Disability Connect Networker April 2015

December 2014 (revised June 2014) April 2015

Networker Supporting parents and families of disabled children and young people

Upcoming Events FOR 2015

Individualised Funding Seminars Central Auckland – 19th August - 7-9pm Disability Connect premises, 3b Olive Road, Penrose

Board Members

Staff Members

Colleen Brown – Chairperson Sharon King – Secretary Wendy Duff – Treasurer Laraine Hand Anne Martin Heather Madill

Lisa Martin – CEO Virginia Desai – Financial Administrator Nicola Irvine – Funding Advisor Sanny Chan – Community Disability Cultural Advisor Gabi Zϋndorf – Information Advisor

Welcome to the April 2015 Networker magazine!

Disability Connect has settled into our new premises – and our new name – very comfortably in the 6 months since our last Networker magazine. We have now been in our new home at Olive Road, Penrose for exactly one year and we are very happy in our bright sunny office space. Remember we have a seminar room available too for use by disability organisations, parents groups, etc.

We continue to receive positive feedback about our new trading name Disability Connect – we feel this name better describes what we do which is helping to connect parents and professionals to information, advice, and each-other. Our new pamphlets and business cards reflect our rebranding and we are gradually rebranding our other publications with our new logo and colours.

This edition of the Networker magazine will focus on ‘Transition – the progression from school to community’. This is a popular topic of discussion at Disability Connect and we are often asked about the process and options for a school-leaver with a disability. We hope you will feel better informed about transition after reading this edition, please let us know what you think! Transition can be a daunting prospect for families but access to current, accurate information is a must in order to make the best decision possible.

Remember also our annual Transition Expo is coming up 4th August at Fickling Convention Centre in Three Kings. This free event is an opportunity for families to visit the various transition coordinator and vocational programme provider stalls and gather information. Our transition seminar will also be running during this event. We look forward to seeing you there.

North Auckland - 26th August - 7-9pm Yes Disability Resource Centre, 3 William Laurie Place, Albany South Auckland - 2nd September - 7-9pm Rosehill Special School, 48 Rosehill Drive, Papakura West Auckland - 9th September - 7-9pm Integrated Neurological Rehabilitation Foundation, 2 Claude Brookes Drive (off Edmonton Road), Henderson Central Auckland – 16th September - 12.302.30pm Independent Living Service, 14 Erson Ave, Royal Oak

Trust and Welfare Guardianship Central Auckland – 11th May – 12.30pm – 2.30pm Independent Living Service, 14 Erson Ave, Royal Oak Central Auckland – 11th May - 7-9pm Independent Living Service, 14 Erson Ave, Royal Oak South Auckland – 3rd June - 7-9pm Rosehill Special School, 48 Rosehill Drive, Papakura West Auckland – 12th August -7-9pm Integrated Neurological Rehabilitation Foundation, 2 Claude Brookes Drive (off Edmonton Road), Henderson North Auckland – 21st October - 7-9pm Yes Disability Resource Centre, 3 William Laurie Place, Albany

Continued on Page…

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Disability Connect (Parent & Family Resource Centre Inc.) 3b Olive Road, Penrose, Auckland P.O. Box 13385, Onehunga, Auckland 1643 09 636-0351 | 09 636-0354 | admin@disabilityconnect.org.nz

www.facebook.com/ ParentandFamilyResourceCentre @disabilityconne

www.disabilityconnect.org.nz

Education Legal Issues Central Auckland – 29th July - 7-9pm Independent Living Service, 14 Erson Ave, Royal Oak Central Auckland – 30th July – 12.30 – 2.30pm Independent Living Service, 14 Erson Ave, Royal Oak South Auckland – 23rd September – 7-9pm Rosehill Special School, 48 Rosehill Drive, Papakura Central Auckland – 14th October – 12.302.30pm Independent Living Service, 14 Erson Ave, Royal Oak Central Auckland – 14th October - 7-9pm Independent Living Service, 14 Erson Ave, Royal Oak North Auckland – 28th October - 7-9pm Yes Disability Resource Centre, 3 William Laurie Place, Albany

chairperson’s REPORT

Hello Everyone, Transition – the word itself implies you are venturing into no-man’s land.

You are entering the world of not being either a student or a full time member of the ‘after school brigade’.

Other Networkers have explored the topic of transition before. However just like the young people in our families, things change! The transition service itself is in transition as we write. Usually policy changes due to

Transition Seminars Central Auckland – 23rd June - 12.30-2.30pm Disability Connect premises, 3b Olive Road, Penrose Central Auckland – 23rd June - 7-9pm Disability Connect premises, 3b Olive Road, Penrose South Auckland - 30th June - 7-9pm Rosehill Special School, 48 Rosehill Drive, Papakura North Auckland -28th July 7-9pm Yes Disability Resource Centre, 3 William Laurie Place, Albany West Auckland -18th August - 7-9pm Integrated Neurological Rehabilitation Foundation, 2 Claude Brookes Drive (off Edmonton Road), Henderson

Work and Income Seminars North Auckland -28th May 7-9pm Yes Disability Resource Centre, 3 William Laurie Place, Albany South Auckland – 4th June - 7-9pm Rosehill Special School, 48 Rosehill Drive, Papakura

Ceo’s REPORT

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We are very pleased to bring you this April 2015 Networker magazine on the topic ‘Transition from school to community’. Each edition of the Networker magazine focuses on a particular subject and we have enjoyed collating material on the topic of options for a young person with a disability leaving school.

Families (including my own) often feel safe and nurtured within the school environment for many years and the prospect of leaving school

feedback from its participants. This can be an opportunity to give your views about the considered policy changes as you navigate your way through the process.

