networker - Disability Connect

Transcription

DECEMBER 2014 (REVISED JUNE 2014)
APRIL 2015
NETWORKER
SUPPORTING PARENTS AND FAMILIES OF DISABLED CHILDREN AND YOUNG PEOPLE
UPCOMING EVENTS
FOR 2015
Individualised Funding Seminars
Central Auckland – 19th August - 7-9pm
Disability Connect premises, 3b Olive Road,
Penrose
BOARD MEMBERS
STAFF MEMBERS
Colleen Brown – Chairperson
Sharon King – Secretary
Wendy Duff – Treasurer
Laraine Hand
Anne Martin
Heather Madill
Lisa Martin – CEO
Virginia Desai – Financial Administrator
Nicola Irvine – Funding Advisor
Sanny Chan – Community
Disability Cultural Advisor
Gabi Zϋndorf – Information Advisor
Welcome to the April 2015 Networker magazine!
Disability Connect has settled into our new premises – and our new name
– very comfortably in the 6 months since our last Networker magazine. We
have now been in our new home at Olive Road, Penrose for exactly one
year and we are very happy in our bright sunny office space. Remember
we have a seminar room available too for use by disability organisations,
parents groups, etc.
We continue to receive positive feedback about our new trading name
Disability Connect – we feel this name better describes what we do which
is helping to connect parents and professionals to information, advice,
and each-other. Our new pamphlets and business cards reflect our
rebranding and we are gradually rebranding our other publications with
our new logo and colours.
This edition of the Networker magazine will focus on ‘Transition – the
progression from school to community’. This is a popular topic of
discussion at Disability Connect and we are often asked about the process
and options for a school-leaver with a disability. We hope you will feel
better informed about transition after reading this edition, please let us
know what you think! Transition can be a daunting prospect for families
but access to current, accurate information is a must in order to make the
best decision possible.
Remember also our annual Transition Expo is coming up 4th August at
Fickling Convention Centre in Three Kings. This free event is an opportunity
for families to visit the various transition coordinator and vocational
programme provider stalls and gather information. Our transition seminar
will also be running during this event. We look forward to seeing you there.
North Auckland - 26th August - 7-9pm
Yes Disability Resource Centre, 3 William
Laurie Place, Albany
South Auckland - 2nd September - 7-9pm
Rosehill Special School, 48 Rosehill Drive,
Papakura
West Auckland - 9th September - 7-9pm
Integrated Neurological Rehabilitation
Foundation, 2 Claude Brookes Drive (off
Edmonton Road), Henderson
Central Auckland – 16th September - 12.302.30pm Independent Living Service, 14 Erson
Ave, Royal Oak
Trust and Welfare Guardianship
Central Auckland – 11th May – 12.30pm –
2.30pm Independent Living Service, 14 Erson
Ave, Royal Oak
Central Auckland – 11th May - 7-9pm
Independent Living Service, 14 Erson Ave,
Royal Oak
South Auckland – 3rd June - 7-9pm
Papakura
West Auckland – 12th August -7-9pm
North Auckland – 21st October - 7-9pm
CONTINUED ON PAGE…
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DISABILITY CONNECT
(PARENT & FAMILY RESOURCE CENTRE INC.)
3b Olive Road, Penrose, Auckland
P.O. Box 13385, Onehunga, Auckland 1643
09 636-0351 | 09 636-0354 | admin@disabilityconnect.org.nz
www.facebook.com/
ParentandFamilyResourceCentre
@disabilityconne
WWW.DISABILITYCONNECT.ORG.NZ
Education Legal Issues
feedback from its participants. This
can be an opportunity to give your
views about the considered policy
changes as you navigate your way
through the process.
Central Auckland – 29th July - 7-9pm
Royal Oak
Central Auckland – 30th July – 12.30
– 2.30pm Independent Living Service, 14
Erson Ave, Royal Oak
South Auckland – 23rd September – 7-9pm
Papakura
Central Auckland – 14th October – 12.302.30pm Independent Living Service, 14 Erson
Ave, Royal Oak
Central Auckland – 14th October - 7-9pm
Royal Oak
North Auckland – 28th October - 7-9pm
CHAIRPERSON’S
REPORT
Hello Everyone,
Transition – the word itself implies
you are venturing into no-man’s land.
You are entering the world of not
being either a student or a full time
member of the ‘after school brigade’.
Other Networkers have explored the
topic of transition before. However
just like the young people in our
families, things change! The transition
service itself is in transition as we
write. Usually policy changes due to
Transition Seminars
Central Auckland – 23rd June - 12.30-2.30pm
Penrose
Central Auckland – 23rd June - 7-9pm
Penrose
South Auckland - 30th June - 7-9pm
Papakura
North Auckland -28th July 7-9pm
Work and Income Seminars
North Auckland -28th May 7-9pm
CEO’S
REPORT
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www.disabilityconnect.org.nz
It can be hard to prepare yourself for
the next steps but heaps of information
and support go a long way. Perhaps it’s
time to reconnect with some of your old
coffee group friends to discover what
their young people are up to now. Look
at your options, be realistic and honest
about what you and your family can
and can’t do. Angela and Miles’ story
is a very pragmatic, helpful account of
their voyage in transition.
seems enormous. There are so many
decisions to make and so many
issues to be aware of. It is often said
the process takes at least a year
(usually longer) and I heartily agree
with this statement. It is wise to begin
thinking early about your young
person leaving school – I suggest to
families to start researching when
their young person is aged about
14 or 15yrs old. In New Zealand a
student can leave school from age
16 (regardless of whether they have
a disability) and sometimes the ‘right’
time to leave school comes sooner
than expected.
