December 2014 (revised June 2014)

Supporting parentS and familieS of diSabled children and young people

NetworkerApril 2015

Disability ConneCt (Parent amp Family resourCe Centre inC)

3b Olive Road Penrose Auckland PO Box 13385 Onehunga Auckland 1643 09 636-0351 | 09 636-0354 | admindisabilityconnectorgnz

wwwdisAbilitycoNNectorgNz

boArd MeMbersColleen Brown ndash ChairpersonSharon King ndash SecretaryWendy Duff ndash TreasurerLaraine HandAnne MartinHeather Madill

stAff MeMbersLisa Martin ndash CEOVirginia Desai ndash Financial AdministratorNicola Irvine ndash Funding AdvisorSanny Chan ndash Community Disability Cultural Advisor Gabi Zϋndorf ndash Information Advisor

individualised Funding seminars

Central auckland ndash 19th august - 7-9pm Disability Connect premises 3b Olive Road Penrose

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 ndash 16th september - 1230-230pm Independent Living Service 14 Erson Ave Royal Oak

trust and Welfare Guardianship

Central auckland ndash 11th may ndash 1230pm ndash 230pm Independent Living Service 14 Erson Ave Royal Oak

Central auckland ndash 11th may - 7-9pm Independent Living Service 14 Erson Ave Royal Oak

south auckland ndash 3rd June - 7-9pm Rosehill Special School 48 Rosehill Drive Papakura

West auckland ndash 12th august -7-9pm Integrated Neurological Rehabilitation Foundation 2 Claude Brookes Drive (off Edmonton Road) Henderson

north auckland ndash 21st october - 7-9pm Yes Disability Resource Centre 3 William Laurie Place Albany

continued on pagehellip

UpcoMiNg eveNtsfor 2015

2

Welcome to the april 2015 networker magazine

Disability Connect has settled into our new premises ndash and our new name ndash 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 ndash 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 lsquoTransition ndash the progression from school to communityrsquo 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

Hello everyone

transition ndash the word itself implies you are venturing into no-manrsquos land you are entering the world of not being either a student or a full time member of the lsquoafter school brigadersquo 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

chAirpersoNrsquos report

ceorsquosreport

We are very pleased to bring you this april 2015 networker magazine on the topic lsquotransition from school to communityrsquo 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

education legal issues

Central auckland ndash 29th July - 7-9pm Independent Living Service 14 Erson Ave Royal Oak

Central auckland ndash 30th July ndash 1230 ndash 230pm Independent Living Service 14 Erson Ave Royal Oak

south auckland ndash 23rd september ndash 7-9pm Rosehill Special School 48 Rosehill Drive Papakura

Central auckland ndash 14th october ndash 1230-230pm Independent Living Service 14 Erson Ave Royal Oak

Central auckland ndash 14th october - 7-9pm Independent Living Service 14 Erson Ave Royal Oak

north auckland ndash 28th october - 7-9pm Yes Disability Resource Centre 3 William Laurie Place Albany

transition seminars

Central auckland ndash 23rd June - 1230-230pm Disability Connect premises 3b Olive Road Penrose

Central auckland ndash 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 ndash 4th June - 7-9pm Rosehill Special School 48 Rosehill Drive Papakura

2 wwwdisabilityconnectorgnz

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 ndash 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 itrsquos 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 canrsquot do Angela and Milesrsquo 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 ndash 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 lsquorightrsquo 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 lsquogrowing uprsquo 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 interestspastimes 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 enjoyshellipat this point in time This may change

There is a word of warning here Please read the excellent piece about Marion Galvin ndash 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 well-intentioned 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

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

cake tin and have a good read

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 ndash please email us with comments and ideas

Kind regards

Colleen

has written this publication ndash 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

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

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 ndash contact us for a copy

Keep in touch and happy reading

lisa

THE NETWORKER April 2015 3

4 wwwdisabilityconnectorgnz

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

bull increased participation in employment andor

bull increased participation in their communities

Increased PartIcIPatIon In emPloymentThe 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 self-employment

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

bull development of job search skills and work confidence

bull support to access careers information and guidance and

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

Increased PartIcIPatIon In theIr communItIesTransition Services will also be focused on enabling young people with disabilities to participate in and contribute to the wider community including activities such as

bull voluntary work

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

bull support to people to achieve valued roles in the community (eg student team mate colleague volunteer worker teacher parent)

