In the early years of life, children are still learning how to interact with others and absorb information from their surroundings. This is why choosing the right preschool is key to appropriate development.

Preschool helps children develop important social and emotional skills, such as sharing, cooperating, and communicating with others. Preschool can also help children develop important cognitive skills, such as problem-solving and following directions.

For a child with disabilities, this early development is even more vital. Ensuring that they are able to develop the tools they need to navigate childhood sets them up for success later in life.

Luckily, there are many resources and special education services for preschoolers with disabilities. Read on to learn more about how a preschool for children with learning disabilities could benefit your child’s development.

Developmental Benefits of Early Childhood Education Programs

Children absorb more in the first six years of their life than in any other time period that follows, according to multiple studies. This is an important developmental adaptation because to survive, children must learn to walk, talk, process information, and interact with the world around them as quickly and thoroughly as possible.

This is also the time in which many children with Specific Learning Disabilities are identified as being developmentally disabled. In fact, 8% of all young children are identified as having a Specific Learning Disability by the age of six.

In response to this information, Congress passed the Part C Infant/Toddler Program and the Preschool Special Education Program as part of the Individuals with Disabilities Education Act (IDEA). These programs are designed to develop and address the Individual Education Plans (IEPs) of preschool children with developmental or learning disabilities.

When you are looking at preschool programs (regardless of your child’s ability), you should be looking for intentional dedication to these developmental areas:

Physical Development

In preschool, children are learning to walk and talk and are developing basic motor functions. These skills develop quickly in the early years, and by the time children are in preschool they are usually quite agile and have good foundational movement (large motor skills).

There should be many physical activities that are part of the preschool curriculum. Activities like drawing, painting, and assembling toys and puzzles (fine motor skills), as well as running, dancing, and jumping (large motor skills), encourage the development of coordination and a sense of physical space.

Social And Emotional Development

Another significant part of preschool is learning how to interact with others and develop friendships. Play is an important part of this because it encourages children to learn how to collaborate and share.

Preschool programs should also include activities that help children learn how to regulate their emotions and set and achieve goals.

For example, pretend play allows children to act out different scenarios, such as a doctor’s office or a grocery store. What are they trying to accomplish? What are the steps to accomplish their goals?

This sort of play encourages both conceptual thinking and empathy as they interact with others and work together to accomplish the goal. Through play, children learn how to wait their turn, share, and care for others as the “doctor” sees their “patients,” or the “clerk” checks out the “grocery store customers.”

In addition to social skills, preschool helps children develop important self-esteem skills. Research has shown that children with low self-esteem are more likely to act out and experience anxiety. Learning how to positively self-assess and build self-esteem helps children deal with frustration and setbacks while helping them to persevere in situations where they don’t feel good.

If your child has a developmental disability and they are an only child, this kind of early exposure to social caring and cues is especially invaluable. It teaches them what to expect in social situations and how to self-regulate in a safe and controlled environment.

Language Skills

Children use words to communicate and learn. In preschool, they also learn the meanings of more complex words, as well as how to use and interpret these words by talking, listening, reading, and writing. These skills are all connected and should be practiced in tandem with one another.

Preschools are often run on a curriculum that encourages cross-vocational learning based on a theme. For instance, if you’re learning about the seasons you might listen to a song about the seasons, draw a picture of your favorite season, learn to spell the seasons, and have a show-and-tell where you talk about your favorite season. This is an engagement of all the major types of learning to cement an understanding of the concept of “the seasons.”

Problem-Solving and Following Directions

Special education services for preschoolers with disabilities should encourage children to think creatively and use both sides of their brains. In this age group, children learn how to identify and name objects, as well as how to link words and concepts to solve problems.

Preschool helps children strengthen their cognitive skills. For example, in the “What Do You Do with a Straw?” activity, children are encouraged to think about different objects and use words to determine what activities can be performed with them (drinking, blowing bubbles, stacking them like sticks, etc.).

This type of activity helps prepare children for later in life when they encounter problems that require critical thinking and the use of logic. Good programs foster connections between the creative and logical sides of the brain because critical thinking skills require both.

Arts and Creative Skills

From an early age, children love to experiment with art, architecture, and design. Throughout preschool, they are developing their artistic and creative skills and experimenting with new materials and techniques. It may look like a playdough lump with straws in it to you—but for your child, it’s “Art” with a capital A.

Involving kids in activities that allow them to create gives them a way to express themselves and show others how they see the world. It’s an excellent way to develop empathy and an understanding of the people around them who create and operate in completely different ways. It also prepares them for future school classes, where they may learn how to draw, paint, and create.

Make the First Five Count

Here at Easterseals Arkansas, we know that the first five years of a child’s life are full of memorable milestones in addition to laying the foundation for long-term well-being and overall success. That’s why we have created the Make the First Five Count Program.

In this program, we help parents understand the five key growth areas during the critical period of development before their child starts kindergarten. The five key growth areas are:

• Relationships
• Exploring and Learning
• Communication
• Playing
• Moving

We know during this time, a child’s brain develops connections that serve as the basis for language, reasoning, problem-solving, social skills, and emotional well-being. That’s why we are making it our mission to partner with all parents to help them in understanding their child’s wellness, supporting their growth and happiness through life’s earliest developmental milestones.

Click here for more information about our Make the First Five Count Program or to Take a Screening.

Contact Easterseals Arkansas

If you need special education services for preschoolers with disabilities, contact Easterseals Arkansas today. We have two inclusive developmental preschools designed to serve children with and without developmental disabilities.

The post The Importance of Starting Early | How Preschool Aids in Your Child’s Development appeared first on Easterseals Arkansas Blog.

The transition from pre-teen to teen years is difficult for all of us. Social hierarchies change, hormones are raging, and schedules change. Suddenly, your grades and school activities matter even more, as college and adulthood loom closer. It’s a time of transition, change, and chaos. However, creating a middle school to high school transition plan can make a huge difference.

This transition from middle school to high school can be especially difficult for a child with disabilities. People with developmental disabilities often struggle with routine, major life changes, and new hierarchies of structure and procedure. People with autism, ADHD, or anxiety disorders may become especially frustrated by new and overwhelming input.

Luckily, there are many steps you can take as a primary caregiver to smooth the path from middle school to high school. In this article, we’ll cover the different types of changes to expect. Additionally, how to start planning for them well in advance.

