis, it would cost the state a whole lot more than it would be maintaining my day program services. It is the proactive thing to do—it is the right thing to do.
Download Free App for IPad Here
Click Here for free “Telling Your Story” App. for IPad 2 or newer
Click Here for more information on the “Partners in Policymaking” Homepage.
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How can Professionals Use this App?
Many children and adults with disabilities and their families are going to need technical and emotional support for using this app.
Some will not have an IPad available. Some will need coaching or help in transcribing their words onto paper. Some will need encouragement to overcome fears and answer questions.
Transition and High School Teachers:
There could be all kinds of uses for this app. especially in a Problems of Democracy class or in any advocacy or problem solving situation. I would think the format could be adapted for completing many general education projects and assignments. This could also be part of Transition or Speech Language Communication session (social stories?). Learning to use this technology and format would make an excellent IEP/ITP goal.
University Professors:
University students in Introductory to Special Education or Geriatrics, Disability Studies, social work, legal or medical professions could use this app to interview and help support a person who struggles in Making Your Case and get their thoughts organized. This app could create cooperative learning and inclusion opportunities.
This would also be a great project for a Special Olympics Buddies, SCEC or Service Learning.
There could be research potential for all majors. Does this app empower and support vulnerable people? Does this make a difference?….
Self-Advocacy Groups:
This is a gold-mine for empowerment, self-determination, voting, citizenship and lessons on democracy. Veterans and senior citizen groups might also be interested in grants or projects for their own members.
Direct Care Workers:
I can see this being used at places of employment and leisure/recreation to help people tell their wants, needs, likes and dislikes and get a better quality of life.
What do you think?
Will this app “Telling Your Story” help children and adults with disabilities tell their own stories? Would this app make it easier for someone you care about? Do you think it is important that policymakers like school board members, county, state and national legislators hear from the people in their own voices? Tell me, will you download this app and use it?
Keep Climbing: Onward and Upward
All my best,
Mary
Related Posts:
Partners in Policymaking| 25 Years in Making the Government Work
Autism| A lot more needed than awareness
Remarkable Parents and Advocates who never give up
Communication| “A Lottery Winner in Life”
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Posted in Adults with autism, Advocacy, Autism, Caregivers, community, Disability, Disability World, Inclusion, Parents of Adults with Disabilities, Practical Tips, Recommended Books + Videos, Teachers | Tags: adults with autism, adults with disabilities, advocates, autistic adults, change, citizenship for people with disabilities, Colleen Wieck, empowerment, How to testify before congress, MN Governor's DD Planning Council, parenting adults with disabilities, Partners in Policymaking, People First, self-advocacy, self-determination, Telling Your Story, testifying before congress, We the People | 5 Comments »
Partners in Policymaking| 25 yrs of Making Government Work
Giraffes teach their young to stick out their necks
“Partner in Policymaking graduates are members of the Giraffe Society–they are willing to stick their necks out.” Ed Roberts
Partners in Policymaking Celebrates 25 Years: 1987-2012
It is popular to complain, “We need to get rid of government programs–they don’t work.” But if you are a parent or person with a disability, you know you can’t do it alone. You know you need help to survive.
And, maybe the question we need to ask is: “How can I get involved and make government programs work better…for myself and others?”
If you are struggling to find services and build a network of support for yourself or your young child, I highly recommend Partners in Policymaking. It is the best resource I know.
Partners in Policymaking is a program that not only works–it teaches parents, self-advocates and policymakers HOW to make government programs work.
In 1987, Dr. Colleen Wieck of the Minnesota Governor’s Developmental Disabilities Planning Council created Partners in Policymaking.
For 25 years the goal is still to create a win-win partnership between people who need and use services and the people who make public policy.
With 21,000 Partners in Policymaking graduates in the United States, and 2,000 Partners graduates internationally, parents, self-advocates and policymakers are changing the world.
Why Partners?
Partners is designed for adults with disabilities and families of young children, but some programs expand that target group.
The goal of Partners is to teach “best practices” and the skills necessary to “change systems.”
State-of-the-art information gives Partners the big picture, allows them to dream big, and gives them strategies to turn their dreams into reality.
Partners participants become competent to change their own lives, and then to work for changes that will affect others with disabilities at local, state, and national levels. Partners graduates are expected to be agents of long term change. They learn there are no “quick fixes.” They are trained to achieve long term successes.
Who are the “Policymakers”?
Policymakers are the people in government who are elected or appointed to make decisions about rules, regulations and resources. They legislate on school boards, city councils, county and state agencies and governments, federal congressional legislators, and others who shape disability issues at all levels of government.
