3 Barriers to Learning Hygiene Tasks

Home, Parent Education / /

When it feels like you’ve been practicing but aren’t seeing progress This page contains affiliate links. When you make a purchase through our links, we may earn commissions from Amazon at no additional cost to you. Maintaining proper hygiene is a common area of concern for young adults with intellectual and developmental disabilities as they move out on their own. Caregivers may feel like they’ve given reminder after reminder, tried several different techniques, and still struggle to see consistent progress. In today’s blog post, we’ll dive deeper into some of the underlying skill areas that can make daily living skills harder to learn, as well as review a few tips and items that can help support these areas. 1. Fine Motor Skills Many self-care and grooming tasks require precise movements of the fingers and hands. Opening and closing containers, squeezing out the right amount of product, and thorough washing require both strength and coordination. When someone has difficulty with fine motor skills, it will be difficult to coordinate the movements necessary to complete hygiene tasks thoroughly. Supporting Fine Motor Skills While there are many activities and exercise that focus on strengthening fine motor skills, it is best not to practice challenging skills during a stressful time (like the stress of getting ready to leave on time in the morning)! Set aside time to practice specifically challenging tasks when you aren’t in a rush. Looking for ideas to develop fine motor skills? Check out this list of Fine Motor Activities for Adults from Seniors Flourish. While working on developing fine motor skills will support the development of hygiene skills, there are also great products that can provide adaptive solutions to compensate for fine motor delays or other physical differences. Here are a few of our favorite examples: Shower Product Dispensers: A product dispenser has many benefits, including: assisting those who have difficulty using the correct amount of a particular product, or those who have difficulty opening and closing containers. It is also an easy way to organize all the products that should be used in the shower. Shampoo Brush: A Shampoo Brush can assist with more thoroughly scrubbing the scalp for washing hair and/or removing shampoo residue. Detangling Hairbrushes: An ergonomic, detangling hair brush can be helpful to manage tangled hair with more control and less hair breakage. 2. Sensory Processing Skills Self-care and grooming tasks involve many different sensory experiences, especially light touch and sound. These activities can prove challenging for different reasons if you or your learner are dealing with sensory processing challenges. Sensory Over-Responsiveness Being over-responsive to sensory input is a fancy way of saying you are more sensitive. Many people with sensory sensitivities avoid grooming tasks. They may not like the sensation of leaning their head back to wash their hair or the light touch experience of interacting with different bathing products. The sounds of water running or a toilet flushing may cause a lot of stress in the bathroom. Supporting Sensory Over-Responsiveness When working with people who have sensory sensitivities, the more control you can give them in their environment, the better. Encourage them to be the one to turn the water off and on, flush the toilet, or hold the hair dryer. Also, if you are providing physical assistance, avoid touching them without warning. For example, saying “I’m going to help wash your back now,” is a good approach and provides time for the person to prepare for the sensation of touch input. Here are some products that can also assist in making intense sensory experiences less stressful: Handheld Shower Head: A handheld shower head can provide more control of the water flow while showering. This can assist in more accurate and thorough washing and rinsing. Long-Handled Body Scrub Brush: The long handle on this scrub brush can assist in washing skin with more control and independence, and the bristles provide more intense deep pressure, which can be an easier sensation to process for those with sensory sensitivites. Waterproof Music Player: Playing preferred music, or even predictable rhythms can assist in maintaining self-regulation in the bathroom, espeically when there are many unpredictable sounds and sensations in the bathroom. Sensory Under-Responsiveness While some are sensitive to sensory experiences, others don’t notice or register sensory input. This means they may not notice the need for hygiene tasks. For example, they may not notice food on their face or in their teeth, they may not be bothered by smells, or they may do a task half-way and feel it is done. Supporting Sensory Under-Responsiveness: Providing more visual input is helpful for those who are less responsive to sensory input. Direct their attention to a mirror to better see what they have missed. Tasks involving areas that are harder to see – think the back of the head/body, inside the mouth – are going to require more prompts or support. Giving more concrete examples will also be helpful. For example, play a specific song when brushing teeth to keep track of time. Break down all the steps of a longer task so it has a defined start and end. Here are a few examples of hygiene products that can provide support for people who may be under-responsive to sensory input: 3-Sided Mirror: The angles of this 3-sided mirror provide visual feedback for the back of the head/body, which make it much easier to accurately complete tasks such as brushing or styling hair. 3-Sided Toothbrush: This 3-sided toothbrush cleans more surface area with each stroke, which can assist in thoroughness with tooth brushing. 3. Sustained Attention Hygiene tasks often require attention to detail across many different activities. For some learners, completing all of these tasks feels daunting. They may get bored, frustrated, or distracted by other things during their routine. Supporting Sustained Attention Completing tasks at the same time every day will help to create routines and habits. Once a task becomes a habit, it is much more likely to be completed! Make it clear what needs to be done.