Remember that even with the perfect middle school to high school transition plan, there will likely be a few bumps in the road. Just be patient with yourself and your child. Importantly, keep communication open and transparent, and you’ll both make it through this fine!

Types of Changes to Expect–And How to Address Them

Academic Changes

One of the most obvious and immediate changes as your child transitions into high school will be the academic expectations. In middle school, while children often travel from class to class, they still work from a guided learning model, while high school operates on an independent learning model.

In other words, middle school still has several elements of primary school about it. While there is more independence, teachers still communicate directly with parents about big events and projects. Homework assignments are usually drills, memory work, and physical projects. Teachers and parents are “guiding” children through their education.

In high school, children are expected to take more responsibility for their own education. Teachers communicate directly with students about their assignments, projects, and school events. The level of work is higher in both quality and quantity. Your child will have to write papers, apply critical thinking skills, and show a grasp of abstracts more often.

This can be especially difficult for children with disabilities because the highly structured system in which they operated is now looser and more abstract. There’s more freedom, but with that comes responsibility and the need to problem solve on their own.

Solutions for Their Middle School to High School Transition Plan

The first thing you can do to address academic changes is to ensure that the IEP transition from middle school to high school goes smoothly. Make sure the school and all your child’s teachers have copies of their IEP and understand their individual needs.

Stay as involved as possible. Your child deserves (and needs) independence, but they also need support–especially in the first year of their transition to high school. This means open and frequent communication with both the school and your child

Schedule regular meetings with your child to check in and offer accountability on completing assignments. During middle school, check in daily. As your child enters high school, scale these meetings back to once per week. This gives your child a tangible representation of their growth in both independence and trust, while also keeping you in the loop and ensuring that they’re not becoming overwhelmed.

You should also try to ensure your child gets the appropriate amount of sleep each night. The National Sleep Foundation says teenagers need between 8 – 10 hours per night to focus and perform well in school.

Procedural Changes

For some children with developmental disabilities, this will be the largest hurdle to overcome. The routine and schedule changes that come with entering high school can be alarming. For example, finding classrooms, riding the bus, following a bell schedule, lunch line procedures, how to open and lock a locker, etc. are all completely new experiences.

Solutions for Their Middle School to High School Transition Plan

To avoid anxiety and confusion, practice and preparation are a major part of your middle school to high school transition plan.

For instance, after you get a copy of the class schedule, ask the school if you can take a tour to find those classrooms and walk the halls. If not (and some schools may not allow this for safety reasons), ask for a map that you can study with your child.

Practice opening lockers with combinations–just make sure that you’re using the same locks in the high school! Play recordings of the bell so that your child knows what to listen for. Go over the student handbook to ensure they understand the new rules and regulations. Do whatever you can to equip them with knowledge and understanding. This will greatly reduce anxiety and reduce the chance of a first-day meltdown.

Social Changes

The third–and most challenging–of the changes that come with the middle school to high school transition are social changes. Some children with disabilities have no trouble with the social aspects of school, but many struggles to pick up on certain cues and behaviors.

Suddenly, your child has to worry about keeping old middle school friends who may be in different classes, making new friends, and meeting new teachers. That’s a lot to sort through and prioritize, even for typically-abled children.

Solutions for Their Middle School to High School Transition Plan

Unfortunately, this is the least easily addressed part of your middle school to high school transition plan. There are too many unknown variables. You cannot, for instance, control how other children react to or interact with your child. But there are certainly steps you can take to prepare them for these changes and to let them know that they have your love and support to fall back on.

If you have older children with friends in high school, or you know children from this high school through camp or church, or some other activity, ask them to form a panel so your child can ask questions about high school friends and life. Look through extracurriculars with your child and see if they have a special interest in any activities that could foster healthy relationships. Ask the school if they have any mentorship programs or buddy systems.

If you’re having trouble, consider reaching out to disability-specific organizations with middle school to high school transition programs. You’ll find so many resources and peer activities that can help prepare your child for a successful and fulfilling high school career.

Contact Easterseals

Easterseals Arkansas offers many programs designed to help children with disabilities succeed and transition successfully into their adult lives. Contact us for more information about the programs available for you and your child!

The post How to Create a Middle School to High School Transition Plan appeared first on Easterseals Arkansas Blog.

Easterseals Arkansas Ambassador Aaron Likens is a notable presenter and author of Finding Kansas. He took two years off from writing following some personal inner struggles but is back after landing his dream job in 2020 as one of the starter/flagmen for the NTT INDYCAR Series.

He explains in a blog post, “I have walked through the shadows and have to make peace with it. It was years and years but I’m back! My brain finally worked out that the sum of my being is not dictated by a single person. I now understand the evidence that people always pointed out when I attempted to say I wasn’t okay.

“I have a newfound understanding of the challenges we on the autism spectrum face and endure daily. So often professionals would say, ‘Aaron, what makes your content and presentation so unique is that you aren’t a clinician talking about data or third person observations but instead you’re a participant.’”

Aaron is blogging nearly daily now and is working hard to raise the level of autism awareness. We are happy to partner with him on this journey.

Below are excerpts from recent blog posts. You can read more at http://lifeontheothersideofthewall.blogspot.com/.

The Story of the Can

In Finding Kansas, I told the story of the soda can. I’ll retell it now as I’ve got a story that’s only relevant if you know the story.

The year was 1995 and I had a friend over. I didn’t have many friends and this kid stayed with his dad, who lived behind me, on the weekends. We both enjoyed the same type of videogames, and we must’ve done at least 100 World Series on the Ken Griffey Jr. baseball game. Over the course of one of the weekend visits, he placed a finished Minute Maid orange soda drink on my dresser, and it stayed there for a bit.

It wasn’t until I started presenting in 2010 that I realized this was a thing as the PowerPoint I used for my police presentations stated that, “those on the autism spectrum may have an inappropriate attachment to objects”. I knew I had this, although I will argue that it isn’t inappropriate at all but was unaware so many share in this trait.

So that soda can stayed there for a while. A few days turned into a few weeks turned into a few years. Well, five years later when I went to the Derek Daly Academy racing school in Las Vegas my mom thought she would do me a favor and she cleaned my room. The room? Yes, it was a mess and perhaps borderline disaster area if the EPA were involved, but what I couldn’t verbalize back then was what everything represented.

I have a tremendous memory, except when it comes to people. It’s like an undercover news show where faces are blurred out. Because of this, I have to remember people through other means and the number one way I recall people is through items. This soda can was my connection to my friend. I could almost see him in my memories through this can.