There is one thing that never changes – preparation and getting sound advice. For a number of years Disability Connect has co-hosted the Transition Expo. We are pleased to see parents with their young people returning for a number of years before their student faces the reality of life after school. As we all know in this fast paced life we now enjoy, opportunities change at a rapid rate and what was on offer last year may well have attracted a number of new providers which may deliver new possibilities for you and your family to explore.

It can be hard to prepare yourself for the next steps but heaps of information and support go a long way. Perhaps it’s time to reconnect with some of your old coffee group friends to discover what their young people are up to now. Look at your options, be realistic and honest about what you and your family can and can’t do. Angela and Miles’ story is a very pragmatic, helpful account of their voyage in transition.

seems enormous. There are so many decisions to make and so many issues to be aware of. It is often said the process takes at least a year (usually longer) and I heartily agree with this statement. It is wise to begin thinking early about your young person leaving school – I suggest to families to start researching when their young person is aged about 14 or 15yrs old. In New Zealand a student can leave school from age 16 (regardless of whether they have a disability) and sometimes the ‘right’ time to leave school comes sooner than expected.

Transition from school to community is always a sought after topic by families of a young person with a disability. There are so many decisions to be made related to a variety of issues around this time of life. Often leaving school becomes mingled with other ‘growing up’ issues such as possible living options, reassessment of needs by the Needs Assessment and Service Coordination agency to ensure appropriate supports around this time of change, and the opportunities around other interests/ pastimes after school.

This edition has been extensively researched by Ann-Marie Quinn who

From our own perspective, listening to what Travers has wanted and found interests him has been enlightening.

He is well grounded in his community of choice. For him every day is different and interesting. He has tried a variety of activities in the community before settling on the ones that he is particularly good at and enjoys….at this point in time. This may change!

cake tin and have a good read

There is a word of warning here. Please read the excellent piece about Marion Galvin – a transition co-ordinator who warns us all about who is going to get the resources and who is not. In my experience we have a number of wellintentioned schools who do not pursue ORS funding for our young people saying it is easier to accommodate their needs within the school programme and funding envelope. This occurs particularly in the primary years.

However when our young people leave school they then miss out on a range of resources that can support them on their next big adventure in life.

Colleen

Please pass your copy on to others or direct them to our web page where they can download this issue of the Networker. We love your feedback – please email us with comments and ideas.

Kind regards,

We are especially pleased that the wonderful Ann-Marie Quinn had joined our team and has written this Networker for you all to enjoy. So settle down, grab a hot drink and something from the

has written this publication – we are very grateful to Ann-Marie for her tenacious pursuit of facts and info so beautifully presented in this edition. Remember also that more information and options will be showcased at our annual Transition Expo 4th August to be held at Fickling Convention Centre in Three Kings. If you do not already belong to our database we encourage you to join so you will receive information about upcoming events directly in future.

I am currently facing the exciting yet daunting prospect of my own son leaving school at the end of this year so I am especially interested in the information presented here. I am interested to hear other parents experience of transition too, so please let us know how you are getting on and if this publication has been useful to you.

Diverse Disability Information Advisory Service for migrant families and speakers of other languages.

We are gearing up for a busy 2015 delivering a wide range of interpreted seminars and publications. Feel free to contact us about this service. Our Simplified Chinese version of the Disability Support Guide is already available – contact us for a copy.

Keep in touch and happy reading!

Lisa

Hope to see you soon at the August Transition Expo or at one of our Transition seminars in the near future. There is a full list of 2015 Disability Connect seminars in this publication including some interesting new additions such as our Work and Income support seminars and Education Legal issues seminars. And remember also that Disability Connect runs a Culturally and Linguistically

THE NETWORKER April 2015

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overview of Transition Ministry of Social Development transition services for ORS funded young people living with disability.

Transition programmes are about preparing and moving the disabled student from school to work and community life.

This is a significant milestone or rite of passage for young people. It is the process of deciding where and what they want to do with their life once school finishes.

Transition Services seek to achieve one or more of the following outcomes: •

increased participation in employment; and/or

•

increased participation in their communities

Increased Participation in Employment The Transition Services will be focused on linking young people into paid employment opportunities with the same rights, conditions and obligations as other workers. Employment may include full-time or part-time work, temporary or casual work, or selfemployment.

Increased Participation in their Communities Transition Services will also be focused on enabling young people with disabilities to participate in and contribute to the wider community including activities such as: •

voluntary work;

•

activities, services and facilities that are part of the daily lives of New Zealanders;

•

support to people to achieve valued roles in the community (e.g. student, team mate, colleague, volunteer worker, teacher, parent);

•

activities that develop skills for daily living and participating in the community.

What is a Transition Plan?

A Transition Plan assists the Transition Service, school and student with understanding where he or she is going and allows: •

the Transition service to co-ordinate a wide range of activities that are aligned with the student’s aspirations and goals

•

the student to participate and take responsibility for the achievement of Transition goals

•

the school to include skills required to reach his or her goals into their educational activities

•

the Transition service to work closely with both the student and their support networks (including the school, parents and personnel from other agencies) to achieve Transition goals

•

referrals and linkages to other services/community agencies to assist the student with achieving their Transition goals

Activities that the Transition Services Provider may refer participants to may include: •

development of job search skills and work confidence;

•

support to access careers information and guidance; and

•

time-limited work experience or skills training for the purpose of gaining employment.

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The actual types of co-ordinated activities provided by a Transition Service can be complex and varied.

Typically Transition Services provide information and support around:

•

further adult education

•

work experiences

•

community experiences

•

movement into or towards paid employment

•

living and accommodation arrangements

•

community participation and involvement (including recreational and leisure needs)

•

acquisition of daily living skills needed for living within the community

•

and skills that will assist with achieving employment goals.

The 10 best practice principles

Support What’s out there?