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

What Is a transItIon PlanA Transition Plan assists the Transition Service school and student with understanding where he or she is going and allows

bull the Transition service to co-ordinate a wide range of activities that are aligned with the studentrsquos aspirations and goals

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

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

bull 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

bull referrals and linkages to other servicescommunity agencies to assist the student with achieving their Transition goals

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

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

Typically Transition Services provide information and support around

bull further adult education

bull work experiences

bull community experiences

bull movement into or towards paid employment

bull living and accommodation arrangements

bull community participation and involvement (including recreational and leisure needs)

bull acquisition of daily living skills needed for living within the community

bull and skills that will assist with achieving employment goals

4 wwwdisabilityconnectorgnz

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

bull increased participation in employment andor

bull increased participation in their communities

Increased PartIcIPatIon In emPloymentThe 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 self-employment

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

bull development of job search skills and work confidence

bull support to access careers information and guidance and

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

Increased PartIcIPatIon In theIr communItIesTransition Services will also be focused on enabling young people with disabilities to participate in and contribute to the wider community including activities such as

bull voluntary work

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

bull support to people to achieve valued roles in the community (eg student team mate colleague volunteer worker teacher parent)

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

What Is a transItIon PlanA Transition Plan assists the Transition Service school and student with understanding where he or she is going and allows

bull the Transition service to co-ordinate a wide range of activities that are aligned with the studentrsquos aspirations and goals

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

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

bull 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

bull referrals and linkages to other servicescommunity agencies to assist the student with achieving their Transition goals

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

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

Typically Transition Services provide information and support around

bull further adult education

bull work experiences

bull community experiences

bull movement into or towards paid employment

bull living and accommodation arrangements

bull community participation and involvement (including recreational and leisure needs)

bull acquisition of daily living skills needed for living within the community

bull and skills that will assist with achieving employment goals

sUpportwhatrsquoS out there

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

bull principal

bull teachers

bull careers Advisor

bull teacherrsquos aide

bull SENCO

Their Role

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

bull theyrsquore familiar with the system so can help you navigate

bull they can help put together a portfolio of your young personrsquos skills and achievements

bull they will integrate the transition plan into the last school year and work closely with the Transition Co-ordinator

communIty organIsatIonsYou 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

bull Careers New Zealand

bull CCS Disability Action

bull Citizens Advice Bureau

bull DPA New Zealand

bull Enable

bull Imagine Better

bull IHCIDEA Services

bull People First

bull Workbridge

Their Role

bull advocacy

bull advice about equipment transport and other support

bull training

bull support for parentscarers

bull budgeting advice

bull connections with other families to build networks

government agencIesYour 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

bull Work and Income

bull Ministry of Social Development

bull Ministry of Health

bull Ministry of Education

bull Housing New Zealand

bull ACC

bull Tertiary Education Commission

Their role is to advise on

bull benefits

bull allowances

bull training allowances

bull work placements

bull training

bull transition services

bull needs assessment and service co-ordination (NASC)

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

bull the student and their familywhanau drive the process

bull partnerships are developed between the school and community supports

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

bull the process identifies and overcomes barriers to the studentrsquos learning and support

bull the student and familywhanau are offered information and support that opens the door to a wide range of inclusive community-based options

bull there is a clear distinction between the needs of the familywhanau and the needs of the student during transition

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

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

bull regularly evaluate the outcomes of the transition planning process

the 10 beSt practice

principleS

THE NETWORKER April 2015 5

6 wwwdisabilityconnectorgnz

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 Dadrsquos 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

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

ldquoItrsquos 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 dordquo says Sandy

Theyrsquove ended up with a combination of daytime activities at IDEA Services and New Dawn as well as some

AriAN pAyA

school referral

the trANsitioN process

Continued support

(provision of all supports required to achieve transition goals)

Getting to know the student

transition Plan

actioning Plans

(brokerage services)

school referral

Should be completed by Term 4 prior to the start of the studentrsquos final year

Getting to know the student (information

Gathering)

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

transition Plan

A trial plan involving a wider group such as extended familysupport persons teachers and community based organisations the plan will be based on the interests and goals of the student and their familywhanau

actioning Plans

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

student meets entry Criteria for service

educational employment

Community

skill amp Curriculum Development

1 2 3 4

mSd is in the process of amending its vocational services to align with the enabling good lives model which is intended to be rolled out in 2017