When I returned home from that most glorious week of driving race cars I was shattered when I walked into my nice, sparkling clean room. That can, in all of its 90’s artwork glory, was gone. I tried to keep my emotions afloat, but I sank fast. I cried more over the loss of that soda can than I did over the loss of my two cats and dog, but they weren’t a person, and with the loss of that can it was as if my memories of having a friend vanished into the air like a fine mist dissipates.

It wasn’t until 2010 and seeing the line about objects in the PowerPoint that I realized this struggle wasn’t just my own. I did feel a bit ridiculous having such a reaction to an inanimate object, but as I spoke to more and more people, I learned this is a major thing people need to understand whether you’re teacher, parent, or police officer; when entering the environment where a person on the autism spectrum lives or has items you must be aware of this. What may be an irrelevant trinket to you may mean the world to them.

Why I Wrote Finding Kansas

Over the weekend I celebrated 10 years since I received my first copy of my book. I now live by the motto, “Understanding is the foundation for hope.” It wasn’t always that way though…

Being diagnosed with Asperger Syndrome at the age of 20 was confusing. I mean, I had this diagnosis but didn’t know what it meant and sadly, neither did my doctor. I was left to find out what it meant by myself so I did an internet search and the first thing I read, the very first thing I read said, “People with Asperger Syndrome will NEVER have a job, NEVER have friends and NEVER be happy.”

After reading those lines it was as if my life ended.

I stayed this way for almost 15 months. I was bitter, hopeless, and angry at everything. Sometimes my dad would say, “I understand.” but how could he? Then, 15 months after being diagnosed, I had had enough. I don’t know what fuse blew in my mind, but I had to tell my dad who I was and why I was. Of course, I couldn’t speak it, but I went to my computer and I started to write it.

There’s a line in my book that says, “All I want is for someone to understand and maybe, just maybe, I will be free.” That was the motivation for me to write and I never intended on it being a book that got published. All I wanted was for one person to understand who I was. I also didn’t intend on creating a new vocabulary to describe the ways of the autism spectrum as I just wanted to describe to my dad in the best way possible the reasons why I do what I do.

My book is a journey through my thoughts and is at times sad, at times funny, at times hopeful, and most times emotional. As I was writing, I heard a speaker say that “People on the autism spectrum don’t have emotions,” and that too was a big motivator for me to continue to write because I knew that I had never heard a bigger lie in my life.

As I said, when I was writing Finding Kansas I never thought it would be something that would bring hope and understanding. From where I am now, I believe that we can have the highest autism awareness level possible and that still won’t be enough because without understanding how can society know what it is? Without understanding how can parents make the right choices? This was the sole reason why I wrote. Nobody understood me and I couldn’t speak what I thought or what I needed so I wrote to be understood and words can’t express what it means to be when I hear from parents that, “through your book I now understand my son.”

Speeding and Tornadoes

When I was five, I was a stickler on rules. If my dad floated a stop sign, I would let him know. If he changed lanes without using a turn signal, I would let him know (I still do!). As minor as those where I was very concrete on speed limits. I was almost obsessed with speed limits, why they were in use, and why the limit on I-465 in Indianapolis was 55 and the speed in our neighborhood was 15.

As I learned about the safety aspect, I began to believe 55 meant 55 no matter what. Then I had a thought that would plague me for months, “What would happen if a tornado was chasing us?”

With that question, I combined my greatest fear with my greatest belief in rules.

What would happen if the watch turned into the warning and a tornado developed behind us? Our safety is important, but the speed limit is 55. What if the tornado was a fast mover? Let’s say it was doing 70, 55 would not be enough to outrun it.

Provisions to rules are difficult to teach. Being a five-year-old deathly afraid of breaking any rules I thought that a person had to always follow the speed limit. If the tornado got you then so be it, but at least the rules weren’t being broken.

Slowly I came to the conclusion that it was okay to speed if one were to outrun a tornado, but it was not okay to speed if there was just hail or a severe thunderstorm. Through my provisions, I became confident that I had solved this conundrum. Doing this allowed me to understand that in all of life there are provisions to rules, and this was a milestone as, if I had not worked this out, I might have always been 100% concrete in that the rule is the rule and that is final.

In my police presentations I use this example: There was a teenager with autism lost in a large park. The police located the person and asked him what his name was. The person froze and did not comply with or answer any commands or questions. The officers knew this was the right person and had to bring the parents to the person because they were getting no help or compliance on anything they asked of him. When the parents go there, they asked, “Why didn’t you help the officers? They were trying to help you. The teenager responded, quite flatly, “Why are you mad? You told me that I should ‘not talk to strangers’ and these people were strangers.”

Concrete thinking is common for those on the spectrum and each person has a different degree of this. Some people can be flexible, others cannot (I am not flexible when playing games. We either play by the rules or we don’t play at all. House rules or you need to go to someone else’s house!).

I came up with nothing short of 15,000 possible reasons to break the rules, but with each situation, I worked through I developed a better sense of, well, common sense. I had to work through these to get to this point and had my “what if” situations had fallen on deaf ears I may be super concrete in all rules. I’m glad I’m not because my goal now is to talk to as many groups of people as possible about the autism spectrum and these groups are typically strangers to me and I was also told that I shouldn’t “talk to strangers”.

The Anxiety of Next

What’s next? This is a question my brain is constantly thinking and analyzing. However, I want you to expand your thinking on this and not think about what’s next as in what are you doing after you read this blog. I mean, you should think about going to Amazon and buying the book called Finding Kansas, however that’s not what I mean. Instead, think about next and every possible interaction that could come in the next five minutes. Think of every phone call you may receive and think about all of your potential responses. Then, keep going with an infinite list of possibilities and maybe you’ll get in the ballpark of what my brain does to me in almost every circumstance. To put it lightly it is indeed exhausting. A couple of weeks ago I talked about autism burnout and this, for me, is one of the things that’ll get me there quickly.

I haven’t found an off switch for this and when I am out with people all day long, I become emotionally fatigued in a way that’s almost shameful to admit.

On the flip side of that I also can’t explain my strength. Strength? What am I talking about considering I just mentioned I get rather fatigued simply be existing? While it is true that I get a bit overwhelmed at the end of the day the thing is I did, in fact, make it through to the end of the day. I can get hung up on the “weakness” at times and totally lose the fact that it takes an inner strength that is hard to describe to get the nerve to leave the front door in the morning and take on all the anxieties I know I have. I know my brain is going to overprocess and try to calculate the oblivion of next, and yet I will.