At School

Their Role:

Your young person has established relationships with many people in the school environment. Work with them and use their knowledge to get the best results

•

advocacy

•

advice about equipment, transport and other support

•

training

•

support for parents/carers

•

budgeting advice

•

connections with other families to build networks

•

principal

•

teachers

•

careers Advisor

•

teacher’s aide

•

SENCO

Their Role:

Government Agencies Your young person will have had assessments for their ORS funding but it is important to note that their allowances and benefits once they leave school will be based on the adult NASC assessment. So make sure you explore all your options to get the best results

•

they know your young person and can help identify strengths and weaknesses

•

they’re familiar with the system so can help you navigate

•

they can help put together a portfolio of your young person’s skills and achievements

•

Work and Income

•

Ministry of Social Development

they will integrate the transition plan into the last school year and work closely with the Transition Coordinator

•

Ministry of Health

•

Ministry of Education

•

Housing New Zealand

•

ACC

•

Tertiary Education Commission

•

Community Organisations You may already have contacts in community organisations through extra curricular activities such as Special Olympics. There are a raft of others who can help with advice and planning alongside your Transition Co-ordinator.

Their role is to advise on: •

benefits

•

allowances

•

Careers New Zealand

•

training allowances

•

CCS Disability Action

•

work placements

•

Citizens Advice Bureau

•

training

•

DPA New Zealand

•

transition services

•

Enable

•

needs assessment and service co-ordination (NASC)

•

Imagine Better

•

IHC/IDEA Services

•

People First

•

Workbridge

There are 10 best practice principles that underpin successful transitions. They are supported by recent New Zealand research and international best evidence.

These are summarised below and then translated into action points for educators.

The transition from school process starts when the student turns 14 at the latest. It is part of a specific planning process that aims to maximise academic achievement as well as functional life skills •

the student and their family/ whanau drive the process

•

partnerships are developed between the school and community supports.

•

the transition plan is embedded in mainstream education and community settings.

•

the process identifies and overcomes barriers to the student’s learning and support.

•

the student and family/ whanau are offered information and support that opens the door to a wide range of inclusive community-based options.

•

there is a clear distinction between the needs of the family/whanau and the needs of the student during transition.

•

develop and practise functional life skills at home and in other natural settings.

•

from the age of 18 students with special needs should receive services in natural community settings.

•

regularly evaluate the outcomes of the transition planning process.

THE NETWORKER April 2015

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THe Transiti

MSD is in the process of amending its vocationa model which is intended

Continue

(provision of all supports requi

Student Meets Entry Criteria for service

Educational

Employment

Skill & Curriculum Development

Community

Actioning Plans (Brokerage

Getting to know the Student

Transition Plan

2

3

School referral

Getting to know the Student (Information Gathering)

Transition Plan

Actioning Plans

Should be completed

by Term 4 prior to the start of the student’s final year

The co-ordinator becomes familiar with the student and their support networks as well as understanding their communication and support needs

A trial plan involving a wider group such as extended family/ support persons, teachers and community based organisations; the plan will be based on the interests and goals of the student and their family/whanau

The co-ordinators set up a programme that enables the student to try out a number of options; this will be built into their transition year to find the best pathway for the student once they leave school

School Referral

1

Services)

4

Arian Paya When Arian Paya was approaching the end of her formal schooling, Mum Sandy looked at a raft of options to cater for the logistics of Arian spending time at home with Sandy and at her Dad’s house, as well as making sure Arian was enjoying what she was doing.

Now 23, Arian had attended Wairau Park Special School since she was eight and enjoyed the structure and stimulation that this provided. She is a social, bubbly girl, who loves sport and outdoor activities, especially when there are lots of other people 6

www.disabilityconnect.org.nz

involved. Sandy wanted Arian to build her contacts in the community and be able to do the things she loved so she opted for the Choices in the Community Living scheme.

“It’s a struggle getting the budget to stretch far enough to cover everything.

We use Renaissance as our host to help manage the financial side and we looked at lots of choices for what Arian can do,” says Sandy.

They’ve ended up with a combination of daytime activities at IDEA Services and New Dawn, as well as some

ion Process

al services to align with the Enabling Good Lives to be rolled out in 2017.

ed Support

ired to achieve Transition goals)

Monitoring Plans

5 Monitoring Plans

The co-ordinators closely monitor progress

unstructured daytime with a paid caregiver. Arian spends the bulk of her nights in the family home with either Sandy or a caregiver as her support person and visits her Dad for a weekend each month as well as a weekly overnight.

“It’s complicated but we’ve worked it out. And it’s working well for Arian at the moment,” says Sandy.

Longer term Sandy and Arian would like Arian to move into a flatting or residential environment with other young people but Arian’s epilepsy means she requires 24 hour support as most of her seizures happen at night.

For now Sandy’s happy that the plan is settled and working and they will look at moving at a later stage.

Feedback/ Reviews

Exiting the Transition Programme

Student established and involved in their local communities

6

7

8

Feedback/Reviews

Exiting the Transition Programme

Keeping communication channels going and making sure goals and outcomes are achieved

The finalised plan is in place for the student by end of their final school year. Many Transition services continue to monitor the students for 3 – 6 months once they have left school

Exiting the Transition Programme Student established and involved in their local communities

SANDY’S TIPS 1. There will be trial and error but it will work out 2. Every child is different so know their limitations 3. Use the expertise of the school and the transition coordinators – they’re a mine of information

THE NETWORKER April 2015

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www.disabilityconnect.org.nz

South North Shore West Central South Central North Shore Albany Papatoetoe All over South West West Waiheke Is West All over South East West & Nth Shore All over North Shore

