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Community

Stephanie Webb

2013-03-25 15:50:43

Q-How do you know if someone is able or ready for group home living?

A-Great question. Unfortunately there is not an easy answer because every person with intellectual or developmental disabilities are as unique as you or i. If a person is living at home, sometimes it is a tough choice. The parent/family has to decide if they are ready to let them go. This is difficult for parent who has cared for every need, all of their child's life. Sometimes it is a harder decision but made for the right reasons. If you, or any member of your family is feeling exhausted or out of control, with the constant care you are providing, it may be time to visit with your CDDO, or Case Manager about the transition to a group home. In the group home your family member will receive 24/7 care. This lessons the burden and hardship on you and more times than often is a wonderful transition for the family member. Group homes provide an atmosphere of companionship, activity, and a passionate and caring staff member who over sees complete care for your family member. It is often felt as if we are abandoning this member of our family, but in all reality, if you are with the right agency, whom you have researched in full, you are really doing an amazing justice to your family member, and your self. As the transition into the group home takes affect, your family member gains independence, responsibility, and a sense of ownership. We see people grow and flourish everyday in group homes. Always remember you can visit anytime you would like in a group home and you can take your family member on outings as often as you like. The benefit is, you get to have all the fun and enjoy your time spent with them.

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Community

Stephanie Webb

2013-03-01 14:25:31

Q-I have a few questions regarding volunteers with disabilities. I have often wondered if individuals with intellectual/physical disabilities enjoy volunteering. What kind of things would they be able to do? How do we approach them if we had an opportunity?

A-Great question! First let me ask you why do you volunteer? What do you get from giving back to your community? I am sure many of these things crossed your mind; fulfillment, accomplishment, team building, networking, socialization, giving to those in need, returning a favor, etc. These emotions and feelings are the same for people with intellectual or physical disabilities. They desire an opportunity to give back to their wonderful and supportive community just as you and I do. Volunteering gives them an opportunity to feel like they are not only giving back to their community but it also provides a sense of accomplishment and importance. It gives them a chance to meet others who have the desire to volunteer as well as the possibility of meeting others and building life long friendships. People with disabilities can do so much more than our community realizes. If needed they are supported by a family member or a staff member in their volunteer duties, so, they can do just about anything anyone else can! Some great volunteer opportunities currently available are, Meals on Wheels, Community Garden, Salvation Army, Food Service, Toy Drives and Special Olympics. We are open to so many more ideas, suggestions and invitations to be a part of our community. The best way to offer a volunteer possibility to someone with intellectual or physical disabilities depends on their situation. If they live at home, you may want to ask their parent how they would feel if you invited their child to be a part of a specific volunteer project. If they live within an agency, you can contact the agency's Community Relations Person and let them know of the opportunity to volunteer and your desire to include them in the volunteer efforts. Most often, the agency will jump at the chance to involve their clients in community events. Friends are a desired commodity for people with disabilities. If you have a project and would like an extra hand or two on your team, please contact a local agency and invite them to be a part of a team, and enjoy the feeling of accomplishment when it is completed.

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Community

Stephanie Webb

2013-01-02 15:15:03

Q-I have a teen with some developmental delays and we struggle accomplishing things from daily hygiene to school. I want to use the new year as a turning point for us. Can you tell me some techniques for setting reachable goals, motivating, and knowing when we have set goals too high or low?

A-Let me begin by saying that each child is different and will respond differently to different methods. I do have some suggestions for you though. Each goal should be individualized based on the child's needs as well as their comprehension level. It is imperative that the child be involved in selecting the goals. This will give them a sense of ownership. The goals can be broken down into attainable steps. For example if the child needs to work on getting ready in the morning, the goal can be broken down into several parts. The first goal may be for the child to get dressed on their own. After they have mastered that step, you can add another goal such as getting dressed then brushing their teeth. This will ultimately lead to the desired outcome of being able to get ready in the morning. Once a goal is met, you can move to a new goal. If the child begins having difficulties with previous goals they've mastered, you may need to add them again. It is important to remember that each child is on their own timeline and some tasks may take longer to accomplish. If the task seems to be too difficult, try to break it down into individualized steps, provide encouragement. A schedule of tasks could also be helpful so the child can check off the tasks when completed, and gain a sense of accomplishment. The morning checklist could consist of eating breakfast, brushing their teeth, combing their hair, getting dressed, putting on their shoes and getting their backpack. This will not only give the child a reminder of what they need to do in the morning but can be fun for them to mark off. A rewards chart could also motivate a child to continue working towards goals. When first started, the child could receive their reward if 70% of the time they complete tasks without difficulties. The percentage can continue to be raised until 100% completion is required for the reward. This could be used for various tasks throughout the day, including school performance. Since you mentioned your teen has struggles in school, it would be beneficial to meet with their teacher(s) and possibly the school Individualized Education Plan (IEP) team to discuss their concerns regarding your child's difficulties. This would not only give you a better idea of the problems your child is having at school, but would allow you to work as a team to provide consistency. Many schools have individualized plans for each child. If they have a plan they feel is working at school, it could be adjusted and used at home as well. Teachers will often be willing to send home a daily progress report. This report can assist you with the rewards chart by determining if the child has met their daily goal for school. It is important to continue ongoing communication with the school so the child is reassured that the school and you are working as a team to support them in succeeding.