6 wwwdisabilityconnectorgnz

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 Dadrsquos 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

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

ldquoItrsquos 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 dordquo says Sandy

Theyrsquove ended up with a combination of daytime activities at IDEA Services and New Dawn as well as some

AriAN pAyA

school referral

the trANsitioN process

Continued support

(provision of all supports required to achieve transition goals)

Getting to know the student

transition Plan

actioning Plans

(brokerage services)

school referral

Should be completed by Term 4 prior to the start of the studentrsquos final year

Getting to know the student (information

Gathering)

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

transition Plan

A trial plan involving a wider group such as extended familysupport persons teachers and community based organisations the plan will be based on the interests and goals of the student and their familywhanau

actioning Plans

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

student meets entry Criteria for service

educational employment

Community

skill amp Curriculum Development

1 2 3 4

mSd is in the process of amending its vocational services to align with the enabling good lives model which is intended to be rolled out in 2017

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

ldquoItrsquos complicated but wersquove worked it out And itrsquos working well for Arian at the momentrdquo says Sandy

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

For now Sandyrsquos happy that the plan is settled and working and they will look at moving at a later stage

SandyrsquoS tipS1 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 co-ordinators ndash theyrsquore a mine of information

the trANsitioN process

Continued support

(provision of all supports required to achieve transition goals)

monitoring Plans

Feedbackreviews

exiting the transition

Programme

student established

and involved in their local communities

monitoring Plans

The co-ordinators closely monitor progress

Feedbackreviews

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

exiting the transition Programme

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 ndash 6

months once they have left school

exiting the transition Programme

Student established and involved in their local communities

employment

Community

5 6 7 8

mSd is in the process of amending its vocational services to align with the enabling good lives model which is intended to be rolled out in 2017

THE NETWORKER April 2015 7

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09 4

86 4

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tion

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ain

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ha

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n amp

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th amp

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nn

is D

ale

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520

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1

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l Wo

rld L

ivin

g Tr

ust

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uth

Jan

ette

Pe

bb

les

jan

ette

re

alw

orld

livin

gc

on

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299

530

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sca

re Tr

ust

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uth

Tan

ia S

hin

eta

nia

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ine

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ara

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en

etn

z09

267

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ec

tru

m C

are

Tru

stV

HN

All

ove

rSa

rah

Ma

nse

llsa

rah

ma

nse

llsp

ec

tru

mc

are

org

nz

09 6

34 3

790

Te

Ap

iti Tr

ust

VH

NN

ort

h S

ho

rePe

ter M

ast

ers

gra

ssm

ere

1xt

rac

on

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444

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3Te

Ro

op

u Ta

urim

a O

Ma

nu

kau

Tru

stV

HN

Sou

thD

est

iny

Ne

ilso

nd

est

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te

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pu

tau

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org

nz

09 2

76 6

282

Te R

ori

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ua

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We

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ust

xn

etc

on

z09

832

498

8

THE NETWORKER April 2015 9

10 wwwdisabilityconnectorgnz 10 wwwdisabilityconnectorgnz

UsefUl liNks amp orgANisAtioNs

Planning should start when your young person turns 14 Sounds early Itrsquos not Transition is a detailed process that will flourish when therersquos time to consider the many options that are out there

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 ndash usually Term 1 of the subsequent year

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

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

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

Phone the MAXX contact centre on 09 366 6400 for more information or e-mail maxxenquirymaxxconz

This is a HUGELY important consideration as both the time and cost involved in travel will determine what options are available to you ie 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

Talk to your Transition Co-ordinator about what yoursquore able to do andor fund in this area as it will affect whatrsquos possible

naSc aSSeSSmentYour young person will have been assessed for their ORS funding throughout their schooling However

thiNgs to coNsidernow 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

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

timinG ndash itrsquos neVer too soon to start

NAme AreA of exPerTiSe coNTAcT deTAilS

Association of Supported Employment New Zealand Employment

wwwasenzorgnz04 473 4678

AttitudeLive

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

wwwattitudelivecom09 309 4015

Careers New Zealand Career information and guidance wwwcareersgovtnz

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

wwwccsdisablityactionorgnz0800227 2255

Citizens Advice BureauGeneral information assistance and advocacy advice

wwwcaborgnz0800367222

10 wwwdisabilityconnectorgnz 10 wwwdisabilityconnectorgnz

UsefUl liNks amp orgANisAtioNs

Planning should start when your young person turns 14 Sounds early Itrsquos not Transition is a detailed process that will flourish when therersquos time to consider the many options that are out there