CP CP CP CP CP CP CP CP

CP

CP CP CP CP CP CP CP SE SE SE SE

Mahitahi Trust New Dawn Partnership Inc Odyssey House Trust Ranfurly Care Real World Living Trust Richmond Services Limited Shore Trust Optionz Brain Rehabilitation & Recovery Trust Optionz Brain Rehabilitation & Recovery Trust Spectrum Care Trust Te Anua Nua Trust Te Kotuku Ki Te Rangi WALSH Trust Waiheke Is Supported Homes Trust Waitakere Adult Literacy * Idea Services *Blind Foundation *Blind Foundation * Deaf Aotearoa New Zealand Edge Employment

North Shore Otahuhu Dominion Road Mangere/West Albany Onehunga West Mangere Otahuhu All over East South, Central West/Central West Central

Auckland Region

justin.horan@spectrum.org.nz teanua@xtra.co.nz natalia@tekotuku.co.nz jderksen@walsh.org.nz wishmanager@pl.net adlit@xtra.co.nz mspyve@blindfoundation.org.nz mfourie@blindfoundation.org.nz Ruth.Coburn@deaf.org.nz emma.carreon@edge.org.nz

Marcia Spyve Marelise Fourie Ruth Corburn Emma Carreon

hepi.lopeti@optionz.org.nz Justin Horan Tania Teinakore Natalia Kaihau Jude Derksen David Basham Tooki Proctor

Hepi Lopeti

Traci-Mae@mahitahi.co.nz newdawninc@xtra.co.nz bevl@odyssey.org.nz rancare@xtra.co.nz janette@realworldliving.co.nz wford@richmond.org.nz info@shoretrust.org.nz wanda.malcom@optionz.org.nz

eastgatetrust@xtra.co.nz mike.bain@framework.org.nz jo@auck.hohepa.org.nz stuart@asupportedlife.co.nz myras@lft.co.nz

Graeme Burnam Mike Bain Jo Thoresen Stuart Spackman Myra Scott Traci-Mae Nathan Anna Cowie Bev Langley Linda Nelson Janette Pebbles Wendy Ford Fiona Bosworth Wanda Malcolm

peterf@abilities.co.nz enquiries@attainabletrust.org.nz corina@dcsinc.org.nz pate@elevator.org.nz matea.trust@xtra.co.nz justin.horan@spectrumcare.org.nz previll@agapecare.org.nz principal@amburyparkcentre.org.nz enquiries@attainabletrust.org.nz

E-mail

Peter Fraher Nalini Bateriwala Corina Panapa Pat Eldering Christine Berben Justin Horan Paul Revill Noel Morrison Nalini Bateriwala

Contact Person

*Managed by National Office

BE BE BE BE BE BE CP CP CP CP CP CP CP CP CP

Service Type

VHN = Very High Needs

SE = Supported Employment

Trans = Transition Service

CP = Community Participation

Abilities Incorporated APET (Attainable Trust) Disabled Citizens Society Elevator (Altus Enterprises) Matea Trust Spectrum Care Trust Agape Homes Trust Ambury Park Riding Centre APET (Community Connections) *CCS Disability Action Eastgate Community Trust Framework Hohepa (Helios) Kotuku Trust (WOW) Laura Ferguson Trust

Provider

Auckland Vocational Service Providers

BE = Business Enterprise

09 2816511 09 3556918 09 820 5036 09 141 6044

09 634 3790 09 268 1176 09 820 0045 09 837 5240 09 372 7925 09 837 1479

09 278 1759

09 262 4533 09 486 4869 09 623 1447 09 630 3010 09 299 5304 09 847 9202 09 410 3096 09 415 8090

09 577 4556 09 815 5126 09 829 2178 09 836 1740 09 522 9825

09 444 0611 09 278 1678 09 638 8153 09 275 2074 09 415 7103 09 634 3790 431 09 837 8597 09 634 0763 09 278 1678 203

Phone

THE NETWORKER April 2015

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North shore All over West Central Central Rodney East North Shore South & North South South All over North Shore South West

VHN VHN VHN VHN VHN VHN VHN VHN VHN

VHN VHN VHN VHN VHN VHN

Creative Abilities Geneva Elevator Limited Hohepa Auckland IRIS Health Limited Laura Fergusson Trust The Life Centre Trust Auckland Millienium 2001 New Dawn Partnership Inc Optionz Brain Rehabilitation & Recovery Trust Real World Living Trust Rescare Trust Spectrum Care Trust Te Apiti Trust Te Roopu Taurima O Manukau Trust Te Rori A Mua Trust

All over All over South South UNITEC MIT West All over All over All over All over All over North Shore All over All over All over Counties/South South East North Shore West All over All over Rodney All over West Mangere Bridge Otahuhu All over

SE SE

SE SE SE SE SE SE Trans Trans Trans Trans Trans Trans Trans Trans Trans Trans Trans Trans *Blind Foundation Trans *Blind Foundation Trans A.I.M. (Adults in Motion) Incorporated VHN *Idea Services VHN Agape Homes Trust VHN Ambury Park Riding Centre VHN APET (Attainable Trust) VHN CCS Disability Action Auckland VHN

Mahitahi Trust Pasifika Consulting Ltd Poly- Emp Employment Poly- Emp Employment WALSH Blind Foundation Geneva Elevator Limited Geneva Elevator Limited Hohepa Auckland Real World Living Trust New Dawn Partnership Inc Spectrum Care Trust *CCS Disability Action - Auckland *Deaf Aotearoa New Zealand * Idea Services

Geneva Elevator Limited Framework (Workfocus)

Janette Pebbles Tania Shine Sarah Mansell Peter Masters Destiny Neilson Melenaite Aroha

janette@realworldliving.co.nz tania.shine@paradise.net.nz sarah.mansell@spectrumcare.org.nz grassmere1@xtra.co.nz destinyn@terooputaurima.org.nz trust@xnet.co.nz

previll@agapecare.org.nz principal@amburyparkcentre.org.nz enquiries@attainabletrust.org.nz daniel.maseege@ccsdisabilityaction. org.nz steve@creativeabilities.co.nz scottw@genevaelevator.co.nz silke@auck.hohepa.org.nz maskew@iris-health.org.nz myras@lft.co.nz julia.withers@lifeway.ac.nz mpcentre@xtra.co.nz newdawninc@xtra.co.nz dennis.daley@optionz.org.nz