For anyone you may know on the autism spectrum I implore you to keep this in mind. While it’s easy to focus on the weakness, and we live in a society that so often just focuses on the bad, try and think about how much strength it takes to simply get through the day living life on the autism spectrum whether one can’t tune out any bit of sensory input, or to those that overprocess everything. Whatever it may be the dedication, passion, and inner strength it takes to simply attempt to leave the house, or pursue a dream, takes more strength than my vocabulary will ever allow me to attempt to describe.

The Wall

I’ve worked with many of you for many years, and others have seen me at the track for many years. It’s no secret I have Asperger’s and on track I can assure you it is a great advantage for me. I can’t recall the amount of time I’ve heard “Aaron, how did you see that from half a track away?” I love it! The speed, the challenge, the reflexes required but at the same time there’s one aspect that weighs heavy on my heart and it’s been an albatross for as long as I can remember.

My wall is high. I do my job and put every ounce of my soul into it but one thing I avoid is either before or after the day and that’s the social aspect. Sure, everyone puts up walls, everyone is a little guarded, but when I have the energy to go out with the crew at the end of the day it seems to be a cause for celebration, and I’m always confused at this; is it excitement that I’m going along or more that I’m not hiding away?

It’s an isolating experience. There’s a part of me that does want to know everyone; to be a true part of the crew instead of a mysterious lonesome figure that is either 100% on or invisible. I may come across as cold, uncaring, or maybe downright rude and I have no intention of that. What’s going on in my brain I can only describe as a tempest mixed with a hurricane mixed with a GPS system that doesn’t know North from space zebras that are wearing funny hats.

Today I’m feeling down as I look back on the people I could’ve known, people that I do know but simply see, and while I should challenge myself to be more my limitations are great. Maybe in previous jobs this led to resentment. I’m not sure, but if I work with you now do know that even though I may seem emotionless or aloof I’m very grateful you are there.

I may prefer to be alone at the end of the day but I’m beginning to realize I’m not fully alone because there’s a peace that comes with others knowing this about me and not expecting me to be something I’m not. Perhaps all the work we’ve done in awareness and understanding of Asperger’s is evident right here in my life because I haven’t heard a cross word and others understand my need to recharge. The desire is still there to be a part of the team socially, but while writing this I got sad thinking about the chasm between but I’m smiling greatly in the realization I get to work with such awesome people that understand me. I hope the future will have this be commonplace for those on the spectrum to where it isn’t even thought of for a second that it should be any other way.

The Contradictory Nature of Asperger’s

Racing season is here! I head to my second race of the year tomorrow. However, as excited as I am, today’s blog is going to use the most traditional of all things in motorsport, the checkered flag, as a concept to describe Asperger’s. The thing about the checkered flag is that it’s so contradictory. In the top corner is one color and if you go just far enough, you’ll reach another, but then keep going and you’ll be back to where you started and so on and so forth. What does this mean? My experience in having Asperger’s is one of stark contrasts and it gets tiring. Here’s what I mean…

I want to be part of the social world but the social world tires me.

I want to be part of a team, but I often can’t see the concept of teamwork.

I have extremely good senses, especially when it comes to hearing, but I often wish I could turn it off.

I want to be alone but being alone is extremely isolating.

I need to be perfect in the things that I do but there is no satisfaction at achieving perfection.

I can give some incredibly witty remarks but often miss out on when someone is being witty.

I want to make sense of the world but often the more I know about things the scarier the world is.

Being in my Kansas is awesome but I often wonder what life is like out there.

I yearn to be normal but normal seems so boring.

I can do some things great and many things not so great.

Hard things come easy and what is easy to most comes at a high degree of difficulty to myself.

I want to care about others but allowing myself to feel is overwhelming.

I want to tell others what they mean to me but expressions of any kind are paralyzing.

Do you get the idea by now? It’s a constant struggle to be wanting both sides of the coin; to want something but to know if I had it the results would be just as difficult as living without it. This is why I stand by the title of this post in that living with Asperger’s, at least for me, is living a life full of contradictions.

The post Race for Understanding – Recent Wisdom from Autism Ambassador Aaron Likens appeared first on Easterseals Arkansas Blog.

Easterseals Arkansas Ambassador Aaron Likens is a notable presenter and author of Finding Kansas. He took two years off from writing following some personal inner struggles but is back after landing his dream job in 2020 as one of the starter/flagmen for the NTT INDYCAR Series.

Aaron is blogging nearly daily now and looks forward to raising the level of autism awareness. We are happy to partner with him on this journey.

Fear and Game Night

One of the main concepts later on in my book Finding Kansas is the concept of "Alias". In my presentation, I compare this concept to the movie/book Catch Me if You Can in that I've noticed I can be comfortable in playing a role because it isn't directly socializing. At presentations, I'm the author/presenter guy that seems to know what he's talking about and at racetracks I have the alias of an official. Since the beginning of the pandemic, I haven't had many excursions into a realm that I am out of my aliases, and I have to admit I sort of forgot what it felt like. That is, until Saturday.

My girlfriend invited me to a game night that took place in the day. I agreed to go but as the hours drew near, I began to panic. Meeting her friends was something I knew would take place at some point in time but as we got in the car and headed towards her friend's residence I began to panic.

Why the panic? It was twofold. The first was I hadn't met anyone new in an excessively long amount of time. Secondly, my girlfriend I think had yet to see me in a fully socially paralyzed state. What would she think? My fears about what she would think were without merit, but when you've lived your entire life and others become confused as to why one minute all is well and I can have the whole room's attention and then with just one change the ability to reply with one-word answers becomes confusing is, well, it's difficult to be aware of this even if I know those around me will understand.

We neared the place, and my pulse rate was up. My girlfriend tried to prepare me and described who would be there, but I hadn't heard any of the words. My adrenaline was spiking, and each step I took to the front door felt like long, strenuous miles. I had the thought of, "Isn't this grand? Talking in front of 1,500 people is easy, meeting five other people is as daunting as climbing a 1,000-foot-high brick wall without ropes." Overdramatic? Maybe, and as we knocked on the front door and several seconds went by, I almost sarcastically said, "Well, looks like game night is canceled so we best head home."