West Auckland -18th August - 7-9pm
South Auckland – 4th June - 7-9pm
Papakura
There is one thing that never changes
– preparation and getting sound
advice. For a number of years Disability
Connect has co-hosted the Transition
Expo. We are pleased to see parents
with their young people returning for
a number of years before their student
faces the reality of life after school. As
we all know in this fast paced life we
now enjoy, opportunities change at
a rapid rate and what was on offer
last year may well have attracted a
number of new providers which may
deliver new possibilities for you and
your family to explore.
We are very pleased to bring you
this April 2015 Networker magazine
on the topic ‘Transition from school
to community’. Each edition of the
Networker magazine focuses on
a particular subject and we have
enjoyed collating material on the
topic of options for a young person
with a disability leaving school.
Families (including my own) often
feel safe and nurtured within the
school environment for many years
and the prospect of leaving school
Transition from school to community is
always a sought after topic by families of
a young person with a disability. There
are so many decisions to be made
related to a variety of issues around
this time of life. Often leaving school
becomes mingled with other ‘growing
up’ issues such as possible living options,
reassessment of needs by the Needs
Assessment and Service Coordination
agency to ensure appropriate supports
around this time of change, and the
opportunities around other interests/
pastimes after school.
This edition has been extensively
researched by Ann-Marie Quinn who
From our own perspective, listening to
what Travers has wanted and found
interests him has been enlightening.
He is well grounded in his community
of choice. For him every day is
different and interesting. He has tried
a variety of activities in the community
before settling on the ones that he is
particularly good at and enjoys….at
this point in time. This may change!
cake tin and have a good read
There is a word of warning here. Please
read the excellent piece about Marion
Galvin – a transition co-ordinator who
warns us all about who is going to get
the resources and who is not. In my
experience we have a number of wellintentioned schools who do not pursue
ORS funding for our young people
saying it is easier to accommodate their
needs within the school programme
and funding envelope. This occurs
particularly in the primary years.
However when our young people leave
school they then miss out on a range
of resources that can support them on
their next big adventure in life.
Colleen
Please pass your copy on to others
or direct them to our web page
where they can download this
issue of the Networker. We love your
feedback – please email us with
comments and ideas.
Kind regards,
We are especially pleased that the
wonderful Ann-Marie Quinn had joined
our team and has written this Networker
for you all to enjoy. So settle down, grab
a hot drink and something from the
has written this publication – we are very
grateful to Ann-Marie for her tenacious
pursuit of facts and info so beautifully
presented in this edition. Remember
also that more information and options
will be showcased at our annual
Transition Expo 4th August to be held
at Fickling Convention Centre in Three
Kings. If you do not already belong to
our database we encourage you to join
so you will receive information about
upcoming events directly in future.
I am currently facing the exciting
yet daunting prospect of my own
son leaving school at the end of this
year so I am especially interested
in the information presented here. I
am interested to hear other parents
experience of transition too, so please let
us know how you are getting on and if
this publication has been useful to you.
Diverse Disability Information Advisory
Service for migrant families and
speakers of other languages.
We are gearing up for a busy 2015
delivering a wide range of interpreted
seminars and publications. Feel free
to contact us about this service. Our
Simplified Chinese version of the
Disability Support Guide is already
available – contact us for a copy.
Keep in touch and happy reading!
Lisa
Hope to see you soon at the August
Transition Expo or at one of our
Transition seminars in the near
future. There is a full list of 2015
Disability Connect seminars in this
publication including some interesting
new additions such as our Work
and Income support seminars and
Education Legal issues seminars. And
remember also that Disability Connect
runs a Culturally and Linguistically
THE NETWORKER APRIL 2015
3
OVERVIEW OF TRANSITION
SUPPORT
MINISTRY OF SOCIAL DEVELOPMENT TRANSITION SERVICES FOR
ORS FUNDED YOUNG PEOPLE LIVING WITH DISABILITY.
TRANSITION
PROGRAMMES ARE
ABOUT PREPARING
AND MOVING THE
DISABLED STUDENT FROM
SCHOOL TO WORK AND
COMMUNITY LIFE.
INCREASED PARTICIPATION IN
THEIR COMMUNITIES
Transition Services will also be
focused on enabling young people
with disabilities to participate in and
contribute to the wider community
including activities such as:
•
voluntary work;
•
activities, services and facilities that
are part of the daily lives of New
Zealanders;
•
This is a significant milestone or rite of
passage for young people. It is the
process of deciding where and what
they want to do with their life once
school finishes.
Transition Services seek to achieve one
or more of the following outcomes:
•
•
increased participation in
employment; and/or
increased participation in their
communities
•
The Transition Services will be focused
on linking young people into paid
employment opportunities with the
same rights, conditions and obligations
as other workers. Employment may
include full-time or part-time work,
temporary or casual work, or selfemployment.