Paul Revill Noel Morrison Nalini Bateriwala Daniel Maseege Steve Drury Scott Williams Silke Carter Michelle Askew Myra Scott Julia Withers Anne Castle Anna Cowie Dennis Daley

kieranc@genevaelevator.co.nz christel.vanden.berg@framework.org. nz Traci-Mae@mahitahi.co.nz noa@pasifikaconsulting.co.nz mreilly@unitec.ac.nz cathie.klatt@manukau.ac.nz eteretai@employmentworks.org.nz MSpyve@blindfoundation.org.nz barbaram@genevaelevator.co.nz raewyng@genevaelevator.co.nz trisha@auck.Hohepa.org.nz Marian@realworldliving.co.nz newdawninc@xtra.co.nz wesley.smith@spectrumcare.org.nz lisa.vickers@ccsdisabilityaction.org.nz Bridget.Fogarty@deaf.org.nz antje.aguirre@idea.org.nz helen.childs@idea.org.nz idea.services.kingswood@gmail.com June.webby@idea.org.nz mfourie@blindfoundation.org.nz MSpyve@blindfoundation.org.nz adultsinmotion@gmail.com

Kieran Chesbrough Christel Van den Berg Traci-Mae Nathan Noa Bernard Margaret Riley Cathie Klatt Liz Tere Tai Marcia Spyve Barbara Mercer Raewyn Galloway Trisha Glover Marian Galvin Anna Cowie Wesley Smith Lisa Vickers Bridget Fogarty Antje Aguirre Helen Childs Karen Salvich June Webby Katy Webber Marcia Spyve Jane Blackbourn

09 299 5304 09 267 9808 09 634 3790 09 444 8313 09 276 6282 09 832 4988

09 444 0608 09 531 5615 09 829 2178 09 846 6295 09 524 0537 09 425 4054 09 527 3885 09 486 4869 09 520 4791

09 837 8597 09 634 0763 09 278 1678 09 625 9378

09 262 4533 09 838 5001 09 815 4321 6156 09 968 8765 7144 09 837 5240 09 28106511 09 531 5600 09 531 5600 09 817 3761 09 299 5304 09 486 4869 09 634 3790 09 625 9378 09 213 2234 09 529 8791 09 262 9770 09 529 8739 09 529 8790 09 3556918 09 3556918 09 945 0644

09 531 5600 09 523 2791

Things to Consider Planning should start when your young person turns 14. Sounds early? It’s not.

Transition is a detailed process that will flourish when there’s time to consider the many options that are out there.

was at school. You my be entitled to some transport subsidies but you will need to consider applying for transport funding assistance from either Work and Income or the Mobility Scheme.

Although ORS funded students are officially funded for one year of Transition services, the process itself, working with the Transition Co-ordinator, can take eighteen months. Theoretically, it starts in Term 4 of the penultimate year and finishes in Term 4 of their final year.

Realistically it starts a bit earlier and is only signed off once the student is established in their new life programme – usually Term 1 of the subsequent year.

The scheme is partly funded by the New Zealand Transport Agency and Regional Councils, and is available nationally throughout the country. In Auckland, this service is accessible via MAXX Auckland Regional Transport.

In that time your Transition Co-ordinator will get to know your young person, agree a trial plan, help try some things out, secure the appropriate placements and ultimately transition them into the final programme.

But starting early achieves better results.

Schools will have good information about options and programmes or you can phone a Transition Co-ordinator directly (see contact list on pages 8- 9)

Transport Transport subsidies will NOT be at the same level as when your young person

Phone the MAXX contact centre on 09 366 6400 for more information, or e-mail maxxenquiry@maxx.co.nz.

This is a HUGELY important consideration as both the time and cost involved in travel will determine what options are available to you i.e. if you live in Henderson and you like the look of a programme in Howick, the cost and logistics of travel may be too big an obstacle.

Timing – It’s never too soon to start!

now they are entering the adult world they need to be reassessed as allowances and benefits come through different streams of funding.

This assessment will be completed through your NASC and is crucial for ensuring you secure all the entitlements and benefits that are available.

Portfolio As your young person approaches their transition phase, developing a Portfolio will help define their goals, aspirations and interests. This is particularly important when you’re considering possible employment options or further study. It will also help you define options for day programmes and/or community activities.

Talk to your Transition Co-ordinator about what you’re able to do and/or fund in this area as it will affect what’s possible.

NASC Assessment Your young person will have been assessed for their ORS funding throughout their schooling. However,

Useful Links & Organisations

Name

Area of Expertise

Contact Details

Association of Supported Employment New Zealand

Employment

www.asenz.org.nz 04 473 4678

AttitudeLive

An online and television resource screening longform documentaries, live-streaming of Paralympic Sport, video and written blogs, and connecting you to all things relating to disability and chronic health.

www.attitudelive.com 09 309 4015

Careers New Zealand

Career information and guidance.

www.careers.govt.nz

CCS Disability Action

Provides support to strengthen communities so people with disabilities are included in the life of the family and in their community. Also runs the nationwide Parking Permit Scheme.

www.ccs.disablityaction.org.nz 0800227 2255

Citizens Advice Bureau

General information, assistance and advocacy advice

www.cab.org.nz 0800367222

10

www.disabilityconnect.org.nz

DPA New Zealand

An umbrella organisation that aims to ensure your voice is heard. Their core function is to help engage the New Zealand disability community to listen to the views of disabled people and articulate these as they work with decision makers

Enable New Zealand

Enable New Zealand is the largest provider of support services across the health, rehabilitation and disability sector for the provision of equipment, housing and vehicle modifications holding regional and national contracts with the Ministry of Health, ACC and District Health Boards.

www.enable.co.nz 0800 362 253

Geneva Elevator (formerly Elevator)

Geneva Elevator is a specialised recruitment consultancy, offering a wide choice of supported employment options.

www.genevaelevator.co.nz 09 531 5600 enquiries@genevaelevator.co.nz

IHC

The IHC provides services to people with intellectual disabilities and their families, advocating for the rights, inclusion and welfare of all people with intellectual disabilities and supporting them to live satisfying lives in the community.

www.ihc.org.nz 0800 442 442

IDEA Services

IHC, through IDEA Services and Timata Hou, offers a www.ihc.org.nz/our-services/ range of services across New Zealand that support 0800 442 442 people with intellectual disabilities and their families.

