NOW YOU ARE READY TO START

This section provides you with some practical tips on getting started
now. Some of the suggestions include:

• Create your family vision – turn to Table 8 in the Tools & Resources
  section for further information;
• Create your vision for your child – a completed sample vision is
  highlighted in this section. You can also turn to Table 5 and Table
  7a and 7b;
• Develop your plan – turn to Table 12; and
• Timeline of important activities – a list of suggested activities is
  outlined for you as your child progresses to adult life.

There is a lot of information in this guide. This section provides you
with a short summary of the activities to consider now that you are ready
to get started with your planning.

Create Your Family Vision

Knowing where you and other members of your family want to be in the
next five years or ten years is an important part of developing a vision
and plan for your child. For most parents, the responsibilities of raising a
child are close to being complete once their child reaches adulthood.
Children take on more and more responsibilities for themselves. When
raising a child with a developmental disability, parental responsibilities
often continue on much longer, if not for life. You will need to consider
how to manage these responsibilities within the context of how you see
your life changing as you enter your retirement years.
For example, do you see your child continuing to live at home and for how
long? At some point you will likely need to consider alternate living
arrangements. It may not be right away but it is something that you
need to consider as part of your plan.

Tip #21

Tool 8 in Part 2: Tools and Resources sets out a family profile that can be useful
in creating your family vision.

You will need to ensure that your financial situation can manage the
demands of supporting yourselves in retirement as well as any additional
demands needed to support your child in the future. You may want to
consider contacting a financial advisor to determine if you are receiving all
the tax benefits you are entitled to as a parent of a child with a developmental
disability and to ensure you are taking advantage of the appropriate
investment tools that can help you meet your financial goals (e.g.
Registered Education Savings Plans, Registered Retirement Savings Plans etc.)

Tip #22

In Part 2: Tools & Resources under Financial Resources there is a list of tax
benefits, credits and rebates as well as investment vehicles that may help you
in making some financial decisions about the future.

Create Your Vision for Your Child

As discussed in an earlier section, the vision for your child is an opportunity
to highlight all of the gifts, strengths and abilities they have to offer.
Being positive in establishing a vision can make a difference in how the
planning for your child is approached and the way in which your child is
perceived by others – define them by their abilities not their limitations.

Tip #23

Below is a brief version of the tool you will find in Tool 5 in Part 2: Tools &
Resources which will help develop your child’s vision. Use this along with Tool 7
to help complete your child’s profile.

It is important to remember that all individuals have unique abilities that
make them the person they are. Keep these in mind as you go through
the steps of transition planning. The following example shows how you
can create a vision for your child based on the positive attributes and
unique abilities your child has to offer.

ONE PERSON’S VISION…

The following is an excerpt from one parent’s description of their daughter’s adult life
reflecting the vision of inclusion they held for their daughter.
“She has an extremely vigorous calendar of commitments. On Mondays
she listens to Grade 1 students read at her old elementary school. This
exercise helps the little ones gain confidence in their reading ability.
Sue cannot speak and for the children this means they are able to read
freely with no expectation of criticism, simply the reassurance of a smiling
face. Sue is also a facilitator at the Royal Ontario Museum in the
Bio-Diversity Hands-On exhibit, helping people discover things that they
might otherwise not notice. My daughter also brings hope and inspires the
vulnerable and dispossessed through her own vulnerability, when she
volunteers at the Mustard Seed drop-in center with its community kitchen,
library, sewing room, etc. Salt and Light TV is another place that Sue
contributes her gifts. As well as helping with editing, her presence reminds
this Catholic community who can sometimes get wrapped up in the hustle
and bustle of film making, of the values that form the foundation of their
faith. Most inspiring to many, is the fact that Sue is a dancer. She dances
with the Spirit Movers liturgical dance group and testifies to her strong
faith using this medium. How does a person who is non-verbal and
wheelchair bound living within the constraints of others ideas and
expectations of people with disabilities do all these things? Her success
in overcoming obstacles is mainly due to the deep and committed
relationships she has developed with family, friends, her support circle
as well as collaboration with community groups that she comes in contact
with regularly such as church, schools and other venues. Her support
circle, who have been meeting regularly for the past 13 years, help interpret
her goals and dreams. Sue does not speak, so those around her ensure
that she has many other ways to express her feelings and desires. It is
imperative that she have long-term relationships both paid and unpaid
who can help build the capacity of the community to welcome her gifts.
In return, Sue helps them create a better world for all. This is citizenship,
and Sue is an esteemed educator in this regard.”