A Transition Plan assists the Transition
Service, school and student with
understanding where he or she is going
and allows:
•
•
•
Activities that the Transition Services
Provider may refer participants to may
include:
•
development of job search skills
and work confidence;
•
support to access careers
information and guidance; and
•
time-limited work experience or
skills training for the purpose of
gaining employment.
4
activities that develop skills for
daily living and participating in the
community.
WHAT IS A TRANSITION PLAN?
•
INCREASED PARTICIPATION IN
EMPLOYMENT
support to people to achieve
valued roles in the community (e.g.
student, team mate, colleague,
volunteer worker, teacher, parent);
•
the Transition service to co-ordinate
a wide range of activities that
are aligned with the student’s
aspirations and goals
the student to participate and take
responsibility for the achievement
of Transition goals
the school to include skills required
to reach his or her goals into their
educational activities
the Transition service to work closely
with both the student and their
support networks (including the
school, parents and personnel
from other agencies) to achieve
Transition goals
referrals and linkages to other
services/community agencies to
assist the student with achieving
their Transition goals
The actual types of co-ordinated
activities provided by a Transition
Service can be complex and varied.
THE 10 BEST
PRACTICE
PRINCIPLES
Typically Transition Services provide
information and support around:
WHAT’S OUT THERE?
AT SCHOOL
Their Role:
•
advocacy
•
advice about equipment, transport
and other support
•
training
•
support for parents/carers
•
budgeting advice
•
connections with other families to
build networks
•
further adult education
•
work experiences
Your young person has established
relationships with many people in the
school environment. Work with them
and use their knowledge to get the
best results
•
community experiences
•
principal
•
movement into or towards paid
employment
•
teachers
•
careers Advisor
•
teacher’s aide
•
SENCO
•
living and accommodation
arrangements
•
community participation
and involvement (including
recreational and leisure needs)
•
acquisition of daily living
skills needed for living within
the community
•
and skills that will assist with
achieving employment goals.
Their Role:
GOVERNMENT AGENCIES
Your young person will have had
assessments for their ORS funding
but it is important to note that their
allowances and benefits once they
leave school will be based on the
adult NASC assessment. So make sure
you explore all your options to get the
best results
•
they know your young person and
can help identify strengths and
weaknesses
•
they’re familiar with the system so
can help you navigate
•
they can help put together a
portfolio of your young person’s
skills and achievements
•
Work and Income
•
Ministry of Social Development
they will integrate the transition
plan into the last school year and
work closely with the Transition Coordinator
•
Ministry of Health
•
Ministry of Education
•
Housing New Zealand
•
ACC
•
Tertiary Education Commission
•
COMMUNITY
ORGANISATIONS
You may already have contacts in
community organisations through extra
curricular activities such as Special
Olympics. There are a raft of others who
can help with advice and planning
alongside your Transition Co-ordinator.
Their role is to advise on:
•
benefits
•
allowances
•
Careers New Zealand
•
training allowances
•
CCS Disability Action
•
work placements
•
Citizens Advice Bureau
•
training
•
DPA New Zealand
•
transition services
•
Enable
•
needs assessment and service
co-ordination (NASC)
•
Imagine Better
•
IHC/IDEA Services
•
People First
•
Workbridge
There are 10 best practice
principles that underpin
successful transitions. They
are supported by recent
New Zealand research and
international best evidence.
These are summarised below
and then translated into action
points for educators.
The transition from school process
starts when the student turns
14 at the latest. It is part of a
specific planning process that
aims to maximise academic
achievement as well as functional
life skills
•
the student and their family/
whanau drive the process
•
partnerships are developed
between the school and
community supports.
•
the transition plan is
embedded in mainstream
education and community
settings.
•
the process identifies and
overcomes barriers to the
student’s learning and
support.
•
the student and family/
whanau are offered
information and support
that opens the door to a
wide range of inclusive
community-based options.
•
there is a clear distinction
between the needs of
the family/whanau and
the needs of the student
during transition.
•
develop and practise
functional life skills at home
and in other natural settings.
•
from the age of 18 students
with special needs should
receive services in natural
community settings.
•
regularly evaluate the
outcomes of the transition
planning process.
5
THE TRANSITION PROCESS
MSD is in the process of amending its vocational services to align with the Enabling Good Lives
model which is intended to be rolled out in 2017.
Continued Support
(provision of all supports required to achieve Transition goals)
Student Meets Entry
Criteria for service
Educational
Employment
Skill & Curriculum
Development
Community
Actioning
Plans
(Brokerage
Getting to
know the
Student
Transition
Plan
2
3
School referral
Getting to know the
Student (Information
Gathering)
Transition Plan
Actioning Plans
Should be completed
by Term 4 prior to the
start of the student’s
final year
The co-ordinator
becomes familiar with
the student and their
support networks as
well as understanding
their communication
and support needs
A trial plan involving
a wider group such
as extended family/
support persons,
teachers and
community based
organisations; the
plan will be based on
the interests and goals
of the student and
their family/whanau
The co-ordinators set
up a programme that
enables the student
to try out a number
of options; this will
be built into their
transition year to find
the best pathway for
the student once they
leave school
School
Referral
1
Services)
4
ARIAN PAYA
When Arian Paya was approaching
the end of her formal schooling, Mum
Sandy looked at a raft of options
to cater for the logistics of Arian
spending time at home with Sandy
and at her Dad’s house, as well as
making sure Arian was enjoying what
she was doing.