Imagine Better

ImagineBetter provides advice and thoughtleadership to people with disabilities and their families. ImagineBetter helps people move from accepting a dependent lifestyle within a closed world of disability, to realising a lifestyle of supported independent living

Housing New Zealand

Rental accommodation and may be able to provide support with buying a house

www.hnzc.govt.nz 0800 801 601

Ministry of Health – Disability Support Services

Disability Support Services (DSS) is responsible for the planning and funding of disability support services, and administers the Intellectual Disability (Compulsory Care and Rehabilitation) Act 2003.

www.health.govt.nz/our-work/ disability-services/about-disabilitysupport-services 09 580 9000 email format (if you know the name of a contact there) firstname_lastname@moh.govt.nz

Ministry of Social Development

MSD funds the Transition process for HN and VHN ORS funded students.

www.msd.govt.nz 04 916 3300

Health and Disability Commissioner

Protects and promotes the rights of persons living with disability and assists with complaint resolution

www.hdc.org.nz 0800 11 22 33

Parent to Parent

Empowering families and whanau of people with disabilities and health impairments through support and information. It has eleven offices nationwide and a National Office in Hamilton.

www.parent2parent.org.nz 0508 236 236 www.facebook.com/ parent2parentnz

People First

People First New Zealand is a self advocacy organisation that is led and directed by people with learning disability.

www.peoplefirst.org.nz 04 381 3242 0800 20 60 mail@peoplefirst.org.nz

Poly Emp

Poly-Emp Employment & Advisory Service is a Charitable Trust that assists people with learning disabilities to find paid employment and reach their full potential in their chosen career.

www.poly-emp.org.nz Manukau: 09 968 8765 ext 7144 Unitec: 09 815 4321 ext 8375

Study Link

StudyLink helps students make informed choices about their student finance, and to apply for it and manage it online. StudyLink is a service of the Ministry of Social Development.

www.studylink.govt.nz 0800 88 99 00

Tertiary Education Commission

TEC is responsible for funding tertiary education in New Zealand such as STAR, Gateway and Youth Guarantee Scheme

www.tec.govt.nz 0800 601 301 sectorhelpdesk@tec.govt.nz

Work and Income

Work and Income provides financial assistance and employment services throughout New Zealand.

workandincome.govt.nz

www.dpa.org.nz 04 8019100

ww.imaginebetter.co.nz 0800 787 587 info@imaginebetter.co.nz

THE NETWORKER April 2015

11

Trisha Glover

wesley Smith

Transition Co-ordinator Hohepa Auckland

Transition Co-ordinator Spectrum Care

“This can be a very challenging time for parents but Transition Co-ordinators will do this journey with you to help navigate what can sometimes seem an overwhelming situation.”

Trisha Glover sees her role as Transition Coordinator for Hohepa in Auckland as helping families navigate through the complexities of transition and wrapping the best possible package of supports around each of her students.

As well as exploring options for the ORS funded supports another crucial part of the transition process is the re-assessment from your NASC that needs to happen as students move from their school environment into the adult world. Your NASC will require an adult diagnosis, if this hasn’t already happened, as part of the assessment so that appropriate benefits and allowances can be put in place as part of the transition package.

Trisha says this is a really important step so that parents/whanau have a clear picture of what’s realistic from both a financial and practical perspective. She says life outside the school environment is leaner.

Supports available in school such as Occupational, Speech Language Therapy and/or Physiotherapy are either very limited or not funded so parents need to find creative solutions to meet those ongoing needs.

“Being proactive and starting the process as early as possible achieves better outcomes for both the families and the students and we really encourage families to engage in the whole process,” says Trisha.

“Transition is not a destination – it’s about putting things in place to help the student get to where they want to go in their next step in life” Wesley Smith loves it when a transition plan with smart goals comes together so a young person can fly.

“We don’t want them sitting at home doing nothing. We want [our young people] in the community doing things that are interesting, meaningful and contributing to society,” says Wesley. He describes transition as lengthy and strenuous– but that’s a good thing.

Allowing time to get to know his students, their strengths, passions and interests ensures their goals match family/ whanau goals as well.

“In most cases they are aligned, but if they’re not, we also need time to work that through. Two to three goals works well and keeps everyone on track.”

Transition is not a linear process however and Wesley sometimes juggles several aspects at once. On paper the process has four key stages: 1. Referrals followed by Memorandum of Understanding 2. Develop a transition plan – getting to know them and setting smart goals 3. Brokerage – finding options and trying things out 4. Student placed and settled in their programme But in reality because each situation is unique, a lot may happen at once, particularly in the first two stages involving many different parties. Keeping communication lines open ensures a smooth transition for everyone.

“The main thing is to realise that it will take time and there might be some trials that don’t work. But keeping an open mind and being flexible about how things – like transport – might work goes a long way to making sure there are good outcomes,” says Wesley

Trisha’S Advice

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Wesley’S Advice

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Start as early as possible and really get involved in the process

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Use your own contacts or networks in the community

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Manage your expectations – be open and flexible

•

•

Use your Transition Co-ordinator to get creative around the options and for their support. They are there to help you.