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 ndash usually Term 1 of the subsequent year

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

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

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

Phone the MAXX contact centre on 09 366 6400 for more information or e-mail maxxenquirymaxxconz

This is a HUGELY important consideration as both the time and cost involved in travel will determine what options are available to you ie 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

Talk to your Transition Co-ordinator about what yoursquore able to do andor fund in this area as it will affect whatrsquos possible

naSc aSSeSSmentYour young person will have been assessed for their ORS funding throughout their schooling However

thiNgs to coNsidernow 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

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

timinG ndash itrsquos neVer too soon to start

NAme AreA of exPerTiSe coNTAcT deTAilS

Association of Supported Employment New Zealand Employment

wwwasenzorgnz04 473 4678

AttitudeLive

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

wwwattitudelivecom09 309 4015

Careers New Zealand Career information and guidance wwwcareersgovtnz

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

wwwccsdisablityactionorgnz0800227 2255

Citizens Advice BureauGeneral information assistance and advocacy advice

wwwcaborgnz0800367222

THE NETWORKER April 2015 11

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

wwwdpaorgnz04 8019100

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

wwwenableconz0800 362 253

Geneva Elevator(formerly Elevator)

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

wwwgenevaelevatorconz09 531 5600 enquiriesgenevaelevatorconz

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

wwwihcorgnz0800 442 442

IDEA ServicesIHC through IDEA Services and Timata Hou offers a range of services across New Zealand that support people with intellectual disabilities and their families

wwwihcorgnzour-services0800 442 442

Imagine Better

ImagineBetter provides advice and thought-leadership 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

wwimaginebetterconz0800 787 587infoimaginebetterconz

Housing New ZealandRental accommodation and may be able to provide support with buying a house

wwwhnzcgovtnz0800 801 601

Ministry of Health ndash 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

wwwhealthgovtnzour-workdisability-servicesabout-disability-support-services09 580 9000email format (if you know the name of a contact there)firstname_lastnamemohgovtnz

Ministry of Social DevelopmentMSD funds the Transition process for HN and VHN ORS funded students

wwwmsdgovtnz04 916 3300

Health and Disability CommissionerProtects and promotes the rights of persons living with disability and assists with complaint resolution

wwwhdcorgnz0800 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

wwwparent2parentorgnz0508 236 236wwwfacebookcomparent2parentnz

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

wwwpeoplefirstorgnz04 381 3242 0800 20 60 mailpeoplefirstorgnz

Poly Emp

Poly-Emp Employment amp 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

wwwpoly-emporgnzManukau 09 968 8765 ext 7144Unitec 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

wwwstudylinkgovtnz0800 88 99 00

Tertiary Education CommissionTEC is responsible for funding tertiary education in New Zealand such as STAR Gateway and Youth Guarantee Scheme

wwwtecgovtnz0800 601 301sectorhelpdesktecgovtnz

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

workandincomegovtnz

ldquothis 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 situationrdquo

Trisha Glover sees her role as Transition Co-ordinator 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 hasnrsquot 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 parentswhanau have a clear picture of whatrsquos 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 andor Physiotherapy are either very limited or not funded so parents need to find creative solutions to meet those ongoing needs

ldquoBeing 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 processrdquo says Trisha

trishA glovertranSition co-ordinatorhohepa auckland

ldquotransition is not a destination ndash itrsquos about putting things in place to help the student get to where they want to go in their next step in liferdquo

Wesley Smith loves it when a transition plan with smart goals comes together so a young person can fly

ldquoWe donrsquot want them sitting at home doing nothing We want [our young people] in

the community doing things that are interesting meaningful and contributing to societyrdquo says Wesley He describes transition as lengthy and strenuousndash but thatrsquos a good thing Allowing time to get to know his students their strengths passions and interests ensures their goals match familywhanau goals as well

ldquoIn most cases they are aligned but if theyrsquore not we also need time to work that through Two to three goals works well and keeps everyone on trackrdquo

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 ndash getting to know them and setting smart goals