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How to teach strong password habits

The Do’s and Don’ts of a Strong Password

Parent Education, Technology / /

Important facts to teach young adults with IDD about managing cyber security and keeping their password information safe.   A password is like a key – it allows only one specific person to access personal information. Most of us have many different passwords to remember. We have to log into our email, online shopping websites, streaming services, and even our bank accounts! Since passwords are an important part of our daily lives, in this post we’ll review some important facts to keep your information safe. What can go wrong if someone guesses your password? First, let’s review the term “strong password.” If a password is strong, it means that other people will have a harder time guessing your password and so your information will be much safer. If someone does guess your password, (commonly called “hacking”) they will have access to a your personal information. This means they could spend all of your money, log into your email and social media accounts, and pretend to be you in order to do bad things. In order to avoid getting your information hacked, review the following Do’s and Don’ts for password management: Don’t have one password for everything. Sure, it would be easy to only remember one password, but if an online thief guesses that one password, they will then have access to every single thing! Having different passwords for every website is a much safer way to protect your information. Do make your password hard to guess Can you believe one of the most common passwords is actually the word “Password?” Using simple, common phrases such as “1234”, “Password”, or even your name and date of birth are really easy for people to guess! Most websites will have passwords requirements, meaning that your password will need certain details such as: Uppercase letters ABCDEFGHIJKLMNOPQRSTUVWXYZ Lowercase letters abcdefghijklmnopqrstuvwxyz Special Symbols (!@#$%^&*) Numbers 1234567890 Make sure to pay attention to the password requirements for each different website. Most won’t let you continue until you have all of the required parts. Don’t make your password too short In addition to having certain password parts, a website might also have a “character requirement” – this means a password must be a certain length. For example:dog2 =  4 characters longCollege25! = 10 characters long The second example password is much stronger than the first, because it has more characters, an upper case letter, more numbers, and a special symbol. It is a harder password for other people to guess. Do change your password often The longer you keep a certain password, the more chances it gives someone else to guess it! Some websites will force you to change your password every few months, and they might not allow you to reuse a previous password either. While this may seem frustrating sometimes to come up with another new password all the time, it really is a good habit to keep your information safe. Don’t share your password with others Your password should belong to you, and only you. A general rule is not to share your password with anyone. Even if a trusted adult asks for your password, make sure you understand what they will have access to if they use it and make sure you are comfortable sharing that information. It is not appropriate to have someone send emails pretending to be you, or completing school assignments that are meant for you. It is an important responsibility to manage your online accounts. Do keep your information in a safe place. Most of us have trouble remembering every single password we make, especially if we make them strong passwords that have a lot of parts to remember. Some people like to keep their passwords all together on their phone, such as a locked note or a specific password tracking app. Here at Accessible Adulthood, we also created a Password Tracking Packet to assist in keeping this information in one place. If you decide to write down your password information, be sure keep this document in a safe place as well. Need a place to keep track of passwords for WiFi, Email, Websites, Streaming Services, and more? Check out our Password Tracker Packet to keep important information in one place. Having strong passwords and keeping track of them is an important responsibility. Find an organization system that works well for you so you always feel confident in logging into websites independently while keeping your information safe. Looking for more resources to teach skills realted to technology?Check out Accessible Adulthood’s resources in theTechnology target skill area.