Some Partners graduates have become elected and appointed public officials.
Partners in Policymaking is the Instruction Book
How many times have you heard parents wish, “If only I had an instruction book”?
Partners in Policymaking IS the instruction Book.
Here is a video that explains the facts about the Partner’s Program from the United Kingdom.
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Texas, 20 Years of Partners in Policymaking (2006) “It is the Power of the Dream that brings us here.” (You will love this song.)
New Classes Forming Now: The Power of the Dream
Find the Partners contact person for your state/country.
Find out the target audience for the Partners Course and if you are eligible–sign up.
If you are not eligible, see if you can still be part of the Partners network.
Everyone can take the online courses.
Here is the Homepage for the Partners in Policymaking Website. You can find contact information for where you live, you can find online courses, you can find Parallels in Time: A History of People with Disabilities and a wealth of other resources. But most importantly, you will be able to network with others who are sharing your journey.
Comments:
Any success stories about Partners? Any success stories about partnerships between advocacy groups and local leaders? Does this sound like a good idea? Who would you suggest for speakers on state-of-the-art? Do you think the power of the dream can bring people together?
Keep Climbing: Onward and Upward
All my best,
Mary
Related Posts:
Posted in Adults with autism, Advocacy, Autism, Caregivers, community, Disability, Disability World, Inclusion, Parents, Parents of Adults with Disabilities, Residential, School, Teachers | Tags: 25 years of Partners in Policymaking, adults with autism, adults with disabilities, Advocacy, Colleen Wieck, Ed Roberts, education for adults with disabilities, information for parents of disabled children, making the government work, Mary E. Ulrich, MN DD Planning Council, parenting adults with disabilities, parents of adults with disabilities, parents of people with disabilities, parents of special needs children, Partners in Policymaking, Partners in Policymaking Texas, Partners in Policymaking UK, People First, self-advocates, state of the art teaching programs for adults, system change, working for change, working with government officials | 9 Comments »
Supported Employment| Mobile Work Crews
In the last post, Memorial Day and People with Disabilities I talked about how Aaron, my son who has autism, worked at a cemetery after he graduated from high school.
To the best of my recollection, this is how it worked:
The Landscaping Mobile Work Crew
Definition: Supported Employment Model: Mobile Work Crew
A small crew of persons with disabilities (up to 6) works as a distinct unit and operates as a self-contained business that generates employment for their crew members by selling a service. The crew works at several locations within the community, under the supervision of a job coach. The type of work usually includes janitorial or groundskeeping. People with disabilities work with people who do not have disabilities in a variety of settings, such as offices and apartment buildings. Supported Employment
Sometimes Cemeteries are for the living.
JOB ANOUNCEMENT: The cemetery board posts the lawn maintenance jobs for bids in the local paper.
JOB DEVELOPER:
The County Board of Developmental Disabilities (CBDD) job developer bid the job. Because of the size of the cemetery, the administration of the cemetery awarded several contracts. (For the five years I was involved, the CBDD got one of the contracts each year.)
Paid
The CBDD paid the workers minimum wage from this contract. Each member of the Mobile Work Crew was already on Medicaid/Medicare and the seasonal wages were within the limits of their SSI and SSDI requirements.
The job developer negotiated the details of the contract as well as was the contact person for any problems between the cemetery administration and the board as well as members of the mobile work crew.
Natural Supports
The cemetery provided the equipment. There was a garage-type lounge for all the crews and workers with a table and restrooms. They could mingle with the other workers from other lawn companies (non-handicapped) in the lounge. There was some natural support from the other workers who were doing the same jobs and the same sweating.
SUPERVISOR OF MOBILE WORK CREW
There were six people with disabilities and a supervisor on the crew. The supervisor was a year long salaried employee of the county board of developmental disabilities. She had experience working with people with disabilities and had been trained as a special education teacher. She had total responsibility for keeping the workers safe, happy AND getting the job done. If she needed extra help, she would go to the job developer or her other CBDD staff.
Aaron’s job coach was under her supervision (because she was in charge of the whole job) but worked independently with Aaron.
TRANSPORTATION
All the adults with disabilities would be transported from their homes to the sheltered workshop. The supervisor would drive a small van, similar to the vans the other lawn service companies used, from the sheltered workshop to the cemetery and then back to the sheltered workshop for the trip home.
Inclement Weather
On days when it rained, the crew could stay home if they wanted, or hang out at the sheltered workshop. If there was work at the sheltered workshop (usually not) they were able to jump in. If there was no work they could hang out with their friends and play cornhole, bingo or whatever the activity.