Now 23, Arian had attended Wairau
Park Special School since she was
eight and enjoyed the structure and
stimulation that this provided. She is
a social, bubbly girl, who loves sport
and outdoor activities, especially
when there are lots of other people
6
Monitoring
Plans
involved. Sandy wanted Arian to build
her contacts in the community and
be able to do the things she loved
so she opted for the Choices in the
Community Living scheme.
“It’s a struggle getting the budget to
stretch far enough to cover everything.
We use Renaissance as our host to
help manage the financial side and we
looked at lots of choices for what Arian
can do,” says Sandy.
They’ve ended up with a combination
of daytime activities at IDEA Services
and New Dawn, as well as some
5
Monitoring Plans
The co-ordinators
closely monitor
progress
unstructured daytime with a paid
caregiver. Arian spends the bulk of
her nights in the family home with
either Sandy or a caregiver as her
support person and visits her Dad for
a weekend each month as well as a
weekly overnight.
“It’s complicated but we’ve worked it
out. And it’s working well for Arian at the
moment,” says Sandy.
Longer term Sandy and Arian would
like Arian to move into a flatting or
residential environment with other
young people but Arian’s epilepsy
means she requires 24 hour support as
most of her seizures happen at night.
For now Sandy’s happy that the plan is
settled and working and they will look
at moving at a later stage.
Feedback/
Reviews
Exiting the
Transition
Programme
Student
established
and involved
in their local
communities
6
7
8
Feedback/Reviews
Exiting the Transition
Programme
Keeping
communication
channels going and
making sure goals
and outcomes are
achieved
The finalised plan is in
place for the student
by end of their final
school year. Many
Transition services
continue to monitor
the students for 3 – 6
months once they
have left school
Exiting the Transition
Programme
Student established
and involved in their
local communities
SANDY’S TIPS
1. There will be trial and error
but it will work out
2. Every child is different so
know their limitations
3. Use the expertise of the
school and the transition coordinators – they’re a mine of
information
7
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AUCKLAND REGION
Janette Pebbles
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janette@realworldliving.co.nz
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CP
CP
SERVICE TYPE
VHN = Very High Needs
SE = Supported Employment
Trans = Transition Service
CP = Community Participation
Abilities Incorporated
APET (Attainable Trust)
Disabled Citizens Society
Elevator (Altus Enterprises)
Matea Trust
Spectrum Care Trust
Agape Homes Trust
Ambury Park Riding Centre
APET (Community Connections)
*CCS Disability Action
Eastgate Community Trust
Framework
Hohepa (Helios)
Kotuku Trust (WOW)
Laura Ferguson Trust
PROVIDER
AUCKLAND VOCATIONAL
SERVICE PROVIDERS
BE = Business Enterprise
09 299 5304
09 267 9808
09 634 3790
09 444 8313
09 276 6282
09 832 4988
09 444 0608
09 531 5615
09 829 2178
09 846 6295
09 524 0537
09 425 4054
09 527 3885
09 486 4869
09 520 4791
09 837 8597
09 634 0763
09 278 1678
09 625 9378
09 262 4533
09 838 5001
09 815 4321 6156
09 968 8765 7144
09 837 5240
09 28106511
09 531 5600
09 531 5600
09 817 3761
09 299 5304
09 486 4869
09 634 3790
09 625 9378
09 213 2234
09 529 8791
09 262 9770
09 529 8739
09 529 8790
09 3556918
09 3556918
09 945 0644
09 531 5600
09 523 2791
09 2816511
09 3556918
09 820 5036
09 141 6044
09 634 3790
09 268 1176
09 820 0045
09 837 5240
09 372 7925
09 837 1479
09 278 1759
09 262 4533
09 486 4869
09 623 1447
09 630 3010
09 299 5304
09 847 9202
09 410 3096
09 415 8090
09 577 4556
09 815 5126
09 829 2178
09 836 1740
09 522 9825
09 444 0611
09 278 1678
09 638 8153
09 275 2074
09 415 7103
09 634 3790 431
09 837 8597
09 634 0763
09 278 1678 203
PHONE
THINGS TO CONSIDER
Planning should start when your young
person turns 14. Sounds early? It’s not.
Transition is a detailed process that will
flourish when there’s time to consider the
many options that are out there.
was at school. You my be entitled to
some transport subsidies but you will
need to consider applying for transport
funding assistance from either Work and
Income or the Mobility Scheme.
Although ORS funded students are
officially funded for one year of Transition
services, the process itself, working
with the Transition Co-ordinator, can
take eighteen months. Theoretically, it
starts in Term 4 of the penultimate year
and finishes in Term 4 of their final year.
Realistically it starts a bit earlier and
is only signed off once the student is
established in their new life programme
– usually Term 1 of the subsequent year.
The scheme is partly funded by the
New Zealand Transport Agency and
Regional Councils, and is available
nationally throughout the country. In
Auckland, this service is accessible via
MAXX Auckland Regional Transport.
In that time your Transition Co-ordinator
will get to know your young person,
agree a trial plan, help try some things
out, secure the appropriate placements
and ultimately transition them into the
final programme.
But starting early achieves better results.