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Table Manners and Dining Etiquette for People with IDD

Parent Education, Safety & Wellness / /

Teaching Mealtime Etiquette and Manners to People with Intellectual and Developmental Disabilities Mealtimes offer a plethora of opportunities to practice social skills, once table behaviors are mastered. Start habit training with your young adult and help them unlock opportunities to socialize around the table, be it at a family meal, a lunch with coworkers, or dinner with friends. Table Manners & Etiquette Before You Get to the Table Turn cell phone off or on silent No texting at the table Wash hands before coming to the table At the Table Napkin in lap when you sit down Good posture with elbows off the table If you need to leave the table during the meal, say “excuse me” and put your napkin on your chair until you return Eating Etiquette Wait to eat until everyone has their food If there are more than one fork, spoon, or knife – start with the utensils on the outside first and work inward Bring food up to your mouth (not your mouth down to the food) Take bites that are not too small and not too big Chew with your mouth closed Eat slowly Conversation Manners No complaining about the food Say “please pass the…” if you need/can’t reach something Use please and thank you Wait your turn to talk Talk to everyone at the table End of the Meal Manners Thank the person who made the food Put your napkin on the table when you are finished eating Take your dishes to the kitchen Offer to help clean up Getting in the habit of good table manners can help open doors for your young adult. Practice now for the payoff later.

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Top 10 Home Safety Procedures to Teach Autistic Adults and Developmentally Delayed People

Parent Education, Safety & Wellness / /

Teaching Home Safety for People with IDD during Fire Safety Month This page contains affiliate links. When you make a purchase through our links, we may earn commissions from Amazon at no additional cost to you. To kick off Fire Safety Month this October, we’ve compiled three crucial fire-related home safety procedures and 7 additional home safety procedures for you to think through and teach your young adult, so they know how to live safely on their own. Empower your child with the safety information that gives you peace of mind!  Have a Fire Escape Plan Does your child have a safe meeting place in case of a fire? Does your child know to NEVER go back into a burning building? Are you checking the smoke detector batteries twice each year? Does your child know two ways out of every room? Can they move quickly enough to get out in under 2 minutes? Have they practiced getting low and moving to the exits in case there is smoke? If not, today is a great day to make your Fire Escape Plan and most importantly PRACTICE it.  Making a fire escape plan comes down to 3 steps:  1. Know where to go 2. Check smoke alarms 3. Do the drill. Use the home fire escape plan from ready.gov and practice escaping in under 2 minutes with their free timer on the Make Safe Happen app. Use a Fire Extinguisher According to the CDC, cooking is the main cause of home fires. Keep a multipurpose fire extinguisher in an easily accessible place in your child’s kitchen. Watch videos on how to properly use one. Buy an extra extinguisher and have your child practice using it. Head outside, put up a picture of flames and have them practice aiming and depressing the valve so they get the feel of how hard they need to press and how to aim the nozzle. Don’t forget to replace the extinguishers as needed before their expiration date! Use Diffusers, Not Candles Skip the open flames and opt for a diffuser instead. Your child can choose a waterless diffuser or reed diffuser for less maintenance and still get just about any scent under the sun they’d like. Perform First Aid Kit Basic first aid is a great skill for your child to have when they’re living on their own. Accidents can happen during cooking or around the house and having the information for what to do when waiting for medical professionals to arrive could make all the difference.  Consider taking a First Aid Training Class with your child from the American Red Cross. You’ll both learn basic “hows” and “whys” behind basic first aid skills. Definitely use the first aid training class locator and attend an in-person classroom training for instruction and hands-on practice. Know Emergency Information Do they have their street address memorized? Could they recall it if they were in a state of panic or an emergency? Does your child know the number for poison control? If there’s suspicious activity by their home, can they call the non-emergency police line? Do they know their pharmacy phone number? What about their medication side effects or allergies?  Hang an Important Information Safety Sheet from Accessible Adulthood on their fridge so they know exactly where to go if they need it. Close Blinds and Curtains When the sun is starting to set, close the blinds and curtains. Take and evening walk with your child and show them how when it starts to get dark, people from outside can see in their home and that’s why it is safest to close your blinds and curtains at dusk. Lock Doors and Windows Teach your child the habit of immediately locking the front door behind them when they get into their home. If they’re not sitting by an open window enjoying the breeze, then go ahead and close it and lock it. Before bed double check that exterior doors and windows are all locked. Leave a Light on When You Leave If your child heads out for activities and could potentially get back when it’s dark, teach them to leave a light on inside and at your front door. Not only do lights make your house less susceptible to burglary, but it also makes it easier to see when you’re getting home to put your key in the door and getting into your home.  Use a Video Doorbell or Peephole If your child’s front door has a peephole, teach them to quietly look through and check any visitors knocking on their door before speaking to them or unlocking the door for them. Consider installing a video doorbell program which sends an alert straight to their phone when someone approaches the door. They can open the alert to see a live video and depending on the program, they can talk through the doorbell to the visitor without ever unlocking their door. This video doorbell from Blink integrates with Amazon Alexa and has over 47,000 five-star reviews. Install Motion Lights Depending where your child’s home is and what the surroundings look like (e.g. wooded, dark, etc.) you may want to install motion detection lights. Any movement and that bright light pops on illuminating whatever triggered the sensor. Some motion lights even have the ability to send text alerts of suspicious movement now too. Find the Emergency Information Safety Sheet and more in the Safety Resources section in our shop. 

