Megan+Fenerty

== =The Transfer to Independent Living for Young Adults= =By Megan Fenerty =

** Introduction: ** The independent living movement is based on the important idea that people with disabilities are entitled to just as much control over their own lives as people without disabilities, and one of these rights is the right to choose where to live, who to live with, and how they will go about doing this. When starting this process of moving to independent living there are several issues young adults with disabilities could face: opposition from a parent, not knowing what their options are, or how much living on your own can cost and what it entails. This page was created to help give young adults some guidance towards these issues, while also helping to alleviate possible issues with parents, and giving some brief background on the independent living movement as a whole.

** History: ** The history of the independent living movement shares similarities to several other movements around the mid-twentieth century (1960’s and 1970’s), the most influential being the civil rights movement. The ability of others to gain recognition and laws in their favor pushed forward the need for people with disabilities to gain the same recognition as well. This did not mean, however, that people with disabilities were included in the Civil Rights Act, but it did show that progress was possible (Access Living).

Another movement that continues today is the deinstitutionalization movement. This movement aims to help those people with disabilities out of institutions and into their own homes or independent living communities. A huge leader in this movement was Wolf Wolfensberger, with the principal of “normalization,” and Wade Blank, who founded the Atlantic Community, which was “a model for community-based, consumer-controlled, independent living” (Access Living). This was founded in 1974 and was originally run by just Wade, as he helped these individuals gain their independence by providing them with free assistance. Another accomplishment of Wade and this community was the founding of the Americans Disabled for Accessible Public Transit (ADAPT), which would become “the nation’s first grassroots, disability rights, activist organization” (Access Living). This organization began with knowledge of the need for people with disabilities to be able to gain access to public transportation. The ADAPT changed in the years following and became the Americans Disabled for Attendant Programs Today as they began to fight for deinstitutionalization on a national scale (Access Living).

Ed Roberts also played a large role in the independent living movement. In 1975, he became the Director of California’s rehabilitation office, “the same institution that once deemed him too severely disabled to ever work” (Access Living). After he became director, he began establishing many communities for independent living around the state. Roberts led students with disabilities at the University of California to bring about more accessibility and services. He also created the Berkeley CIL, which was a community program that upheld the main values of the independent living movement. Another establishment of Robert’s (and others) was the World Institute on Disability on Oakland (Access Living). However, before he could do any of this, he faced rejection from “the state vocational rehabilitation agency… [as they] labeled [him] unemployable,” as well as being almost rejected from the University of CA (Access Living). Other movements that influenced the independent living movement include the “self-help” movement, the demedicalization movement, and consumerism (Access Living). // Following are federal laws that played a large role in the independent living movement //// : //

 · The Civil Rights Act of 1964, which made it illegal to discriminate based on “race, religion, ethnicity, national origin,… creed,” and later gender (Access Living).  · The Urban Mass Transit Act of 1970, which required that all new busses be wheelchair accessible (this was not really put into action, however, until 1990) (Access Living).  · The Rehabilitation Act of 1973, which makes it illegal to discriminate in all programs that get federal funding, and all federal programs. This was amended in 1978 to “provide for consumer controlled centers for independent living,” and again in 1983, when the Client Assistance Program was added (Access Living).  · The Education of All Handicapped Children Act of 1975, or IDEA, which “requires free, appropriate public education in the least restrictive environment possible for children with disabilities” (Access Living).  · The Mental Illness Bill of Rights Act of 1985, which states that people with mental illnesses get “protection and advocacy services” (Access Living).  · The Air Carrier Access Act of 1988, which states that there should be no discrimination towards people with disabilities when traveling by air (Access Living).  · The Fair Housing Amendments Act of 1988, which states that there shall be no discrimination towards those with a disabilities (and those with children) when looking for housing (Access Living).  · The Americans with Disabilities Act of 1990 that is tied to the Civil Rights Act and gives people with disabilities all those protections (Access Living).

** What Young Adults Should Know: ** // Tips for talking to parents: // There are times when talking to parents can be difficult, especially about difficult topics including moving out. They could feel that you are still too young or just not ready. They may even feel that you will not be able to get by without their assistance. Following are some tips for bringing up and talking about any difficult topic with parents, including moving out. · Begin by knowing what you hope to get out of the conversation (kidshealth.org). Do you want them to give you their blessing? Or do you just want them to know your plans? Do you need their help in accomplishing your goal? Knowing this will help you communicate more clearly what you want. · Let them know your feelings beforehand (kidshealth.org), and how you hope they will feel about it. If they know you are nervous to talk to them, but that you really want this, they may be more likely to give you their full attention. Remember that they have feelings too, and while you may not agree with those feelings, you should hear them out, just as they should do for you. · Choose a time to talk when you both are able to concentrate on the conversation (kidshealth.org). If someone is busy or already frustrated, they may be less likely to understand where you are coming from and your feelings.

