Información

Mapping out your child’s steps to the future


It’s important to be aware that there is a specific timetable of important milestones to be accomplished at specific ages, once your child goes on to (special) school or daycare.

Here are just a few of them:

  • At age 14 or entering the last school, create a Transition Plan as part of the process where you set your school (or daycare) goals and review this every year with your child’s school (or daycare).
  • Look at graduation (school-finish) options since these can vary by country/state - anywhere from 18-22 years of age.
  • Identify and explore areas of interest to your child that can help guide what life after high school will look like. For instance, identify life skills, passions of your child, job opportunities such as training, work programs, job coaching, additional education, various Day
    Programs, etc.
  • Research other options open to you, by contacting Adult Services Programs in your area.

MAPPING A PLAN FOR YOUR CHILD’S FUTURE

Where do I begin

 is what I hear from parents when their child with CdLS reaches his/her teen years.

When asked what their plans are for their child after high school, they often say they want the same type of life for their loved ones with CdLS as any typical young adult. This includes working or volunteering, spending times with friends and having a safe and happy life.

However, most parents and guardians are at a loss for how to make these plans happen. Every student in a public education program has the right to a transition plan made at the Individual
Education Program (IEP) meeting when they turn 16 years old. The federal Individuals with Disabilities Education Act (IDEA) mandates that the plan be attached to the IEP and updated at each meeting until the student graduates.

If the child is able, they may be present at each IEP meeting to make choices about future plans. There are several programs used by schools and agencies to guide individuals and families
during this important planning.

Sometimes a teacher or an agency worker leads the group through the planning; other groups hire a facilitator familiar with the planning tool.
The planning tools may have different names, such as McGill Action Planning System (MAPS), COACH or Person-Centered Planning, but they all have the same vision:

  to plan for the family and young adult’s future by building partnerships and supporting choices.

The planning stage can include several components for discussion:

  • further education or trainingprograms, 
  • long-term care plans,
  • transportation, 
  • health care, 
  • safety,
  • recreation, 
  • financial need, 
  • who is in the circle of support, 
  • companionship
  • and having a purposeful life
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Janette Peracchio
Janette Peracchio

M.Ed., CdLS Foundation Family Service Coordinator (retired)

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Última modificación por Gerritjan Koekkoek el 2022/05/31 15:03
Creado por Gerritjan Koekkoek el 2021/04/23 11:56

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