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The Importance of Clothing Fit For Young Adults

Safety & Wellness / /

Follow these basics of clothing fit to set yourself up for fashion success! Clothing trends will come and go. The styles that were cool when your parents were young might even seem silly today. But a few things about clothes never go out of style, and that includes having them fit you correctly. Let’s review a few basics of clothing fit to keep in mind next time you go shopping. Well-fitting clothing lasts longer When clothing fits correctly, it will last longer! If pants are too long, they might drag on the ground, causing tears in the fabric. If a shirt is too small, the zipper or buttons might break. When clothing is too tight, it might actually rip when you move around. Finding the right size might take a few tries So now that you know proper fit helps your clothing last longer, how do you find the right size? Shopping Online Many of us order clothing online. While it is easy, ordering online can be tricky when it comes to sizing. Some stores have reviews that allow you to get feedback from others about how the clothing fits. They might say something like: True to size (this means order your usual size) Runs small (might need to order a size larger than your usual size) Runs large (might need to order a size smaller than your usual size) You may be tempted to keep something when it doesn’t fit, but many online stores will allow you to return items to their store, or send them back in the package they came in. That’s why it’s important to open the package carefully when you receive any clothing in the mail! Shopping at Different Stores Sizing is not always the same across brands or companies, especially when it comes to sizes such as small, medium, large, etc. If you aren’t sure, the best idea is to try on different sizes and see how they fit! Clothing might also have extra descriptions to help you decide how they will best fit. Some common examples are: Regular (their “standard” size) Tall (shirts and pant legs will be longer than standard) Petite (shirts and pant legs will be shorter than standard) Slim Fit (shirts and pants may be more narrow and tight) There are many other descriptors that might be specific to a certain store where you like to shop. Once you try on a few things, you can get an idea of which specific fit looks and feels best on you. Clothing size isn’t just about a number When you buy clothing, it is important to keep in mind that it is not about fitting into a certain size, it’s about getting what fits your body correctly. Also, it is sometimes tempting to think, “maybe I’ll fit into this in the future” – but don’t buy clothing to meet a certain goal. You want to find pieces that fit you and can be worn right away! When you buy things that aren’t the right size, they’ll often end up sitting in the back of your closet taking up space. You want to feel comfortable in your clothing. If it’s too tight you might have trouble breathing or moving around. Too loose and you’re constantly pulling and tugging on your clothing. Want to keep track of your clothing sizes? Check out our Clothing Size Quick Reference Sheet!It comes with a handy printable wallet cart to increase independence with shopping! Poor clothing fit sends a message For better or worse, people will make judgements based on your clothing. If your clothes are very baggy and dragging on the ground, you may come across as dirty or sloppy. Tight fitting clothing often looks uncomfortable or stretched out. Think about this when you are going somewhere where you want to make a good impression. That might include a job interview, or a first date, or a formal event. If you focus on what fits you best, and keep track of those sizes, shopping will become a much easier task!