3 Brokerage ndash 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

ldquoThe main thing is to realise that it will take time and there might be some trials that donrsquot work But keeping an open mind and being flexible about how things ndash like transport ndash might work goes a long way to making sure there are good outcomesrdquo says Wesley

trishArsquos Advicebull Start as early as possible and really get

involved in the process

bull Manage your expectations ndash be open and flexible

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

wesleyrsquos Advicebull Use your own contacts or networks in

the community

bull 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

bull Be realistic about how much to take on at once

wesley sMithtranSition co-ordinatorSpectrum care

12 wwwdisabilityconnectorgnz

ldquoGetting ready for a job for work experience or finding a new interest ndash the transition process will help your young person on their road to becoming an adultrdquo

Leaving the lsquosafetyrsquo of the school environment is a big leap ndash 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

ldquoThe transition period is when we prepare students for the demands of life beyond school If theyrsquore in tertiary education the bell wonrsquot 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 yearrdquo said Raewyn

Itrsquos the same for employment whether thatrsquos 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

ldquoOne 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 workrdquo 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 ldquoWork 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 thatrsquos an optionrdquo

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

rAewyN gAllowAytranSition co-ordinatorgeneva elevator

ldquosuccess is getting a letter back from a student or parent saying lsquothis person got to where they wanted to gorsquo achieving their goal is what i love and whatrsquos importantrdquo

Marian Galvin is one of Aucklandrsquos original Transition Co-ordinators Shersquos been working in this role since the Ministry of Social Development updated the Transition programme to its current form in 2008

On average Marian works with 40 ndash 60 students each year liaising with them and their family GPs schools and other support networks to figure out whatrsquos going to work best for them

ldquoNo 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 openrdquo says Marian

A major issue facing whanau is transport Therersquos no (or very limited) taxitransport funding once the student finishes school leaving many families without the means to get their young person to where they need to be

ldquoIt comes as a shock hellip that the environment outside of school doesnrsquot have the support levels theyrsquove enjoyed all those years while in school But we just have to deal with whatever is in front of us Itrsquos about taking small measured steps and working at the speed of the clientrdquo says Marian

While High Needs (HN) and Very High Needs (VHN) ORS-funded 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 familiesrsquo information and limited informal supports Marian has privately funded students but ultimately therersquos 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

rAewyNrsquos Advicebull Donrsquot panic The Transition Co-ordinator is

there to help you through the process

bull Work closely with the school and the Transition Co-ordinator and make sure yoursquove got a plan B

bull Think realistically and set achievable goals

MAriANrsquos Advicebull Ask lots of questions ndash no question is a silly

question because you canrsquot know what you donrsquot know

bull If yoursquore not happy with your co-ordinator be upfront ndash yoursquore entitled to get lsquothe right fitrsquo for this important process

bull Nothing is set in stone and things can and often will change ndash the co-ordinatorrsquos role is to make sure you get the best end result

MAriAN gAlviNtranSition co-ordinatorreal world living truSt

THE NETWORKER deceMber 2014 13

trANsitioN ndash lookiNg At the big pictUreSupporting all young people to live their potential

ldquothinking about whatrsquos 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 ndash being a familyrdquo

If your young person is leaving school but yoursquore not quite sure what is around the corner CCS Disability Actionrsquos Northern Region has a team dedicated to working with

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

bull Students who are receiving ACC funded services

bull 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 whateverrsquos 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 Lisarsquos happy to help

miles Walter always wanted to leave school at 18 His sister left school at that age and he couldnrsquot see any reason why he shouldnrsquot 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) ORS-funded student he had options and mum Angela wanted to maximise the opportunity that working with a Transition Co-ordinator offered

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

ldquoSomerville 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 ndash not just Spectrum choices which is really importantrdquo

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 ndash he didnrsquot want to do the same thing every day

ldquoWe 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 daysrdquo said Angela ldquoItrsquos really important to listen to your young person and lsquowhere theyrsquore atrsquo

Miles decided he wanted to be at the Recreate ldquoLife Skillsrdquo 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 peoplersquos company there and he is also able to attend Special Olympics in the early evening during his stayrdquo

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 shersquos thrilled that Miles is much more independent and involved in the community

Miles wAlter

ldquoWe take an holistic approach to putting supports in place Our support for each person is different because it really depends on an individualrsquos goals and interests We also look down the track when maybe itrsquos time to consider moving out of home or finding more permanent employmentrdquo said Lisa ldquoItrsquos about looking at the big picture and helping each individual work towards those longer term goalsrdquo