Schools will have good information
about options and programmes or you
can phone a Transition Co-ordinator
directly (see contact list on pages 8- 9)
TRANSPORT
Transport subsidies will NOT be at the
same level as when your young person
Phone the MAXX contact centre on 09
366 6400 for more information, or e-mail
maxxenquiry@maxx.co.nz.
This is a HUGELY important
consideration as both the time and
cost involved in travel will determine
what options are available to you i.e. if
you live in Henderson and you like the
look of a programme in Howick, the
cost and logistics of travel may be too
big an obstacle.
TIMING – IT’S NEVER TOO
SOON TO START!
now they are entering the adult
world they need to be reassessed as
allowances and benefits come through
different streams of funding.
This assessment will be completed
through your NASC and is crucial for
ensuring you secure all the entitlements
and benefits that are available.
PORTFOLIO
As your young person approaches
their transition phase, developing a
Portfolio will help define their goals,
aspirations and interests. This is
particularly important when you’re
considering possible employment
options or further study. It will also help
you define options for day programmes
and/or community activities.
Talk to your Transition Co-ordinator about
what you’re able to do and/or fund in
this area as it will affect what’s possible.
NASC ASSESSMENT
Your young person will have been
assessed for their ORS funding
throughout their schooling. However,
DPA New Zealand
An umbrella organisation that aims to ensure your
voice is heard. Their core function is to help engage
the New Zealand disability community to listen to
the views of disabled people and articulate these
as they work with decision makers
Enable New Zealand
Enable New Zealand is the largest provider of
support services across the health, rehabilitation
and disability sector for the provision of equipment,
housing and vehicle modifications holding regional
and national contracts with the Ministry of Health,
ACC and District Health Boards.
www.enable.co.nz
0800 362 253
Geneva Elevator
(formerly Elevator)
Geneva Elevator is a specialised recruitment
consultancy, offering a wide choice of supported
employment options. www.genevaelevator.co.nz
09 531 5600
enquiries@genevaelevator.co.nz
IHC
The IHC provides services to people with intellectual
disabilities and their families, advocating for the
rights, inclusion and welfare of all people with
intellectual disabilities and supporting them to live
satisfying lives in the community.
www.ihc.org.nz
0800 442 442
IDEA Services
IHC, through IDEA Services and Timata Hou, offers a
www.ihc.org.nz/our-services/
range of services across New Zealand that support
0800 442 442
people with intellectual disabilities and their families.
Imagine Better
ImagineBetter provides advice and thoughtleadership to people with disabilities and their
families. ImagineBetter helps people move from
accepting a dependent lifestyle within a closed
world of disability, to realising a lifestyle of supported
independent living
Housing New Zealand
Rental accommodation and may be able to
provide support with buying a house
www.hnzc.govt.nz
0800 801 601
Ministry of Health – Disability Support
Services
Disability Support Services (DSS) is responsible for
the planning and funding of disability support
services, and administers the Intellectual Disability
(Compulsory Care and Rehabilitation) Act 2003.
www.health.govt.nz/our-work/
disability-services/about-disabilitysupport-services
09 580 9000
email format (if you know the
name of a contact there)
firstname_lastname@moh.govt.nz
MSD funds the Transition process for HN and VHN
ORS funded students.
www.msd.govt.nz
04 916 3300
Health and Disability Commissioner
Protects and promotes the rights of persons living
with disability and assists with complaint resolution
www.hdc.org.nz
0800 11 22 33
Parent to Parent
Empowering families and whanau of people with
disabilities and health impairments through support
and information. It has eleven offices nationwide
and a National Office in Hamilton.
www.parent2parent.org.nz
0508 236 236
www.facebook.com/
parent2parentnz
People First
People First New Zealand is a self advocacy
organisation that is led and directed by people with
learning disability.
www.peoplefirst.org.nz
04 381 3242 0800 20 60
mail@peoplefirst.org.nz
Poly Emp
Poly-Emp Employment & Advisory Service is a
Charitable Trust that assists people with learning
disabilities to find paid employment and reach their
full potential in their chosen career.
www.poly-emp.org.nz
Manukau: 09 968 8765 ext 7144
Unitec: 09 815 4321 ext 8375
Study Link
StudyLink helps students make informed choices
about their student finance, and to apply for it
and manage it online. StudyLink is a service of the
Ministry of Social Development.
www.studylink.govt.nz
0800 88 99 00
Tertiary Education Commission
TEC is responsible for funding tertiary education
in New Zealand such as STAR, Gateway and Youth
Guarantee Scheme
www.tec.govt.nz
0800 601 301
sectorhelpdesk@tec.govt.nz
Work and Income
Work and Income provides financial assistance and
employment services throughout New Zealand.
workandincome.govt.nz
USEFUL LINKS &
ORGANISATIONS
NAME
Association of Supported
Employment New Zealand
AREA OF EXPERTISE
Employment
CONTACT DETAILS
www.asenz.org.nz
04 473 4678
AttitudeLive
An online and television resource screening longform documentaries, live-streaming of Paralympic
Sport, video and written blogs, and connecting you
to all things relating to disability and chronic health.
www.attitudelive.com
09 309 4015
Careers New Zealand
Career information and guidance.
www.careers.govt.nz
CCS Disability Action
Provides support to strengthen communities so
people with disabilities are included in the life of
the family and in their community. Also runs the
nationwide Parking Permit Scheme.