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Top 5 Portion Control Strategies for People with Down Syndrome

Parent Education, Safety & Wellness / /

Nutrition Skills to Teach Young Adults with Intellectual Disabilities This page contains affiliate links. When you make a purchase through our links, we may earn commissions from Amazon at no additional cost to you. According to the National Down Syndrome Society, “adults with Down syndrome are more likely to be obese than their typically developing peers.” NDSS reports that weight management issues are generally attributed to taking in too many calories in relation to the level of physical activity, meaning people with Down syndrome typically are eating more calories than are burned through physical activity and exercise. Building balanced eating habits can be a bit nuanced and abstract. People with Down syndrome tend to learn best, not in the abstract, but with concrete examples and visuals. So how can we teach balanced and healthy eating to people with Down syndrome? One strategy the NDSS lists for treating and preventing obesity is portion control. 1. Use Their Hand as a Visual Try teaching portion sizes in the moment while you’re in the kitchen cooking or preparing meals. Here’s a portion size guide from Consortium for Health and Military Performance that visually shows the appropriate portion sizes using one’s own hand. Your handy guide to portion sizes | HPRC (hprc-online.org) 2. Portion Control Plates Another way to visually show appropriate portion sizes is by using a portion control plate. These plates have divided sections for proteins, vegetables, fruits, and grains. Have your child practice plating their dinner meal components into the correct sections to ensure they are not overeating. Here’s a portion control plate from MyPlate.gov available for purchase on Amazon. Amazon.com | MyPlate Materials Portion Plate for Adults & Teens – 100% Melamine – Dividers and non-slip feet – 1 Plate: Dinner Plates Or if you like even more visuals, here is another option that has illustrations for each category on the plate. Amazon.com | VIYNRAN Ceramic Portion Control Plates 10 Inch For Weight Loss, Microwave-Safe (2 Pack): Dinner Plates 3. Portion Control Containers Similar to portion control plates, you can teach the person with Down syndrome to use color-coded portion control containers when preparing their meals. These would be great tools for packing a lunch and the containers generally come with some information on which colors and how many of each color to use for a balanced breakfast/lunch/dinner based on weight and activity level. Amazon.com: 21 Day Meal Portion Containers and Food Plan – Portion Control Containers by GAINWELL: Home & Kitchen 4. Salad Dressing and Condiments People with Down syndrome can use small 1-1.5 oz cups to portion out their salad dressing, condiments, and dipping sauces before adding them to their food. Here’s an easy-to-clean option available on Amazon.  Amazon.com: 6×1.6 oz Salad Dressing Container To Go, Fits in Bento Box for Lunch, 18/8 Stainless Steel Condiment Containers with Lids, Easy Open, Leakproof, Rainbow Color Reusable Small Dipping Sauce Cups Set: Home & Kitchen  5. Serving Size Teach awareness of serving sizes, especially when it relates to snacks. Perhaps it may seem an impossible feat to eliminate potato chips or other snacks from someone’s preferred diet; instead focus on teaching moderation of the more unhealthy foods and food groups by drawing attention to the nutrition label. Focusing on matching the serving size and eating only 22 chips per day instead of a whole bag, is a great start to moderation. You may have to start off with one serving for lunch and one serving for dinner, then over a couple weeks decrease to one serving per day, one serving per week, to whatever the goal may be. New habits take time, mistakes, and patience. Yes, mistakes. So go easy on yourself and your child while trying to learn new, balanced eating habits. You might consider changing your eating habits to practice proper portion control alongside your child, because who likes learning and practicing a new skill on their own? Looking for more resources to teach skills realted to nutrition? Check out Accessible Adulthood’s resources in theSafety & Wellness target skill area.

