Website: Community Participation Initiative (CPI)

Link

http://www.arckent.org

Description

This project is part of the Community Participation Initiative (CPI), which is a movement begun by The Arcadia Institute of Kalamazoo, Mi., to open doors throughout the community for people with disabilities to participate in inclusive activities that they choose. In consultation with The Institute, the two Arc chapters are creating partnerships with community agencies, the school systems, and the local community mental health systems. CPI does not create parallel or separate programs in which people with disabilities are isolated from others who take part in the agency’s programs. Rather, the project builds upon each agency’s strengths, assumes a welcoming environment, and enlists buy-in and endorsement of the program from directors and staff. The project provides technical assistance to help staff make any necessary accommodations to their programs; provides on-site coaching to agency staff, one-on-one or in a group setting; and remains available when problems arise, providing concrete solutions.

Source

Submitted by The Arc of Kent County and The Arc of Western Wayne County.

Website: On Campus Transition (OCT)

Link

http://www.arcjacksonville.org/ask_academies.php#campus

Description

The Arc Jacksonville Academy’s On Campus Transition (OCT) at the University of North Florida (UNF) is a transition program for young adults with developmental disabilities. The Program is called On Campus Transition (OCT) and offers the opportunity for 24 young adults to exit high school with their peers and enter a post secondary setting to prepare for adult life in the community. Each student that enters OCT develops an individual Program of Study (POS) based on their career goals and desires for personal growth and enrichment. This POS guides the selection of courses that will be audited through the University, and how the student will meet other program components needed to complete their two or four year program. Volunteer, internship, and part-time work experience are components of the educational expectations. OCT students participate in campus cultural, sporting, and club activities to round out the college experience. All of the experiences received while in the college program are enhanced through the mentor program which encourages the pairing of matriculating students with OCT students in social, academic, and career settings. In addition, OCT students have the option to live in student suites housing, providing the opportunity to transition to independent living.

Source

Submitted by The Arc Jacksonville, Inc.

Website: University Participant (UP) Program

Link

http://www.wcu.edu/27547.asp

Description

The Arc of Haywood County, in collaboration with Western Carolina University’s (WCU) special education program, developed a model program for young adults with developmental disabilities to experience university life and learning. The UP program is designed to provide a one-year to two-year, on-campus living and learning experience for persons with developmental disabilities between the ages of 18 and 22. The goal of the program is to facilitate the transition of participants from secondary school to adult life in the areas of education, employment, and independent living. During the one to two year period, participants are expected to complete requirements for receiving a UP Certificate of Accomplishment based on successful completion of an Individual Plan for College Participation.

Source

Submitted by The Arc of Haywood County.

Website: Project Opportunity: Transition to Employment

Link

http://www.arcdc.org

Description

Project Opportunity: Transition to Employment trains students with disabilities at a business or organization worksite and employs them at jobs as they become available at the business or organization where they are trained. The majority of the job training program occurs in the workplace. Rotation worksites and potential placements are identified through collaborative consultations. The participant/trainees rotate through these settings where they learn and practice the various skills and tasks necessary to qualify for a job in the workplace where they are being trained. These “rotations” are where the students also learn and practice transferable skills that can be utilized in a variety of jobs which might conform to their interests. A participant/trainee remains in job training only until he/she is determined to be ready to complete for an open position in the business/training site that fits their skills and abilities.

Source

Submitted by The Arc of Davidson County.

Website: Transforming the Transition Path

Link

http://www.thearcofco.org

Description

The Arc of Colorado, with eleven local chapters of The Arc, are demonstrating to families of middle school students the value of person centered planning at an early age and to incorporate principles of person centered planning in middle school and high school Individualized Education Plans (IEPs). The Arc of Colorado contracts with a certified person centered planning consultant to train eight additional trainers who, in turn, train person centered training facilitators. The planning team conducts informational workshops with 2-4 school districts or rural special education cooperatives about ways to meet ICAP and Indicator 13 standards by incorporating life planning principles into IEPs and formal transition plans. The Arc of Colorado also contracts with the Colorado Association Supported Employment for train-the-trainer work to build vocational planning into personal plans at the earliest possible point – no later than grade eight.

Source

Submitted by The Arc of Colorado.

Website: Neighborhood Experiences

Link

http://www.slarc.org

Description

The Neighborhood Experiences Project provides young adults, (ages 16 to 20) with developmental disabilities the support they need to take advantage of opportunities in their own community. Participants engage in at least 4-5 volunteer and/or work experiences throughout the summer that help them achieve personal and career goals. At the end of the summer, each individual works with their staff partner to create a professional portfolio and resume showcasing his or her accomplishments. Throughout the school year individuals are attending employment workshops, presentations, and volunteering in community service projects.

Source

Submitted by St. Louis Arc.

Website: Louisiana Green Corps

Link

http://www.arcgno.org

Description

The LA Green Corps works with local high schools in Orleans and Jefferson Parish to co-enroll youth with intellectual and developmental disabilities into the LA Green Corps while they continue with regular academic school work. Participants undergo Life Skills training (whereby learning self care and independent living), work adjustment and readiness training, and have the opportunity to receive certifications in technical curriculums (alongside peers without disabilities). Through participating in technical education and service projects, Corps members are able to experience vocational education and gain a broader perspective on the type of work activities they prefer. Through the development of an Individual Development Plan (IDP), each Corps member works on transitional planning from the very beginning of the program term. Corps members benefit from a close network of peers with and without disabilities, staff members who serve as mentors and teachers, and parents who are engaged from the beginning of the term. Throughout the program term, participants are encouraged to direct their own behaviors and becoming involved in their own life decisions and transition process.

Source

Submitted by Arc of Greater New Orleans.

Website: Transition-to-Work Program

Link

http://www.arcgreatertwincities.org

Description

Arc Greater Twin Cities Transition-to-Work program is based on models and concepts that are well recognized as best practices for transition. The program is designed to ensure that parents, guardians, and self-advocates have information, skills, and tools to develop transition plans that will result in community-based jobs. The program is designed to increase parent and student involvement in the IEP meetings by helping them understand the transition planning process and identifying essential skills for employment and community living. Person Centered Planning is another tool to help increase parental involvement by bringing together family members to help develop a plan and build networks for support. This plan can direct development of the transition IEP and other supports needed for successful transition from school to community living.

Source

Submitted by Arc Greater Twin Cities.

Website: Project SEARCH

Link

http://www.projectsearch.us

Description

Project SEARCH is dedicated to providing education and training to young adults with intellectual and developmental disabilities through an innovative workforce and career development model that benefits the individual,workplace,and community. Our primary goal is to secure competitive employment outcomes for each of our student graduates.

Source

Submitted by Cincinnati Children’s.

Website: Transition-to-Work Inventory (TWI)

Link

Transition-to-Work Inventory (TWI)

Description

In our lives and careers we experience many types of transitions. A transition is a period of change or the passage from one situation to another, such as from unemployment to employment. The Transition-to-Work Inventory (TWI) can help you make your career transition more effective and more rewarding. Regardless of your past work experience, the TWI can help you make more informed decisions by identifying careers that are related to your interests. The TWI will help you successfully navigate your transition and find work that you will enjoy.

Source

Submitted by John J. Liptak, Ed.D.