Get Your Plan Going

These next steps in the process will involve a lot of work on your part.
Identify your transition team and select someone to be the coordinator.
This is likely going to be an unpaid position, so if no one will take on this
responsibility, it will be up to you to take it on yourself. Hold meetings,
network, fill in the worksheets, network, update and monitor progress
and network some more. The more connected and supported by creative
people you are the better. Keep track of everyone you come in contact
with over the years – networking is very important to developing your
plan for the future.

Tip #24

Tool 12 in Part 2: Tools & Resources provides sample transition plans for you to
review as you develop your own. One shows an example of a plan for a youth
with high needs and the other is for a youth with moderate needs.

Timeline of Important Activities

As you make your way through the transition planning process, there are
many things to remember and some important timelines to keep in
mind. As your child moves through their teenage years, you will need to
clearly understand which services will change and which will remain the
same and at what age these changes will take effect. You will also need to
understand what you need to apply for and what is required for each
application. For example, you will need to obtain a diagnosis of your
child’s disability for the Ontario Disability Support Program. You should
apply for this benefit prior to your child’s 18th birthday (at least six
months prior) which means the formal diagnosis documentation is
needed by the time they are 17.

The following is a list of activities and events that you should take note
of as your child progresses towards adulthood. Again, activities should be
undertaken that are consistent with your child’s abilities and where such
activities make sense for you as a family.


ACTIVITIES FOR PARENTS TO CONSIDER TO PLAN
FOR TRANSITION

Age 0-2

• Obtain a birth certificate and/or proof of citizenship.
• Begin financial planning. Set aside money to assist your child in
  the future.
• Apply for the Canada Child Tax Benefit and the Universal Child
  Care Benefit.
• Apply for other federal benefits for children with disabilities, as
  appropriate based on eligibility requirements.
• Start a file for records like medical records, assessments, report cards,
  community certificates, records of completion.

Age 3-6

• Talk with parents of children with and without disabilities. Begin
  developing a network of friends and supports early.
• Apply for Special Services at Home through the Ministry of
  Community and Social Services.

Age 7-11

• Begin asking your child what they want to be when they grow up.
• Begin developing a vision for your child for life after high school.
• Begin developing a vision for your family for the future.
• Network with others who have recently experienced transition planning.

Age 12-16

• Open a bank account for your child, if you haven’t already done so.
• Include your child in meetings about their education through the
  IEP process and transition planning.
• Find a parent’s group or transition planning group to join. If none
  are available, consider starting one.
• Consider carefully your child’s options for high school education.
  Encourage community-based job training (co-op programs) and life
  skills if these are appropriate activities for your child. Involve your
  child in all decision-making.
• Continue to talk about career interests that are consistent with
  your child’s interests and strengths.
• Look at the Ontario Skills Passport website for helpful information
  on developing employment skills at:
  http://skills.edu.gov.on.ca/OSPWeb/jsp/en/login.jsp
• Have your child do volunteer or paid work in the home, neighbourhood
  or community. Assist your child in developing good work habits.

Age 17-21

• By age 17, obtain a diagnosis of disability in preparing for the Ontario
  Disability Support Program (ODSP) application. Your child’s
  pediatrician can be helpful.
• Begin thinking about health care services that need to change as your
  child reaches adulthood, i.e., changing from pediatrician to family
  doctor.
• Contact the Office for Students with Disabilities on campus of a
  college or university your child is interested in attending.
• Contact ODSP for Income Support before age 18 (six months before
  turning 18).
• Contact ODSP Employment Supports for help with job search and
  training in their last term of school.
• Contact your local developmental services agency or Community
  Living Association for resources and training opportunities.
• Take on the role of coach on the sidelines and let your child
  become the decision maker
• Apply for the Passport Initiative

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