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7 Steps to Divide Chores with Roommates

Friendship & Social Skills / /

How to keep things fair when it comes to cleaning Whether it’s in a college dorm room, an apartment, or community home, living with a roommate can come with unique challenges. This week we’ll focus on one of the biggest causes for roommate disagreements – keeping your home clean. Below we’ve outlined 7 recommended steps to avoid conflict, keep things fair, and enjoy a clean space. 1. Make a list of cleaning chores. Discuss the chores that need to be done around the home and make a list. This may include tasks such as: Vacuuming Doing the dishes Taking out the trash Wiping down countertops and sinks Mopping the floors Cleaining the toilet Tip: Not sure what cleaning tasks need to be done? Check out our handy At-A-Glance Cleaning Checklists with cleaning chores divided by room and grouped by how often they should be completed! 2. Define what “clean” means. People have different levels of “clean” that they expect in order to feel comfortable in their space. You’ll need to talk with your roommate about what they expect and how you might be different from each other. Maybe you don’t mind a few dishes in the sink, but your roomate can’t stand it! It’s ok to have different opinions, but it’s most important to come to an agreement, especially in shared spaces such as the kitchen, living room, and bathrooms. 3. Decide when each cleaning task needs to be done. It’s not just about what you need to do, but when it needs to be done. Maybe one person stacks their trash on top of the trash can until it’s almost falling over, while someone else thinks it’s full when it’s nearing the top. Discussing these expectations is key to avoiding frustrations. Also, remember that everyone has a different schedule, so it’s important to give people a reasonable amount of time to complete their assigned chores. Sometimes it helps to have a set “cleaning day” or even a check-in time to give everyone a chance to get things done. 4. Assign the cleaning chores. There are many different ways to split up the cleaning tasks. Some people prefer to have the same chores every week. If you feel really comfortable doing something specific like washing dishes or vacuuming, it might be best to have the same task every week. If there’s nothing you really feel confident completing, then changing the rotation each week might be the best way to go so no one feels “stuck” doing the same thing. Tip: You’ll want to split up the major cleaning tasks, but it is important to always clean up after yourself during personal activites. This means putting your own dirty clothes in the hamper, your own soiled trash in the trash can, or cleaning up your hair in the shower. 5. Divide cleaning supply costs. It’s typically best to split the cost of cleaning supplies evenly among roommates. You’ll need to discuss a budget and what you are all willing to spend to make sure everyone can contribute. If one person is a great deal-finder, they might want to do the shopping and divvy up the expenses. However, if you requre a specific product that’s more expensive, you may need to purchase this on your own. 6. Decide how to check your work. How will you deal with someone who doesn’t do their chores? What if something thinks you didn’t do a good enought job? Clear communication is important when living with others. When you don’t talk about things, they can grow into a bigger issue. Some people prefer a text reminder, while others want someone to just come talk to them if they have a problem. Discuss your preferred communication style with your roommates. Tip: If you don’t like the way something is done, remember you can do it your way next time the chore is yours! 7. Support each other! It’s always nice to be noticed when you are working hard. Saying a genuine “thank you” can go a long way with your roommate!

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New Resources in the Shop (September 2022)

Parent Education / /

Happy September!Help us welcome the latest new resources in theAccessible Adulthood shop. Interactive Cleaning Manual We are excited to offer the Interactive Cleaning Manual this month! This 30 page manual features simple step-by-step directions for 25+ common household cleaning tasks. Tasks are organized by room of the house and color-coded for easy grouping. The straight-forward directions are designed to support more independent living and cleaning with application to amenities found in most apartments, condominiums, and houses. Each cleaning task lists needed supplies, time estimate, a set of steps to follow, helpful tips, and guided questions to check your work. This resources is a great way to learn how to clean your first home! Emergency Safety Data Sheet Next up, we have the Emergency Safety Data Sheet to help track the important information your child needs to know, offering peace of mind when they are living independently. This quick downloadable resource can be used as a fillable PDF or printed to write-in information. Hang it on the fridge or somewhere easy-to-access so the information is readily available if needed. Our library of resources is constantly growing! Want to see more? Check out our shop below: Explore all of ourIndependent living resources

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Where Can People with Intellectual Disabilities work?