Use your Transition Co-ordinators expertise to get the help you need: writing a CV, work experience or becoming a volunteer, transport, exploring community programmes and further education or training.

•

Be realistic about how much to take on at once

www.disabilityconnect.org.nz

Raewyn Galloway

Marian Galvin

Transition Co-ordinator Geneva Elevator

Transition Co-ordinator Real World Living Trust

“Getting ready for a job, for work experience or finding a new interest – the transition process will help your young person on their road to becoming an adult.”

“Success is getting a letter back from a student or parent saying ‘this person got to where they wanted to go’.

Achieving their goal is what I love and what’s important”

Leaving the ‘safety’ of the school environment is a big leap – not only for the young person but for their family and whanau as well.

Raewyn Galloway from Geneva Elevator says the best thing she can do for a young person in transition is make them ready to take that next big step.

Marian Galvin is one of Auckland’s original Transition Co-ordinators. She’s been working in this role since the Ministry of Social Development updated the Transition programme to its current form in 2008.

“The transition period is when we prepare students for the demands of life beyond school. If they’re in tertiary education the bell won’t ring to tell them when to get back to class. They have to learn time management and some self-reliance. We can work on those skills throughout transition year,” said Raewyn.

It’s the same for employment, whether that’s voluntary work, supported employment or full-time work without support. Depending on the student Raewyn will focus on independence skills such as using public transport, money management and self-reliance.

“One way of doing this might be through the Foundation courses offered at MIT and Unitec. These two year courses focus on life skills and making the students more work ready. Work experience can be built in as part of their course work,” said Raewyn.

But she cautions parents about being over-optimistic.

Finding a job is tough for everyone so families should be realistic about what can be achieved. “Work experience can lead to a job which is fantastic but it might also be about becoming a regular volunteer or moving into supported employment, if that’s an option.”

Raewyn also works closely with Taikura Trust and WINZ ensuring the best possible outcomes are achieved to support the student in this next critical phase of their life.

On average Marian works with 40 – 60 students each year, liaising with them and their family, GPs, schools and other support networks to figure out what’s going to work best for them.

“No two situations are the same so there needs to be lots of communication between all parties and I see a major part of my role as keeping those lines of communication open,” says Marian.

A major issue facing whanau is transport. There’s no (or very limited) taxi/transport funding once the student finishes school, leaving many families without the means to get their young person to where they need to be.

“It comes as a shock … that the environment outside of school doesn’t have the support levels they’ve enjoyed all those years while in school. But we just have to deal with whatever is in front of us. It’s about taking small, measured steps and working at the speed of the client,” says Marian.

While High Needs (HN) and Very High Needs (VHN) ORSfunded students are entitled to the MSD transition service, there are a lot of youngsters who fall just outside that group but still require some sort of help to take them through to the next stage of their lives. Marian and other transition co-ordinators offer non- funded students and families’ information and limited informal supports. Marian has privately funded students but ultimately there’s a limit to how many can be managed at one time and places in day programmes and employment opportunities are already stretched for our young people living with disabilities.

MARIAN’S Advice

Raewyn’S ADVICE •

Don’t panic! The Transition Co-ordinator is there to help you through the process

•

Work closely with the school and the Transition Co-ordinator and make sure you’ve got a plan B

•

Think realistically and set achievable goals

•

Ask lots of questions – no question is a silly question because you can’t know what you don’t know

•

If you’re not happy with your co-ordinator, be upfront – you’re entitled to get ‘the right fit’ for this important process

•

Nothing is set in stone and things can and often will change – the co-ordinator’s role is to make sure you get the best end result

THE NETWORKER DECEMBER 2014

13

Transition – Looking at the Big Picture Supporting All Young People to Live Their Potential “Thinking about what’s next after high school can be an exciting, but daunting time for many families. Support from an external agency can make this milestone feel more manageable for everyone and free up caregivers to concentrate on the really important stuff – being a family.”

If your young person is leaving school but you’re not quite sure what is around the corner, CCS Disability Action’s Northern Region has a team dedicated to working with: •

ORS funded students that are aged 16-21 and in their last year of school.

•

Students who are receiving ACC funded services.

•

Students who are not currently funded by ORS or by ACC but may still face barriers when transitioning into study, employment or community life.

Lisa Vickers is one of three Transition Co-ordinators at CCS Disability Action working with young people transitioning from school and onto whatever’s next for them. Lisa and her colleagues can also work on a less intensive basis with families who may have queries about how to build their own pathway beyond school. Either way, Lisa’s happy to help.

“We take an holistic approach to putting supports in place.

Our support for each person is different, because it really depends on an individual’s goals and interests. We also look down the track when maybe it’s time to consider moving out of home or finding more permanent employment,” said Lisa. “It’s about looking at the big picture and helping each individual work towards those longer term goals.”

Lisa says the planning works best when both schools and families start the process early. “We love it when families can look at different options available to them. It gives us a chance to connect with families early on. It’s never too soon to start building those relationships!” she said.

So, about a year before he turned 18, Angela met with the Deputy Principal to find out how the transition process worked and what would work for them.

“Somerville works closely with Spectrum and although we were allowed to choose any Transition Co-ordinator, we ended up working with them. They were really great and offered a range of options – not just Spectrum choices, which is really important.”

Miles Walter Miles Walter always wanted to leave school at 18. His sister left school at that age and he couldn’t see any reason why he shouldn’t do the same.

Miles lives with autism and spent his secondary school years at Somerville Special School with his final two years being in the unit known as The House. As a High Needs (HN) ORSfunded student he had options and mum Angela wanted to maximise the opportunity that working with a Transition Co-ordinator offered.