www.ccs.disablityaction.org.nz
0800227 2255
General information, assistance and advocacy
advice
www.cab.org.nz
0800367222
Citizens Advice Bureau
10
www.dpa.org.nz
04 8019100
http://www.imaginebetter.co.nz
0800 787 587
info@imaginebetter.co.nz
11
TRISHA GLOVER
WESLEY SMITH
RAEWYN GALLOWAY
MARIAN GALVIN
TRANSITION CO-ORDINATOR
HOHEPA AUCKLAND
SPECTRUM CARE
GENEVA ELEVATOR
REAL WORLD LIVING TRUST
“This can be a very
challenging time for
parents but Transition
Co-ordinators will do
this journey with you
to help navigate what
can sometimes seem an
overwhelming situation.”
Trisha Glover sees her
role as Transition Coordinator for Hohepa
in Auckland as helping
families navigate through
the complexities of
transition and wrapping the best possible package of
supports around each of her students.
As well as exploring options for the ORS funded
supports another crucial part of the transition
process is the re-assessment from your NASC that
needs to happen as students move from their school
environment into the adult world. Your NASC will
require an adult diagnosis, if this hasn’t already
happened, as part of the assessment so that
appropriate benefits and allowances can be put in
place as part of the transition package.
Trisha says this is a really important step so that
parents/whanau have a clear picture of what’s realistic
from both a financial and practical perspective. She
says life outside the school environment is leaner.
Supports available in school such as Occupational,
Speech Language Therapy and/or Physiotherapy are
either very limited or not funded so parents need to find
creative solutions to meet those ongoing needs.
“Being proactive and starting the process as early as
possible achieves better outcomes for both the families
and the students and we really encourage families to
engage in the whole process,” says Trisha.
“Transition is not a
destination – it’s about
putting things in place to
help the student get to where
they want to go in their next
step in life”
Wesley Smith loves it when
a transition plan with smart
goals comes together so a
young person can fly.
“We don’t want them sitting
at home doing nothing. We
want [our young people] in
the community doing things that are interesting, meaningful
and contributing to society,” says Wesley. He describes
transition as lengthy and strenuous– but that’s a good thing.
Allowing time to get to know his students, their strengths,
passions and interests ensures their goals match family/
whanau goals as well.
“In most cases they are aligned, but if they’re not, we also need
time to work that through. Two to three goals works well and
keeps everyone on track.”
Transition is not a linear process however and Wesley
sometimes juggles several aspects at once. On paper the
process has four key stages:
1. Referrals followed by Memorandum of Understanding
2. Develop a transition plan – getting to know them and
setting smart goals
3. Brokerage – finding options and trying things out
4. Student placed and settled in their programme
But in reality because each situation is unique, a lot may
happen at once, particularly in the first two stages involving
many different parties. Keeping communication lines open
ensures a smooth transition for everyone.
“The main thing is to realise that it will take time and there
might be some trials that don’t work. But keeping an open
mind and being flexible about how things – like transport –
might work goes a long way to making sure there are good
outcomes,” says Wesley
TRISHA’S ADVICE
12
“Getting ready for a job,
for work experience or
finding a new interest – the
transition process will help
your young person on their
road to becoming an adult.”
“Success is getting a letter
back from a student or
parent saying ‘this person got
to where they wanted to go’.
Achieving their goal is what I
love and what’s important”
Leaving the ‘safety’ of the
school environment is a
big leap – not only for the
young person but for their
family and whanau as well.
Raewyn Galloway from
Geneva Elevator says the
best thing she can do for
a young person in transition is make them ready to take
that next big step.
Marian Galvin is one of
Auckland’s original Transition
Co-ordinators. She’s been
working in this role since the
updated the Transition
programme to its current form
in 2008.
“The transition period is when we prepare students for
the demands of life beyond school. If they’re in tertiary
education the bell won’t ring to tell them when to get
back to class. They have to learn time management and
some self-reliance. We can work on those skills throughout
transition year,” said Raewyn.
It’s the same for employment, whether that’s voluntary
work, supported employment or full-time work without
support. Depending on the student Raewyn will focus on
independence skills such as using public transport, money
management and self-reliance.
“One way of doing this might be through the Foundation
courses offered at MIT and Unitec. These two year courses
focus on life skills and making the students more work
ready. Work experience can be built in as part of their
course work,” said Raewyn.
But she cautions parents about being over-optimistic.
Finding a job is tough for everyone so families should be
realistic about what can be achieved. “Work experience
can lead to a job which is fantastic but it might also
be about becoming a regular volunteer or moving into
supported employment, if that’s an option.”
Raewyn also works closely with Taikura Trust and WINZ
ensuring the best possible outcomes are achieved to
support the student in this next critical phase of their life.
WESLEY’S ADVICE
Start as early as possible and really get
involved in the process
•
Use your own contacts or networks in
the community
•
Don’t panic! The Transition Co-ordinator is
there to help you through the process
•
Manage your expectations – be open
and flexible
•
•
•
Use your Transition Co-ordinator to get
creative around the options and for their
support. They are there to help you.
Use your Transition Co-ordinators expertise
to get the help you need: writing a CV,
work experience or becoming a volunteer,
transport, exploring community programmes
and further education or training.