Jobs & Finances, Parent Education / /

Disability Workplace Settings Explained This is a topic gaining more awareness in the mainstream news, but there is still much confusion surrounding business’ use of the term “inclusive.” Companies often claim their inclusiveness, but when you analyze the workplace settings and factors against the descriptions below you may be surprised to learn a business that gets news coverage for being “inclusive” is actually far from it. There is a continuum of workplace settings where people with disabilities work so let’s get to it. Workplaces for People with Intellectual Disabilities Unemployed Before we begin, we unfortunately have to start with unemployment. According to the most comprehensive study done on U.S. adults with disabilities in the workforce, the unemployment rate for adults with intellectual and developmental disabilities (IDD) is more than double the unemployment rate of those without disabilities (21% compared to less than 8%). 1 And by unemployed we mean what the U.S. Department of Labor means; someone who is unemployed is a person who is currently jobless, looking for jobs, and available for work. Volunteering Many people with IDD resort to volunteer work when they are unable to secure paid employment. Volunteer work is a good stepping stone for building foundational job skills, but it is important to note that a person with IDD should never volunteer in a role for which those without disabilities are paid. The same, specific tasks that comprise volunteer work should indeed be volunteer work for those without and with disabilities. Paid Employment Settings Workers in the below workplace settings are compensated for their work, but how much money and who they work with vary. No matter which setting they work in, however, people with IDD are almost always underemployed (i.e. not working full-time and/or earn less than the minimum wage)2. We’ll look at the settings from the least to most amount of required support. Competitive, Integrated Employment Many typical students go on to work in competitive employment post-high school graduation. Think of Competitive, Integrated Employment as the equivalent for workers with disabilities. A person with IDD secures employment in their community by responding to job postings or proactively seeking employment (sometimes an outside agency may help prepare the person for competitive work, but it’s temporary and short-term). The person with the disability maintains employment without assistance or support. This setting could also include those who are self-employed.  Let’s look at the Workforce Innovation and Opportunity Act (WIOA) of 2014 which was designed to help job seekers access employment, training, education, and support services in the labor market. This will help us better understand competitive, integrated employment and the remaining three workplace settings below. “The Workforce Innovation and Opportunity Act (WIOA) defines competitive integrated employment as work that is performed on a full-time or part-time basis for which an individual is: (a) compensated at or above minimum wage and comparable to the customary rate paid by the employer to employees without disabilities performing similar duties and with similar training and experience; (b) receiving the same level of benefits provided to other employees without disabilities in similar positions; (c) at a location where the employee interacts with other individuals without disabilities; and (d) presented opportunities for advancement similar to other employees without disabilities in similar positions.”3 Supported Employment People with IDD work in regular jobs in the community that people without disabilities hold as well. They receive on-going or long-term assistance from a job coach. The job coach typically works with the person full-time to begin with and decreases support to periodic job site visits, for example, to assist in training for a new assignment. The person with IDD works with other individuals without disabilities and has the same opportunities for advancement as noted above. There may be other employees at the company who have disabilities, but the percentages of people with and without disabilities are representative of the percentages in the general population. Segregated Employment A person with IDD may work in a community setting and earn minimum or above minimum wage, but there are key differences that make a workplace setting shift from supported employment to segregated employment. In segregated employment, a person with IDD works with mostly others who also have disabilities and they do not have the same opportunities for advancement as an employee without a disability in a similar position. So if the majority of the employees at a particular business or company have disabilities and they are not advancing into managerial roles like their non-disabled peers, chances are it is segregated employment. These segregated settings have become popularized and highlighted in the media in recent years. You’ve probably seen them – think of the businesses like cafes and coffee shops that hire almost all people with disabilities. Sheltered Employment Sheltered employment or Work Activity Centers are the more recent way of referring to sheltered workshops. This setting provides vocational training without the integration of non-disabled workers. This setting is in a protected environment and workers are paid according to a comparative rate (related to how much a worker without a disability can accomplish in the same amount of time) set by the Department of Labor. What does the Future Hold? Right now, we can all feel the post-pandemic employment shortage. We all see it too. It seems anytime you are out in the community “now hiring” and “work here!” signs are plastered in front of nearly every business. But will these businesses expand their talent pool to interview and ultimately hire someone with an intellectual disability? Will we see a rise in the percentage of people with IDD in competitive, integrated employment? What do you think? Let us know in the comments. Looking for more resources on employment? Check out our Jobs and Finances target skill area in the Accessible Adulthood shop. Citations: 1. Siperstein, G. N., Parker, R. C., & Drascher, M. (2013). National Snapshot of adults with intellectual disabilities in the Labor Force. Journal of Vocational Rehabilitation, 39(3), 157–165. https://doi.org/10.3233/jvr-130658 2. Siperstein, Parker, & Drascher, National Snapshot of adults