The front door swung open, and the next few minutes are all a blur. Greetings, however, were said and then a flurry of drink and snack offerings were offered to which I declined all and then I stood in place. Oh, if you could've seen this scene! I was standing on the exact spot I had stopped as I ascended the stairs and I stood… and stood… and stood some more. I was over-encumbered in anxiety which was amplified by the fact I realized that this shouldn't have been this drastic of an emotion. It's difficult when frustration over being frustrated adds fuel to the situation.

After an unknown number of seconds or perhaps minutes, my girlfriend suggested we go and sit on the couch. I looked to my left at the placement of it and knew this was her way of saying she understood. You see, this couch was on the end of the room which eliminates some of the processing that goes on. Another concept I speak of a lot is "positional warfare" which essentially states that I have a difficult time understanding what I should be doing in the space I'm in and standing out in the open leaves a lot of processing as to which way one should be facing and what posture to have and where the arms and hands should be. Being on a couch on the end of a rectangular room? This offered a positional advantage.

As soon as I sat down there was relief. I had already forgotten the names of the people that I had been introduced to when I was standing awkwardly in the open of the room as my brain had no ability to retain information at that point, but slowly the adrenaline ebbed and the constant self-talk of, "hands?! What to do with the hands? Um, left, no right, no cross the arms! Wait, crossing the arms is an aggressive stance! Wait, no, only if there's a forward slant."

Conversation began and I was able to partake in it now that the internal storm was over. It wasn't long before it was suggested we do what we came for; it was time for games! My heart instantly was at peace because within a game all is known even if the game is unknown such as Throw Throw Avocado. Nothing breaks the ice such as throwing a foam avocado at another person's face whom I had just met.

A couple more people arrived as we got to the end of the avocado game and all the internal drama I had was gone. It was as if the first stage of this day had not happened at all. Through the shared activity I felt right at home and was at ease in the space I was in.

Trying new things and meeting new people has always been a challenge for me and it probably always will, but it's amazing how much easier it can be if there's understanding of those around. My girlfriend was awesome and at the end of the games, I didn't care that she saw me at my most awkward and ineffective state. Everyone has his or her own challenges and mine just happens to be overtly obvious when thrust into an open social environment. She knew this, and I survived it. Looking back on it I don't know why it was such a challenge to begin with. I say that, but odds are next time I'm in a new situation that I don't have an alias to go by there will be a blog post that goes along with it, and with the understanding of those around I'll get through it and then fully enjoy myself once the storm of adrenaline has passed.

The post Aaron Likens on Dating and Being in a New Situation appeared first on Easterseals Arkansas Blog.

Moving out of your parent’s home and getting your own place is a rite of passage for many young adults. For individuals living with developmental disabilities, it’s a passage that can often get delayed and come with a need for unique accommodations.

However, even though there might be a need for unique accommodations, it’s entirely possible for someone with developmental disabilities to live independently. If you’re exploring independent living for yourself or a person with developmental disabilities, keep reading to find out more information.

How Might a Developmental Disability Affect a Person’s Everyday Life?

A person can be affected by a developmental disability in a variety of ways. It all depends on the individual person and what developmental disability they have.

For example, while some individuals with cerebral palsy have the ability to walk, others might use a wheelchair to move about.

That being said, there are some basic categories to consider.

Self-Care

Around 3.6 percent of adults with a disability have trouble with bathing or dressing. Various, daily-living activities a person could need assistance with include toileting, dressing, bathing, or feeding themselves.

This could be anywhere from minimal assistance, such as prompts or reminders, to needing someone to do the task for them.

Movement

For individuals with developmental disabilities, the basic ability to move around their homes could be an issue.

Around 13.7 percent of adults with a disability have mobility issues. Whether difficulty climbing stairs or walking, this presents a unique challenge for individuals with disabilities who need to navigate spaces that weren’t necessarily built to accommodate a wheelchair or other mobility device.

Communication

Some individuals with developmental disabilities could have issues with communication including, but not limited to:

• Reading
• Speaking
• Writing
• Understanding speech
• Hearing

Around 5.9 percent of adults with a disability have difficulty hearing or are deaf. The inability to communicate with the world around you could mean you need assistance, whether it be from assistive technology or another person.

Social Situations

Social situations can be difficult for many people. However, for people with developmental disabilities, there is an extra degree of difficulty that could be present.

In addition to struggles with communicating, the person may have a difficult time understanding social situations. The person could struggle to understand nonverbal communication and various social cues.

For example, most people recognize that if another person has headphones on and their head buried in a book or phone, they don’t want to be bothered. A person who struggles to read these cues might still try to interact with the person in headphones.

That’s just a small example; however, for individuals who do struggle with social situations, it can impact many different areas of life, including school, work, and social settings. Making friends and building a support system may also be difficult.

Finances

Although the Americans with Disabilities Act (ADA) calls for reasonable accommodations and makes it illegal to discriminate against an individual because of a disability, finding a job can still be difficult for an individual with a disability. Some businesses are reluctant to hire individuals with disabilities for various reasons.

Regardless of the reason, getting a job might be difficult for individuals with disabilities. If you’re unable to find employment, you will run into the problem of not having the ability to financially support yourself.

In addition, when people with a disability do find employment, they need to maintain that employment.

The next problem with finances and independent living is budgeting. Does the person have the ability to budget and pay their bills? Or, will they spend their whole paycheck on comic books and have nothing to live on until their next payday?

Self-Direction

Do you set an alarm at night? When your alarm goes off, do you get out of bed and know what you need to do and how? For some individuals with developmental disabilities, the ability to move from task to task could be difficult.

They might know that they need to go to work but struggle with knowing what steps to take to get there. The ability to self-direct is essential when it comes to getting through the day.

Coping

Handling life’s stressors is difficult for everyone, but individuals with developmental disabilities could have a difficult time coping with the emotions that come along with life’s stressors. In addition, individuals with developmental disabilities could be dealing with stressors that others might not find as such.

This can include the ability to be understood, communicate, physically perform tasks, and support yourself both physically and financially. This could lead to feelings of anger, resentment, depression, hopelessness, guilt, embarrassment, and frustration.

Beyond coping, individuals with developmental disabilities may struggle to let other people know what they need, want, or feel.

However, coping doesn’t just affect the person with the disability. Family members might have a difficult time coping as well. Emotional support is important for both individuals and family members to have.