Work closely with the school and the
Transition Co-ordinator and make sure
you’ve got a plan B
•
Think realistically and set achievable goals
Be realistic about how much to take on
at once
“No two situations are the same so there needs to be lots of
communication between all parties and I see a major part
of my role as keeping those lines of communication open,”
says Marian.
A major issue facing whanau is transport. There’s no (or very
limited) taxi/transport funding once the student finishes school,
leaving many families without the means to get their young
person to where they need to be.
“It comes as a shock … that the environment outside of school
doesn’t have the support levels they’ve enjoyed all those years
while in school. But we just have to deal with whatever is in
front of us. It’s about taking small, measured steps and working
at the speed of the client,” says Marian.
While High Needs (HN) and Very High Needs (VHN) ORSfunded students are entitled to the MSD transition service, there
are a lot of youngsters who fall just outside that group but still
require some sort of help to take them through to the next
stage of their lives. Marian and other transition co-ordinators
offer non- funded students and families’ information and
limited informal supports. Marian has privately funded students
but ultimately there’s a limit to how many can be managed
at one time and places in day programmes and employment
opportunities are already stretched for our young people living
with disabilities.
MARIAN’S ADVICE
RAEWYN’S ADVICE
•
•
On average Marian works with 40 – 60 students each year,
liaising with them and their family, GPs, schools and other support
networks to figure out what’s going to work best for them.
•
Ask lots of questions – no question is a silly
question because you can’t know what you
don’t know
•
If you’re not happy with your co-ordinator, be
upfront – you’re entitled to get ‘the right fit’ for
this important process
•
Nothing is set in stone and things can and
often will change – the co-ordinator’s role is to
make sure you get the best end result
THE NETWORKER DECEMBER 2014
13
TRANSITION – LOOKING AT THE BIG PICTURE
STEPHANIE HILLIAR
SUPPORTING ALL YOUNG PEOPLE TO LIVE THEIR POTENTIAL
HER SUCCESSFUL ROAD TO EMPLOYMENT
“Thinking about what’s next after high school can be an
exciting, but daunting time for many families. Support
from an external agency can make this milestone feel
more manageable for everyone and free up caregivers to
concentrate on the really important stuff – being a family.”
course and came to Poly Emp to find
paid employment. At the career plan
meeting I noticed that Stephanie was
quite stubborn and was very forthright
with her parents. At Job Clubs I noticed
Stephanie had a tendency to be quite
sulky and could almost be on the
verge of throwing a childlike tantrum if
things didn’t go her way during class
and she cried easily. I was worried
that because of her immaturity it
would be difficult to place her in paid
employment.
If your young person is leaving school but you’re not quite
sure what is around the corner, CCS Disability Action’s
Northern Region has a team dedicated to working with:
•
ORS funded students that are
aged 16-21 and in their last year
of school.
•
Students who are receiving ACC
funded services.
•
Students who are not currently
funded by ORS or by ACC
but may still face barriers
when transitioning into study,
employment or community life.
Lisa Vickers is one of three Transition Co-ordinators at CCS
Disability Action working with young people transitioning
from school and onto whatever’s next for them. Lisa and
her colleagues can also work on a less intensive basis with
families who may have queries about how to build their own
pathway beyond school. Either way, Lisa’s happy to help.
“We take an holistic approach to putting supports in place.
Our support for each person is different, because it really
depends on an individual’s goals and interests. We also look
down the track when maybe it’s time to consider moving
out of home or finding more permanent employment,” said
Lisa. “It’s about looking at the big picture and helping each
individual work towards those longer term goals.”
Lisa says the planning works best when both schools and
families start the process early. “We love it when families
can look at different options available to them. It gives us a
chance to connect with families early on. It’s never too soon
to start building those relationships!” she said.
So, about a year before he turned 18,
Angela met with the Deputy Principal
to find out how the transition process
worked and what would work for them.
“Somerville works closely with Spectrum
and although we were allowed to
choose any Transition Co-ordinator,
we ended up working with them. They
were really great and offered a range
of options – not just Spectrum choices,
which is really important.”
MILES WALTER
Miles Walter always wanted to leave
school at 18. His sister left school at
that age and he couldn’t see any
reason why he shouldn’t do the same.
Miles lives with autism and spent his
secondary school years at Somerville
Special School with his final two
years being in the unit known as The
House. As a High Needs (HN) ORSfunded student he had options and
mum Angela wanted to maximise
the opportunity that working with a
Transition Co-ordinator offered.
Angela was adamant that Miles should
be in the driving seat as they worked
out a transition plan and what they
discovered was that he wanted life after
school to be different – he didn’t want to
do the same thing every day!
“We did some research of our own
and we also made sure that the
Transition Co-ordinator explored other
options. He started at Ambury Park but
a year later changed his mind. At the
moment, Miles goes to the gym twice
a week and is at the Attainable day
programme two days,” said Angela. “It’s
really important to listen to your young
person and ‘where they’re at’.
Miles decided he wanted to be at the
Recreate “Life Skills” programme just
My name is Anita Walker and I work for
Poly Emp Employment and Advisory
Service. We are based at Manukau
Institute of Technology and UNITEC. We
help the students that have completed
the 2 year Work and Community Skills
courses at the above tertiary institutes
find paid employment.