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3 Essential Roommate Social Skills

Friendship & Social Skills, Parent Education / /

Important skills for young adults with intellectual and developmental disabilities as they move in with roomates Finish school, move in with a roommate, and become best friends. Sounds like the dream, doesn’t it? Though it may turn out to be the case for some, what certainly is the case for all is this: your roommate is not your family. Let me repeat that, YOUR ROOMMATE IS NOT YOUR FAMILY. And this means different unwritten rules apply in roommate relationships than what is okay and acceptable when living with siblings and parents. Especially for people with intellectual disabilities, you’ll want to start preparing them to live with a roommate well before actually moving in with a roommate – perhaps even years early. When your child is growing in responsibilities that come with being a high school student, you can start practicing for living with roommates, too. Roommate Conflict It’s almost inevitable, at some point roommates will get into conflict. Care to take a guess what’s behind a large percentage of roommate conflicts? College housing and dorm life offices across the nation tend to include a simple rule: your roommate’s stuff is your roommate’s stuff.  This is a HUGE change of expectation when leaving a family living situation where spaces and possessions are largely shared – bedrooms, food, furniture, movies, toilet paper, etc. But not so with a roommate. Your roommate’s stuff is your roommate’s stuff. As in NOT YOURS. Your roommate’s bedroom is your roommate’s. Not yours. Can you go in there when they are not home? No way. Your roommate’s DVD is your roommate’s. Not yours. Can you borrow it whenever you want? Nope. Your roommate’s leftovers are your roommate’s. Not yours. Can you eat them because you’re hungry? Definitely not. The list goes on and on. Though shared spaces like the living room typically have more relaxed unwritten rules when it comes to sharing, food and personal spaces are absolute no-gos. Use the following tips to start practicing for roommates before the time comes. Three Essential Roommate Skills to Start Practicing 1. Showing respect for personal spaces  Be sure your child is not going into siblings’ bedrooms, purses, backpacks, closets, etc. Teach: If it doesn’t belong to you, don’t touch it. 2. Sharing a refrigerator and pantry, NOT sharing food A lot of roommates decide to purchase and label their own food, often having separate shelves in the fridge or pantry for each roommate. Prepare your child by labeling different items in the fridge. Challenge: buy items you know your child loves and label it with your name. You’ll want to build and teach their self-restraint because food stealing is common among people with IDD so you need to be sure they aren’t sneaking food as that behavior may completely damage a roommate relationship. 3. Asking for permission How often should your child ask for permission to use or touch something that isn’t theirs? Every time. Work on building this skill now. It will come in handy for positive roommate relationships down the road. Looking for more resources to support social skills? Check out Accessible Adulthood’s resources in the Friends & Social Skills target skill area.

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