What Are Some Challenges a Person With Disabilities Might Face?

When it comes to independent living, there are a variety of challenges a person with a disability could face. Sometimes it can feel like there are more barriers to independent living than roads, but the good news is there are ways to overcome these barriers.

One study looked at barriers to independent living for seniors and individuals with disabilities. They found that many of the barriers were similar; however, there were differences in how high the barrier ranked as a concern.

The top three barriers for individuals with disabilities included:

1. Personal safety
2. Assistance with household skills
3. Assistance with medication

But, these were not the only barriers identified. It’s important to note barriers identified because as those barriers get identified, you can begin to plan for solutions.

Personal Safety

What happens if you’re at home and you fall? Do you have the ability to get back up by yourself? Or call for help?

What about locking your windows or doors? Or not inviting strangers over? There are little things that need to get done each day to ensure personal safety when living independently.

Personal safety doesn’t just come down to locking doors or fall risks. It is the most common independent living barrier for individuals with disabilities. In fact, 94.7 percent of respondents identified personal safety as a barrier that’s relevant to them for independent living.

Assistance With Household Skills

Washing dishes, doing laundry, making the bed, cleaning, and cooking are just some of the household skills you need the ability to perform when you live independently. For some, completing these skills could be difficult, either because of a physical disability or not having the ability to self-direct.

Assistance with household skills was another barrier to independent living that was identified by numerous individuals. Like personal safety, 94.7 percent of individuals with disabilities indicated it as a barrier.

Assistance With Medications

When do you take your medication? How much do you take? How do you take it?

Individuals with developmental disabilities could have intensive medical needs. However, even if it’s just a matter of taking a few pills a day, it could present an issue.

When living independently, an individual will need to have the ability to understand when and how to take their medication. The need for assistance with medications was identified as a barrier to independent living by 89.5 percent of individuals with disabilities.

Assistance With Daily Living Skills

Some individuals with developmental disabilities need extra assistance throughout the day. This can include help with dressing, bathing, and more.

If you’re unable to perform these tasks for yourself, it can make independent living challenging. Around 76.3 percent of individuals with disabilities indicate that the need for assistance with daily living skills was a barrier to independent living.

Fire Safety

Do you remember to turn the stove off when you’re done cooking? Or do you remember to check and replace your fire alarm batteries?

What do you do if your fire alarm goes off? Or worse, what do you do if there is a fire? If there is a fire, can you get down the stairs independently without an elevator?

There are many fire hazards that can easily happen in a home. Understanding not only how to avoid those hazards, but what to do if there is a fire is essential.

Around 86.8 percent of individuals with disabilities indicated that fire safety was a barrier to independent living for them.

Dual Diagnosis

Developmental disabilities in combination with a mental health diagnosis present a unique challenge. For individuals with both, this gets referred to as a dual diagnosis.

When you look at challenging behaviors in an individual with a dual diagnosis, it can be difficult to identify whether the behavior stems from a mental health condition or medical problem. Even when the source of the behavior gets identified, there is a need for the individual to have adequate coping skills.

Around 68.4 percent of individuals with disabilities identified that a dual diagnosis was a barrier to independent living.

Loneliness

Loneliness can be a problem even if you live in a house that’s full of people. However, when you live independently, there’s a need to get out into the community and form relationships. In addition, you need the ability to reach out and allow people into your life.

For individuals with developmental disabilities, this can be difficult, especially if they struggle with social situations. Making and keeping friends and building a support system can be a challenge. However, when you live with family, or even in a group home, you have built-in supports and people to help you feel less lonely.

Feeling lonely can also exacerbate mental health concerns for those with a dual diagnosis. Around 72.9 percent of individuals with disabilities identified loneliness as a barrier to independent living.

Running or Wandering Away

If you leave your home, do you remember how to get back? Do you remember your address or where you live?

When living independently, it might take some time before someone notices. In the meantime, what kind of risks has the person wandered into?

While wandering or running away wasn’t near the top of the list for barriers, it was still identified as a potential barrier for 55.3 percent of individuals.

Severe Weather Safety

What do you do when there’s a tornado? Or a flash flood warning? If you live in an area that’s prone to earthquakes or hurricanes, do you know how to respond in those situations?

In addition, can you respond without panicking? Knowing what to do in severe weather to stay safe can be an issue for some.

Severe weather safety was identified as a potential barrier to independent living by 67.6 percent of individuals.

Medical Conditions

What kind of medical conditions does the person with a disability have? These conditions can factor into many of the other barriers, such as medications.

The ability to manage medical conditions and get the care you need is just another factor in independent living. For some people with developmental disabilities, medical conditions can be more intensive and require a lot of management.

Needing assistance with those medical conditions can present a challenge to independent living. Around 52.6 percent of individuals identified medical conditions as a potential barrier.

Mobility Difficulties

For individuals who have mobility difficulties, there is a whole other set of challenges to consider. Do you need a first-floor apartment or an apartment with an elevator?

What happens if the elevator stops working? Does the apartment have the space required for a wheelchair to move around? Is the bathroom built for accessibility?

If you do utilize a wheelchair, can you get yourself out of bed in the morning and into your wheelchair? Mobility issues have the potential to be a barrier to independent living and can make finding a place to live more difficult.

Around 47.4 percent of individuals identified mobility issues as a barrier to independent living.

Memory Loss or Disorientation

If a person has problems remembering or gets disoriented easily, it can cause a challenge when living independently. While this was identified as a potential barrier for individuals with disabilities, it was one of the barriers that affected fewer people.

Around 47.4 percent of individuals identified memory loss or disorientation as a barrier to independent living.

Incontinence

Can you get yourself to the bathroom? If you do have problems with incontinence, are you able to clean yourself up afterward?

Incontinence was the lowest on the list for individuals with disabilities. However, it was still identified as a potential barrier for 40.5 percent of respondents.

How Do You Deal With Developmental Disabilities and Independent Living?

As you consider all of the potential barriers to independent living with developmental disabilities, it might feel overwhelming. However, don’t let potential barriers discourage you!

The first step is identifying what barriers are present for you; because it’s only when you identify the barriers that you can begin to find solutions.

There are various solutions available depending on what limitations or barriers you might face. We’ll cover a few things to keep in mind as you start looking for potential resources.

Assistive Technology

Assistive technology is any device, equipment, or software that helps an individual with disabilities communicate, learn, or function better. For example, a text-to-speech reader would get considered assistive technology; however, something as simple as a grip on a fork to help you hold the fork is also assistive technology.