JOB DESCRIPTION
Ongoing Support
Before the crew began work, the supervisor and job developer made task analyses of each of the jobs. The individuals with disabilities applied and interviewed with the supervisor. If there was a good match, the training, modifications and accommodations were added to the individual’s Individual Service Plan (ISP).
OVERVIEW:
Who knew there were mowers about a foot wide which fit easily between the older tombstones? There were four mowers in this mobile crew.
There were two weed-wackers or whatever they are called. (The cords swing around and cut the weeds which the mowers miss.)
There was a “task analysis” of each job.
They were trained on the job. (They didn’t practice cutting the concrete in the parking lot to get ready*smile*)
Because the job was repetitive, it was a perfect fit for many of the workers. They knew exactly what they were supposed to do, and after a short time, were independent in many parts of the job.
If any of the workers needed adaptations (shorter hours, more breaks, special gloves or boots…) these were included in their ISPs (Individual Service Plans). Therapists (Occupational Therapist, Speech/Language and Physical Therapist) were available for the initial evaluations/training, if necessary.
Establishing Routines
The supervisor would start the day with some conversation, some joking around and individual attention to each of the crew members. They would get a short break mid-morning, they brought their own bag lunch, and a mid-afternoon break. But most of the day, it was sweaty and hot and lots of hard work—serious business.
The supervisor made sure the crew members had sun-screen, hats, appropriate clothing, solid shoes (no sandals), water….
She also worked side-by-side with the workers. She made decisions to go to another section if a funeral was in progress, if the area was underwater…; she pulled weeds… and did whatever it took to make sure everyone was successful, and the finished job met the requirements of the cemetery board.
Partial Participation
Aaron, my son with the label of autism, does not have the skills to run a lawnmower or weed-wacker. He would not be able to be part of the mobile work crew of 6 workers who are mostly independent on the job once they are trained. Because Aaron was in the official “transition” from school to work, he was eligible for a job coach from Rehabilitation Services.
So, because he had the physical support of a job coach, Aaron had the opportunity to join the workforce.
Is there some job he could do at the cemetery? Could he partially participate in this work?
After doing an ecological assessment of the job, Kim (Aaron’s job coach) decided Aaron could pick up the sticks before the lawn mowers came. So Aaron and she would drive a golf-cart to the area where the crew was mowing, and then they would collect sticks, dead flowers, and other stuff left on the graves, put them in a trash container tied to the back of the golf-cart and then take it to the dumpsters.
Aaron loved this job. First of all, he loved Kim, the job coach. She made him feel important, she helped him when he had trouble bending over, she helped him put the sticks in the trash container, she helped him wheel the container to the dumpster. Kim, looked at every piece of the job and asked herself, “How could Aaron at least partially participate in this job?”
Plus, Aaron loved riding in the golf-cart. When Aaron did particularly well, Kim would give him an extra long ride around the large monuments.
The side benefits were Aaron made a small amount of spending money, he paid into social security, he was out in the sunshine (with lots of sunscreen) and glowed with health, he was physically strong from all the exercise, plus the emotional benefits: he knew he was contributing, he was part of a group of people who valued his work, he could make all the noises he wanted (and wouldn’t wake up the dead), he enjoyed riding in the golf cart, instead of physical therapy practicing his balance climbing steps to nowhere—he had a functional way of practicing his balance in the real world. He had a great friend and mentor in Kim. It was a terrific experience.
And, for Memorial Day, 4th of July, Veterans Day… Who was the person who put the flags on the tombstones?
It was Aaron.
Trivia too good to pass up: One of the cemetery monuments is enclosed and heated. Yes, the person who died years ago was so afraid of being “cold”–they stipulated in their will that the space above the grave would be heated (including a back-up generator in case the electricity failed.) That is a powerful “fear.”
Keep Climbing: Onward and Upward
All my best,
Mary
Comments:
Have you ever seen a mobile work crew of workers and wondered how it worked? Is partial participation better than no participation? Should people with disabilities be allowed to work?
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Posted in Aaron, Advocacy, Autism, Caregivers, community, Disability, Disability World, Inclusion, Parents, Parents of Adults with Disabilities, Practical Tips, Recommended Books + Videos, Teachers | Tags: adults with developmental disabilities, autism, cemeteries, community employment for people with disabilities, developmental disabilities, functional curriculum, functional skills, job coach, jobs for people with disabilities, landscaping, lawn service jobs, MN Governor's DD Planning Council, mobile work crews, ODEP, ongoing support, paid jobs, partial participation, Partners in Employment, Partners in Policymaking, supported employment, transition | 8 Comments »