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www.disabilityconnect.org.nz

Angela was adamant that Miles should be in the driving seat as they worked out a transition plan and what they discovered was that he wanted life after school to be different – he didn’t want to do the same thing every day!

“We did some research of our own and we also made sure that the Transition Co-ordinator explored other options. He started at Ambury Park but a year later changed his mind. At the moment, Miles goes to the gym twice a week and is at the Attainable day programme two days,” said Angela. “It’s really important to listen to your young person and ‘where they’re at’.

Miles decided he wanted to be at the Recreate “Life Skills” programme just

for this term so we have swapped this with one of his Attainable days. He also attends Respite two days each week and really enjoys the other young people’s company there and he is also able to attend Special Olympics in the early evening during his stay.”

Many of the programmes around the Auckland region are under pressure so even if you like the look of one, there may not be a place available. Another consideration is cost. While Government funding will cover most of the cost of a day programme, there is usually a surcharge which can be as high as around $50 per day. This, coupled with transport charges, can be out of reach financially for many families.

Angela says working through the transition process can be overwhelming at times but she says the Co-ordinators offer fantastic support and three years on, she’s thrilled that Miles is much more independent and involved in the community.

Stephanie Hilliar Her Successful Road to Employment course and came to Poly Emp to find paid employment. At the career plan meeting I noticed that Stephanie was quite stubborn and was very forthright with her parents. At Job Clubs I noticed Stephanie had a tendency to be quite sulky and could almost be on the verge of throwing a childlike tantrum if things didn’t go her way during class and she cried easily. I was worried that because of her immaturity it would be difficult to place her in paid employment.

My name is Anita Walker and I work for Poly Emp Employment and Advisory Service. We are based at Manukau Institute of Technology and UNITEC. We help the students that have completed the 2 year Work and Community Skills courses at the above tertiary institutes find paid employment.

I had the pleasure of first meeting Stephanie Hilliar in 2010. Stephanie had just completed the above 2 year

After 12 months, Stephanie’s Father Michael suggested that we approach the café at his work place to find work for Stephanie. We did this and this was the beginning of Stephanie’s work place career. I remember the first day of job training Stephanie excelled within the work place taking instruction well and working to a high standard.

Stephanie started to mature when she started work and all of her work place supervisors while she was at this job (and there were numerous ones) enjoyed working with her and always praised her work place ethic. Of

ANGELA’S TIPS 1. Look at a lots of options, try them out and factor in travel cost and time 2. Be aware that nothing is set in concrete; interests may change so you may want to look at new opportunities 3. Look at programmes that has your young person in the community e.g. swimming, going out for coffee, helping out in businesses 4. Listen to your young person; a change in behaviour might mean they’re unhappy or finding the travel is too much 5. Leaving school and becoming an adult is the next adventure in our family member’s journey-don’t see it as too overwhelming- don’t be afraid to ask for extra support to make things happen if you need to. Just sitting at home is not ideal and our family members deserve the best we can possibly provide for them.

course like all of us Stephanie did have some off days but these issues were dealt with on the spot and Stephanie took the constructive feedback on board and ‘pulled her socks up’.

Unfortunately this job came to an end after 2 ½ years due because her employer could no longer afford to employ Stephanie. So Stephanie came back on to Poly Emp’s job seeker list. I found her another job at McDonalds in Clendon in October 2014. Stephanie loves her job and has just been awarded the ‘Rookie of the Month ‘award for February 2015. Her supervisor has nothing but praise for her work and she gets on well with all the staff at the store. Stephanie is in charge of keeping the lobby clean and tidy and he takes her job very seriously. It is a pleasure to have Stephanie as one of my clients as she is such a hardworking, humorous and caring young lady. It has been awesome to see Stephanie grow in her professional life as well as her personal life. Stephanie’s next big step is to move out of home and to go flatting.

Tuesday 4th August 2015, 9am – 2pm

TRANSITION EXPO Fickling Convention Centre, 546 Mt. Albert Road, Three Kings, Auckland

Come along to this free event to visit a raft of stallholders including: •

Transition Coordinators

•

Vocational Programmes

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Sport, Leisure and Recreation providers

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Free parking and coffee/ cake stall available

•

Transition Seminar running twice during this event in the presentation room

•

And a goodie bag on arrival!!

See you there!

6.

THE NETWORKER DECEMBER 2014

15

December 2014 (revised June 2014) April 2015

Networker Supporting parents and families of disabled children and young people

DIAS Provider Disability Connect is a Disability Information and Advisory Service, otherwise known as a DIAS Provider. We are contracted by the Ministry of Health to provide a service to families and whanau of disabled children and young people in the Auckland Region.

We do this through: •

Information and advice

•

Influencing national policy and decision making

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Programmes and seminars

•

Networking

Parent and Family Rescource Centre Inc trading as Disability Connect - CC21603 - is a registered charitable entity in terms of the Charities Act 2005. For more information about Disability Connect, visit the Charities Register at www. charities.govt.nz Our address is 3b Olive Road, Penrose.

We have visitor car-parks at our front door and we are fully accessible at our premises.

Disability connect is a Disability Information and Advisory Service (DIAS) and is open weekdays 9–4.30pm.

3b Olive Road, Penrose, Auckland Post to Disability Connect, PO Box 13385, Onehunga 1643, Auckland. For more information on Disability Connect…

A big thank you...

We would like to take this opportunity to thank our Funders including:

•

Anonymous Trust

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Auckland Council

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Te Pou

•

The Lion Foundation

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Northern Regional Alliance

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COGS Committees – Auckland, Manukau, Papakura/Franklin & Waitakere

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Counties Manukau District Health Board

•

New Zealand Post

visit: www.disabilityconnect.org.nz phone: 09 636 0351.

*Disclaimer: The views and suggestions in this newsletter are those of individual contributors and are not necessarily supported by Disability Connect.

www.disabilityconnect.org.nz