The goal of assistive technology is to allow someone to live more independently. Since the definition of assistive technology is so wide, there are many solutions to barriers to independent living that can get considered within this category.

For example, if a barrier to assisted living is the inability to self-direct, using alarms, reminders, and visual checklists can be a potential solution. This can be done through something as simple as a cell phone or through a specialized device that’s meant just for that task.

Community Supports

What if one of your barriers to independent living is struggling with loneliness and social situations? How do you build community support?

Finding communities doesn’t have to be difficult. In fact, Easterseals has a community where you can make friends, learn skills, and find a job.

The Adult Training and Wellness Center has activities like:

• Daily lunch
• Physical therapy
• Occupational therapy
• Speech therapy
• Technology lab
• Fitness
• Living skills training
• Cooking
• Art
• Health and Nutrition
• Music
• Social opportunities

Life Skills Training

The Adult Training and Wellness Center also offers living skills training. This allows you to learn the skills you need to live independently.

If you have a limitation that affects that, you can learn different ways to help you be successful in various tasks.

Home Aide

Living independently doesn’t mean you need to live without help. Everyone needs assistance from time to time.

Consider hiring a home aide. A home aide can come in for a few hours a day, a couple of times a week, or offer around-the-clock services.

If your barriers to independent living are the inability to perform activities of daily living independently, this can give you the extra support you need.

Tips to Help Navigate Living With Developmental Disabilities and Independent Living

It can feel like there are more barriers than opportunities when it comes to independent living for individuals with developmental disabilities. However, there are solutions available if you’re willing to do the work to find them.

Start Early

Independent living comes with challenges whether you have a disability or not. It’s never too early to begin learning the skills you’ll need to be independent.

When you begin to learn those skills from an early age, you have a built-in support system from your parents. If you fail, and you will because everybody does, they will be there to help you get back up again and continue trying.

If you can build the skills you need before it’s time to leave home, it will help to smooth the transition into independent living.

Identify Available Resources

The resources available in your community are there for you to use. Don’t be afraid to use them.

If you have the opportunity, working with a case manager can help you build a toolkit of resources. That way, if you run into challenges as you transition into independent living you know what tools are available.

This can also help to address some of the unique stressors that are a part of independent living because you’ll have a plan already in place when you need it.

Build Plans

Independent living is never something you should dive into headfirst. Make plans for every possible scenario you can think of. Having a plan in the moment will help you know what steps to take if something happens.

Just like identifying available resources can help you reduce potential stressors, so can having a plan. You’ll know that if a fire occurs, you know what to do. Or if some other issues comes up, you have a plan in place to know what to do in that situation.

It’s impossible to plan for every scenario, but that’s where the next step comes into play.

Build a Support System

Everyone needs a shoulder to cry on and a support to lean on in difficult times. While you can’t plan for every possibility, you can build a support system.

These are the people you can turn to when you need help. Your support system can include:

• Family members
• Neighbors
• Pastors
• Service providers
• Friends
• Teachers

It’s up to you to decide who is a part of your support system. When you’re in times of need, you’ll have the opportunity to reach out to the people you’ve identified and get the support you need to get through.

Decide What You Need

Before you begin exploring various independent living options, take the time to identify potential barriers. Decide what you need as you transition into independent living. You know yourself the best, and you will best be able to identify your needs and wants when it comes to independent living.

As you identify the various barriers you could face, see what different living options offer as a solution. Talk to the people in your life about your concerns; it’s possible they can help you see things from a different perspective or offer up potential solutions.

Educate Yourself

Do you know how to cook? Or how to budget? Or how to do your own grocery shopping?What about laundry?

Some young adults have never been taught the basic skills they need when becoming independent.

While starting early is beneficial, it’s never too late to get started. Take the time to learn the skills you need to become independent.

You can learn from family members, friends, or even by taking classes.

Identify Financial Solutions

One of the biggest things you will need to address is how to pay for independent living. There are many solutions available; you simply need to identify what your solution will be.

This can include social security, public assistance, and employment. It’s important to identify where your money will be coming from and how much you’ll be receiving a month before you begin your journey.

This will help you create a budget for independent living. If you need to make adjustments to that budget when you transition, you can; however, before you begin transitioning into independent living, you should have a budget in place to help you get started.

Explore In-Home Waiver Services

When you’re discussing potential answers to barriers to independent living, the question of payment and cost will come up.

Arkansas Community and Employment Services (CES) Waiver program offers an alternative to institutionalization. As of October 2020, there were over 4,000 people receiving services through a CES waiver.

If you’ve been approved for a waiver, there are a range of services you can benefit from while living in the least restrictive setting possible.

Supported Living Services

Supported living services provide a direct support professional that works in your home and community. Together you can work on person-centered goals and objectives that are in your service plan.

The skills you work on will help you to develop and maintain the adaptive skills, daily living skills, and socialization skills you need to live and work in your community successfully. This will help meet your unique needs and sometimes the needs of your family.

Non-Medical Transportation

In communities where public transportation is lacking or unavailable, how do you get from place to place? Waiver services can offer non-medical transportation.

This can help you access resources available to you within your community and attend other activities.

Community Transition Services

Are you working to transition from an institutionalized setting or another living arrangement that is provider-operated? If you’re getting ready to transition into a private residence, waiver services can help with this.

Specialized Medical Supplies

Do you need durable or non-durable medical equipment to address the functional limitations that you have? Part of the CES Waiver Program can cover that.

This can help you address any physical conditions and sustain your quality of life.

Adaptive Equipment

What kind of adaptive equipment do you need to perform daily tasks? If you can’t perform those tasks without adaptive equipment, a CES waiver can help you purchase, lease, or repair the adaptive equipment you need to be independent.

Supported Employment

Do you want to find competitive employment? Another service offered by a CES Waiver includes supported employment services.

Whether you have had a job previously or are new to the workforce, you can get assistance through a job coach.

Supplemental Support

Sometimes unforeseen problems come up that can put an individual at risk of getting institutionalized or create a disruption in services. In those moments, supplemental support services are available.

The goal of these services is to help enable or improve the continuance of community living. Essentially, these services will help you remain where you are in the community.

Crisis Intervention

Are you concerned that a barrier to independent living could be behaviors? If you have a positive behavior management plan or positive behavior support plan in place, what happens if it’s not working?

