What's after High School?: A Mod 4 Reflection on Intellectual Disability

Many people don't like change. It is a common trait among people and one that I occasionally am guilty of. We get accustomed to things being a certain way, and altering this can upset our daily balance.

I think being successful at accepting change is rooted in transition. The less abrupt the change is the more likely it is that we can accept it, and I think this generally goes for everyone.

In the case of individuals with an exceptionality effective transitions are crucial when it comes to change, especially for individuals with intellectual disabilities. Given that these individuals have more difficulty mentally processing information/events than other individuals, effective transitions for them necessitate preparation and progressive exposure/information about the new instance, as well as constant reinforcement. As teachers, we must be cognitive of the effect of change on all students and ensure we assist them in transitioning.

Transitions occur throughout life and are faced by all young people as they progress, from childhood through puberty and adolescence to adulthood; from immaturity to maturity and from dependence to independence. In addition, some young people experience extra transitions as a result of other life events for example, bereavement, separation of parents, and being placed in care. (http://www.intellectualdisability.info/lifestages/transition_barron.htm)

Furthermore, we must consider that while all people go through change and transitions, these occur at different times and rates for individuals with intellectual disabilities. Some considerations are:

(http://www.intellectualdisability.info/lifestages/transition_barron.htm)

Being sensitive to differences in transition/change for individuals with intellectual disabilities is as simple as taking time to reflect on the individual, his personal situation, and maintain a cognitive awareness about these facts when formulating strategies.

In some instances, people will treat individuals with intellectual disabilities like children. While it is many cases unintentional, patronizing these individuals will only hold them back further. As educators we should aim to hold high expectations of individuals with intellectual disabilities while also equipping them with strategies for success in achieving these goals. By being challenged appropriately at their own cognitive level they can grow while feeling successful. This will boost confidence and assist them in knowing they can overcome something which initially they could not.

Individuals with intellectual disabilities do have options after high school but it is crucial that these individuals have good support systems and resources available to them in order to facilitate these possibilities.

These individuals may be introduced into the work force through co-operative placement or internship. The exceptional individuals will work alongside another person in order gain an understanding of how to perform specific tasks; in many cases these tasks have a specific routine to assist the individual with familiarizing himself to the task. LiveWorkPlay suggests that:

Quite often the ability to obtain and keep paid or unpaid employment has less to do with specific work skills than it does with the development of more general abilities. This includes in particular communication and problem-solving skills. Through [observation and specialized programs/assistance they can come to] identify areas in need of improvement and also identify potential fields of employment. (http://www.liveworkplay.ca/content/view/121/121/

It is important to note that there are also various post-secondary education options for individuals with intellectual disabilities. The Institute for Community Inclusion outlines the following:

There are three main types of PSE models: mixed or hybrid, substantially separate, and totally inclusive. Within each model, a wide range of supports and services is provided. Each model is described in the order of prevalence.
- Mixed/hybrid model: Students participate in social activities and/or academic classes with students without disabilities (for audit or credit) and also participate in classes with other students with disabilities (sometimes referred to as "life skills" or "transition" classes). This model typically provides students with employment experience on- or off-campus.
- Substantially separate model: Students participate only in classes with other students with disabilities (sometimes referred to as a "life skills" or "transition" program). Students may have the opportunity to participate in generic social activities on campus and may be offered employment experience, often through a rotation of pre-established employment slots on- or off-campus.
- Inclusive individual support model: Students receive individualized services (e.g., educational coach, tutor, technology, natural supports) in college courses, certificate programs, and/or degree programs, for audit or credit. The individual student's vision and career goals drive services. There is no program base on campus. The focus is on establishing a student-identified career goal that directs the course of study and employment experiences (e.g., internships, apprenticeships, work-based learning). Built on a collaborative approach via an interagency team (adult service agencies, generic community services, and the college's disability support office), agencies identify a flexible range of services and share costs.

(http://www.communityinclusion.org/article.php?article_id=178)