// What your options are: // One option young adults have is independent living, which is when an individual is to move out on their own (or find a roommate), they may be assisted by some type of assistive technology or aspects of Universal Design (Stacey). If looking into this option young adults should prepare by figuring out where they would like to live, how they will get around after they move out, and how much everything will cost once they are on their own. There may be other aspects that need to be addressed as well, depending on that adult’s disability, for instance if that adult needs a wheelchair, they will need to make sure their place of residence is accessible, etc. Another option is an assisted living facility. These can allow both group and individual living situations and are operated by agencies that provide assistance in areas of transportation, daily living, and medical needs (Stacey).

// Living on your own – What it entails and the costs: // When a young adult moves out they are taking a big step, and if they are moving out into there own home or apartment they should be aware of the many costs that will need to be dealt with. The following link will bring you to a site that explains these many costs at the most basic level. []

** What Parents Should Know - Tips For When Your Young Adult Transitions: ** Transitioning out of the home can be an important step in a young adults life, especially if that young adult has a disability. Moving out can provide independence, while also equipping students with the confidence to grow even more autonomous.

// Tips for how to prepare your young adult: // A very important skill necessary for gaining independence is the ability to socialize. Allowing your child or young adult to engage with others in many different types of settings can allow them to begin learning important social skills, such as cooperating with others, asking for help, and expressing their feelings. Young adults also need to be able to make their own decisions, which can be started at a young age, with something as simple as if they would like to eat a PB&J or a turkey sandwich. As young adults out on their own, they may need to choose between paying for cable or the Internet. This does not end with making decisions, however. It is also necessary to allow your student to experience the consequences of their decisions. This is a part of life as well (maybe they chose to pay for cable and now they do not have the Internet to do their work), and young adults need to understand that the decisions they make will affect them later. Learning responsibility is also very important, turning in assignments on time can turn into paying bills on time, just as packing their own lunch can become preparing their own meal. Another good skill to make sure your young adult knows is self-advocacy and how to advocate for themselves, including what they may need or be entitled to when handling their disability. This also requires young adults to know about and understand their disability. This self-advocacy skill can be built in many ways on of which includes making sure students participate in their IEP meetings in schools, and give input into how they want to go about certain situations. Linked to this is the understanding and knowledge of laws that affect a young adult with a disability. Young adults should not only be made aware of these laws, but fully understand how they come into play within their own lives. Parents can also expose their young adults to the different jobs available to them, allowing them to have jobs at home, and encouraging them to volunteer throughout the community. Parents should finally make sure their young adult participates in a transition program, or at least has someone knowledgeable that they both can talk to when a question arises (pacer.org).

// Tips for the transition: // · Let your young adult do things for themselves (don’t do for them what they can do for themselves) (Shriners Hospital, 3). · Take the “role of consultant” instead of “decision maker” in your young adults life (3). · Allow and help your young adult look at many different options for independent living (3). · “Look at letting go as a process rather than an event” (2). · Talk to someone about your feelings (another parent, friend, etc.) (2). You may be experiencing many mixed emotions as your young adults leaves home.

** Areas of Future Research: ** An area that could be researched further is the difference between different cultures’ opinions on this issue of young adults with disabilities moving out of the home. Different cultures have different opinions on the matter, and while they may also be family specific, there may be some that are more culture specific. Below in the section labeled "For Teachers and Schools" is a link to the Transition Coalition, which provides information on how to be more sensitive to these issues. Other areas of research may include if an increase in student centered planning has led to an increase in young adults moving out of the home.

** For Teachers and Schools: ** Teachers and Schools need to be aware of both the issues listed above for students and parents. It is especially important that they understand the feelings that students and parents are experiencing around this time. The transition of a child out of the home can be difficult for any parent, however, even more so for a parent of a child with a disability. It is also important that they understand that different cultures may feel differently about their young adult leaving the home. Teachers and schools need to be sensitive to these feelings. Below is a link to the Transition Coalition, which provides a training module for developing sensitivity and knowledge about this issue. []

** Additional Resources: **

// YOUTHHOOD.ORG // is a website that helps students begin to think about what they want to be doing after high school in regards to where they would like to live, work, do in their spare time, etc. []

The following site helps young adults begin their transition to living more independently. []

The following site helps parents assist their young adult in the move to “adulthood.” []


 * References: **

Access Living. (2008). Independent Living History, A Brief History of the Independent Living Movement. Retrieved from []

PACER Center. (2003). Planning for Transition: Its Never Too Soon. Retrieved from []

Shriners Hospital for Children, Intermountain. //Moving On: Transition Tips for Parents of Young Adults with Disabilities.// Salt Lake City, Utah. 2007.

Stacey, Stephan. (2010). Community Living. Retrieved from http://epsy5121fall2010.wikispaces.com/Community+Living

Teens Health. (1995-2011). Talking to Your Parents – Or Other Adults. Retrieved from [|http://kidshealth.org/teen/your_mind/Parents/talk_to_parents.html#cat205]