Lisa says the planning works best when both schools and families start the process early ldquoWe love it when families can look at different options available to them It gives us a chance to connect with families early on Itrsquos never too soon to start building those relationshipsrdquo she said

14 wwwdisabilityconnectorgnz

trANsitioN ndash lookiNg At the big pictUreSupporting all young people to live their potential

ldquothinking about whatrsquos 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 ndash being a familyrdquo

If your young person is leaving school but yoursquore not quite sure what is around the corner CCS Disability Actionrsquos Northern Region has a team dedicated to working with

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

bull Students who are receiving ACC funded services

bull 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 whateverrsquos 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 Lisarsquos happy to help

miles Walter always wanted to leave school at 18 His sister left school at that age and he couldnrsquot see any reason why he shouldnrsquot 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) ORS-funded student he had options and mum Angela wanted to maximise the opportunity that working with a Transition Co-ordinator offered

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

ldquoSomerville 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 ndash not just Spectrum choices which is really importantrdquo

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 ndash he didnrsquot want to do the same thing every day

ldquoWe 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 daysrdquo said Angela ldquoItrsquos really important to listen to your young person and lsquowhere theyrsquore atrsquo

Miles decided he wanted to be at the Recreate ldquoLife Skillsrdquo 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 peoplersquos company there and he is also able to attend Special Olympics in the early evening during his stayrdquo

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 shersquos thrilled that Miles is much more independent and involved in the community

Miles wAlter

ldquoWe take an holistic approach to putting supports in place Our support for each person is different because it really depends on an individualrsquos goals and interests We also look down the track when maybe itrsquos time to consider moving out of home or finding more permanent employmentrdquo said Lisa ldquoItrsquos about looking at the big picture and helping each individual work towards those longer term goalsrdquo

Lisa says the planning works best when both schools and families start the process early ldquoWe love it when families can look at different options available to them It gives us a chance to connect with families early on Itrsquos never too soon to start building those relationshipsrdquo she said

14 wwwdisabilityconnectorgnz

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

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 didnrsquot 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

After 12 months Stephaniersquos Father Michael suggested that we approach the cafeacute at his work place to find work for Stephanie We did this and this was the beginning of Stephaniersquos 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

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 lsquopulled her socks uprsquo

Unfortunately this job came to an end after 2 frac12 years due because her employer could no longer afford to employ Stephanie So Stephanie came back on to Poly Emprsquos 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 lsquoRookie of the Month lsquoaward 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 Stephaniersquos next big step is to move out of home and to go flatting

stephANie hilliArher SucceSSful road to employment

tuesday 4th august 2015 9am ndash 2Pm

angelarsquos tIPs1 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 eg swimming going out for coffee helping out in businesses

4 Listen to your young person a change in behaviour might mean theyrsquore unhappy or finding the travel is too much

5 Leaving school and becoming an adult is the next adventure in our family memberrsquos journey-donrsquot see it as too overwhelming- donrsquot 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

6

come along to thiS free event to viSit a raft of StallholderS including

see yoU there

trANsitioN eXpofIcklIng conventIon centre 546 mt albert road three kIngs auckland

bull Transition Coordinators

bull Vocational Programmes

bull Sport Leisure and Recreation providers

bull Free parking and coffeecake stall available

bull Transition Seminar running twice during this event in the presentation room

bull And a goodie bag on arrival

THE NETWORKER deceMber 2014 15

A big thANk yoU

wwwdisAbilitycoNNectorgNz

diAs providerDisability 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

bull Information and advice

bull Influencing national policy and decision making

bull Programmes and seminars

bull 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 wwwcharitiesgovtnz

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 9ndash430pm 3b Olive Road Penrose Auckland Post to Disability Connect PO Box 13385 Onehunga 1643 Auckland For more information on Disability Connecthellip

visit wwwdisabilityconnectorgnz

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

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

bull Anonymous Trust

bull Auckland Council

bull Te Pou

bull The Lion Foundation

bull Northern Regional Alliance

bull COGS Committees ndash Auckland Manukau PapakuraFranklin amp Waitakere

bull Counties Manukau District Health Board

bull New Zealand Post

December 2014 (revised June 2014)

Supporting parentS and familieS of diSabled children and young people

NetworkerApril 2015