CES Waivers can provide for non-physical crisis intervention to maintain or re-establish your plan.

What About Finances and Employment?

A significant part of independent living to consider is finances and employment. If you don’t have a waiver that helps with supported employment, what can you do?

Adult Living and Training Center

Attending the Adult Living and Training Center can help you learn valuable life skills. These skills include things like budgets, resumes, and more.

This is a great place to learn the skills you need for independence. But, the Adult Living and Training Center isn’t your only option.

SET

Are you considering life after high school? Gaining the skills needed and planning early is important.

Programs like SET for Success are specifically designed to help transition high school students from high school to life afterward. These services are for kids with IEPs or 504 plans.

Trained professionals come to your school at no cost and work with you there. There are Pre-Employment Transition Programs (Pre-ETS) offered in several central Arkansas school districts.

Participating in this program helps students discover potential interests for beyond high school and establish life goals. The Pre-ETS Program covers several areas that help give students the tools they need in order to plan their own lives.

Job Exploration

Job exploration can help students discover potential future career paths. This gives students the opportunity to explore the future they want by opening doors of interest in various fields.

Workplace Readiness Training

You need various skills in order to be successful in the workplace. Workplace readiness training teaches students the skills employers need and want. This prepares students for success in their future workplace.

Work-Based Learning Experiences

One of the best ways to learn is through experience. The SET program offers a unique opportunity for students with disabilities to participate in work-based learning experiences and get that hands-on education.

Career Counseling

Is your student interested in post-secondary education? Or do they need a comprehensive transition program? One of the opportunities available through SET is counseling on opportunities for enrollment in programs like that.

Self-Advocacy Skills

Children with disabilities eventually become adults with disabilities, and an important skill to have as they come into their own is the ability to self-advocate. When mom or dad aren’t there to advocate for them, will they be able to advocate for themselves?

SET can help students learn how self-advocate, which is a skill that will stay with them throughout their life.

HIRE

The HIRE program offers a variety of options for individuals with disabilities. Some of the services offered include:

• One-on-one job counseling
• Training
• Placement services

HIRE builds relationships with employers in your communities to help you find competitive employment. Once you’re in a job, you will have access to a job coach who can make site visits.

A job coach can act as a liaison between your employer and you. They’ll monitor your progress and give you feedback and support. This will help to reduce challenges in the workplace and improve job retention.

Some of the jobs that individuals have been placed in include:

• Landscaping
• Janitorial
• Clerical
• Courtesy clerks
• Customer service
• Data entry
• Dishwasher
• Hospitality
• Grocery store bagger
• Law office clerk
• Mailroom clerk
• Manufacturing
• Warehouse
• Telemarketing
• Movie theater usher

Independent Living in College

For many young adults leaving home for college is their first taste of independent living. However, for young adults with disabilities, this can bring challenges.

While some colleges and universities do an excellent job of providing accommodations for students with disabilities, not all colleges are in tune with the needs of students with disabilities. In addition, if you attend an older university, sometimes the older buildings aren’t built to provide for students with mobility issues.

However, don’t let that deter you from higher education. Take the time to talk to the university about the services they offer for students with disabilities.

Visit the campus and explore services that can help you be independent on campus. If you’re interested in a college experience, but you’re concerned about how to navigate barriers, consider a program like the Academics, Community, Career Development, and Employment Program (ACCE).

ACCE Program

The ACCE program gets offered by Easterseals Arkansas and the University of Arkansas at Little Rock. This program is specifically for students with intellectual and developmental disabilities in central Arkansas.

ACCE gives you the chance to prepare for competitive employment and still get the college experience. The program is similar to the Think College initiative.

Different components of the program include:

• Job placement
• Social support
• Academics
• Work exploration

The ACCE program lasts for two semesters on the UA Little Rock Campus.

Explore Living Communities

If you’re looking into going into the community for independent living, consider living communities. There are communities that get built specifically to allow individuals with developmental disabilities to live independently while still having the supports they need in place.

Butler Adult Living Center

The Butler Adult Living Center is a residential facility for adults with disabilities. They have ten beds, and they are licensed by the Commission on Accreditation of Rehabilitation Facilities and the Office of Long Term Care.

Each resident has an individual program that focuses on building their strengths. The goal of the Butler Adult Living Center is to work closely with the family and the resident to assist them in becoming more independent.

Services that get provided by the Butler Adult Living Center include:

• Housing
• 24-hour supervision and residential care
• Nursing services
• Training to become more independent in activities of daily living and self-care skills
• Psychological services
• Recreation
• Community activities
• Dietary services
• Easterseals Center for Training and Wellness

Independent Living Apartments

Another option for independent living communities includes independent apartments for individuals with disabilities. Easterseals Arkansas has four apartment complexes in Little Rock.

These include:

• Armistead Village
• Harold Court
• Wilson Court I
• Wilson Court II

Each of the apartment complexes has a unique floor plan; however, all of the apartments are ground level.

There are many benefits to living in independent living apartment communities.

Apartment Design

These apartments are built specifically for individuals with disabilities, thus they are accessible and safe. All apartments are one or two bedrooms. The two-bedroom apartments are designed for individuals with live-in aides.

In addition, each apartment has a living room, fully equipped kitchen, full bath, closet space, and private entrance. All of the bathrooms in the apartments are wheelchair accessible. This helps to solve barriers presented by mobility.

On-Site Amenities

The Easterseals independent living apartments have on-site managers. In addition, each apartment complex has an on-site laundry facility. That means you don’t have to worry about finding a way to get yourself and your laundry to an off-site laundromat.

Social Opportunities

If you’re concerned about opportunities to engage in social activities and loneliness, independent living apartments offer a solution. There are scheduled social activities and community outings provided.

In addition, the apartment complexes provide a community room. In the community room, you will find that it is fully furnished with comfortable seating, and there’s a TV and game area. As you meet your neighbors, you will have a space where you can meet up and do activities together.

Explore Your Independent Living Options

Are you ready to start exploring independent living options? Sometimes, the barriers for individuals living with developmental disabilities can feel overwhelming.

However, by utilizing the resources available to you and preparing, you can successfully live independently. Do you have questions or want to explore any of the resources we’ve identified here?

Connect with your local Easterseals today; we would love to help you!

The post The Ultimate Guide to Independent Living as a Person With Developmental Disabilities appeared first on Easterseals Arkansas Blog.