I had the pleasure of first meeting
Stephanie Hilliar in 2010. Stephanie
had just completed the above 2 year
ANGELA’S TIPS
for this term so we have swapped this
with one of his Attainable days. He also
attends Respite two days each week
and really enjoys the other young
people’s company there and he is also
able to attend Special Olympics in the
early evening during his stay.”
1. Look at a lots of options, try
them out and factor in travel
cost and time
Many of the programmes around the
Auckland region are under pressure so
even if you like the look of one, there
may not be a place available. Another
consideration is cost. While Government
funding will cover most of the cost of
a day programme, there is usually a
surcharge which can be as high as
around $50 per day. This, coupled with
transport charges, can be out of reach
financially for many families.
3. Look at programmes that
has your young person in the
community e.g. swimming,
going out for coffee, helping
out in businesses
Angela says working through
the transition process can be
overwhelming at times but she says the
Co-ordinators offer fantastic support
and three years on, she’s thrilled that
Miles is much more independent and
involved in the community.
2. Be aware that nothing is set
in concrete; interests may
change so you may want to
look at new opportunities
4. Listen to your young person;
a change in behaviour might
mean they’re unhappy or
finding the travel is too much
5. Leaving school and
becoming an adult is the
next adventure in our family
member’s journey-don’t see
it as too overwhelming- don’t
be afraid to ask for extra
support to make things
happen if you need to. Just
sitting at home is not ideal
and our family members
deserve the best we can
possibly provide for them.
6.
14
After 12 months, Stephanie’s Father
Michael suggested that we approach
the café at his work place to find work
for Stephanie. We did this and this was
the beginning of Stephanie’s work
place career. I remember the first day
of job training Stephanie excelled
within the work place taking instruction
well and working to a high standard.
Stephanie started to mature when
she started work and all of her work
place supervisors while she was at this
job (and there were numerous ones)
enjoyed working with her and always
praised her work place ethic. Of
course like all of us Stephanie did have
some off days but these issues were
dealt with on the spot and Stephanie
took the constructive feedback on
board and ‘pulled her socks up’.
Unfortunately this job came to an
end after 2 ½ years due because
her employer could no longer afford
to employ Stephanie. So Stephanie
came back on to Poly Emp’s job
seeker list. I found her another job at
McDonalds in Clendon in October
2014. Stephanie loves her job and has
just been awarded the ‘Rookie of the
Month ‘award for February 2015. Her
supervisor has nothing but praise for
her work and she gets on well with
all the staff at the store. Stephanie
is in charge of keeping the lobby
clean and tidy and he takes her job
very seriously. It is a pleasure to have
Stephanie as one of my clients as
she is such a hardworking, humorous
and caring young lady. It has been
awesome to see Stephanie grow in her
professional life as well as her personal
life. Stephanie’s next big step is to
move out of home and to go flatting.
TUESDAY 4TH AUGUST
2015, 9AM – 2PM
TRANSITION
EXPO
FICKLING CONVENTION CENTRE, 546 MT. ALBERT
ROAD, THREE KINGS, AUCKLAND
COME ALONG TO THIS FREE EVENT TO VISIT A RAFT
OF STALLHOLDERS INCLUDING:
•
Transition Coordinators
•
Vocational Programmes
•
Sport, Leisure and
Recreation providers
•
Free parking and coffee/
cake stall available
•
Transition Seminar
running twice during this
event in the presentation
room
•
And a goodie bag on
arrival!!
SEE YOU THERE!
DECEMBER 2014 (REVISED JUNE 2014)
APRIL 2015
NETWORKER
SUPPORTING PARENTS AND FAMILIES OF DISABLED CHILDREN AND YOUNG PEOPLE
DIAS PROVIDER
Disability Connect is a Disability
Information and Advisory Service,
otherwise known as a DIAS Provider. We
are contracted by the Ministry of Health
to provide a service to families and
whanau of disabled children and young
people in the Auckland Region.
We do this through:
•
Information and advice
•
Influencing national policy and
decision making
•
Programmes and seminars
•
Networking
Parent and Family Rescource Centre Inc
trading as Disability Connect - CC21603
- is a registered charitable entity in
terms of the Charities Act 2005. For more
information about Disability Connect,
visit the Charities Register at www.
charities.govt.nz
Our address is 3b Olive Road, Penrose.
We have visitor car-parks at our front
door and we are fully accessible at
our premises.
Disability connect is a Disability
Information and Advisory Service (DIAS)
and is open weekdays 9–4.30pm.
3b Olive Road, Penrose, Auckland
Post to Disability Connect, PO Box 13385,
Onehunga 1643, Auckland. For more
information on Disability Connect…
A BIG THANK YOU...
We would like to take this opportunity to thank our Funders including:
•
Anonymous Trust
•
Auckland Council
•
Te Pou
•
The Lion Foundation
•
Northern Regional Alliance
•
COGS Committees –
Auckland, Manukau,
Papakura/Franklin &
Waitakere
•
Counties Manukau District
Health Board
•
New Zealand Post
visit: www.disabilityconnect.org.nz
phone: 09 636 0351.
*Disclaimer: The views and suggestions in this newsletter are those of individual contributors and are not necessarily supported by Disability Connect.
WWW.DISABILITYCONNECT.ORG.NZ

networker - Disability Connect

Transcription

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