Transition/Person Centered Planning:
We use person centered planning to assist persons to transition from an educational or living setting to another setting. Person-centered planning is a process-oriented approach to empower people who have a disability. It focuses on the individual and his/her needs. This leads to greater success because it places the individual in charge of defining which path he will take in his live instead on the systems that may or may not be available to serve him. The person will have power to use methods and resources to help them to choose their own pathways to success. The planner simply assists the person to work out details about where he wants to go and how to do it.
We inform persons of all aspects of his life he needs to consider when transiting. We consider the following:
Independent Living - Where will the person live and with whom? What type of
housing will he have? Can he live on his own and cook, shop, clean, pay bills,
manage time, and take care of him? Does he need an attendant? Does he need
training in independent living skills? Does he need therapy, supportive counseling
or case coordination? What other supports does he need? What can of support can
he receive from his parents?
Community Participation - Can he shop, vote, use the library, make health
appointments and use local community resources to be self-sufficient? How will
he get around in the community? Will he need transportation services? Does he
know how to access volunteer, community and church organizations?
Jobs and Job Training - Does he have the skills to apply for a job and to
work with others? If not, what else does he need to learn and what types of
supports are available to provide this help?
Recreation and Leisure - How does he spend time alone and in groups? What
does he do for physical fitness and individual relaxation? Does he have friends or
know how to make friends?
Post Secondary and Lifelong Learning - Does he want to attend a four-year
college or a community college? Does he need help in identifying which college
programs can provide the modifications and supports he needs? If he is not going
to college, how will he continue to learn job skills to obtain employment? What
supports will he need?
Information and referral services:
We have developed a community resource manual that lists services available to persons
with disabilities. These services include areas in assistive technology, attendant services,
respite care, day care, finance, health, housing, transportation, employment, education, and
youth development. We also have access to a comprehensive listing of all services available
in the Austin and Central Texas area. We assist persons with disabilities to access community
resources. This help includes interpreting for persons who have limited English proficiency,
helping them understand eligibility criteria, helping them complete required forms, and
helping them obtain verifications required to complete the eligibility process.
We provide monthly support meetings that include dinner, a fun activity and group
discussions in various areas. Past areas of discussion have included special education,
caregiver stress, disability culture, grief of having a family member with a disability,
role of father in raising a child with a disability, and financial problems. Fun
activities have included a trip to Fiesta Texas and a pizza party at Gatti Town. Other
fun activities will include a Thanksgiving and Christmas dinners, arts and crafts, and
We advocate for persons with disabilities to help them receive services they are entitled
to. For example, we attend Admission, Review and Dismissal (ARD) meetings with parents to
advocate for an appropriate, individualized educational plan for their youth. We also
inform persons with disabilities and their family members of their legal rights and
responsibilities as consumers.
We support our clients through case management services. We conduct face-to-face family
interviews in the office and the home to assess the needs of each family to develop,
identify family strengths and develop a individualized service plan with attainable goals
and objectives to guide the family. We monitor the progress of the family and support
them in implementing the treatment plan. We provide culturally-competent services that
acknowledge the cultural and ethnic backgrounds of the families that we support.
Education in special education and different disabilities:
We inform parents of youth with disabilities of the ten categories the school
districts recognize for eligibility for special education. We also inform parents
of the different federal laws that protect the rights of students in special
education or who are disabled.
Cultural Competent Services:
We provide cultural competent services. We value the importance of culture in the
delivery of services. We values differences and are responsive to diversity at all
levels of our organization, i.e., policy, governance, administrative, workforce,
provider, and consumer/client. We develop community focused and family oriented
activities. We promote quality services to underserved, racial/ethnic groups through
the valuing of differences and integration of cultural attitudes, beliefs, and practices
into service delivery. We develop and continue to promote skills and practices important
in cross-cultural interactions and systems practices among providers and staff to ensure
that services are delivered in a culturally competent manner. Information and referral
Life skills training:
We provide training on life skills to improve a person's functioning in his home and
community. These life skills topics include: increasing self esteem, improving
communication, increasing assertiveness, managing anger, problem solving, resolving
co-dependency and improving social skills.
Weekly youth support meetings every Friday from 6:30 p.m. to 10:00 p.m.