Disability advocates protest new rules for the Developmental Disability Administration outside the State House in November. (Photo by Danielle J. Brown/Maryland Matters)
The transition to adulthood for people with intellectual and developmental disabilities is a pivotal and often challenging time, due to the abrupt change in services and benefits that come with turning 21. Waiting until the last year of high school to begin looking into adult services makes an already overwhelming process that much more daunting. Early intervention and support for families are key to ensuring a smooth transition.
In Maryland, people under 21 are entitled to services under the Individuals with Disabilities Education Act (IDEA), which ensures children with disabilities have a free, appropriate public education. At age 21, they shift from school-based services to adult services, which involves a mindset shift as they move from goals surrounding education to a broader perspective centered on fostering independence.
Adult services, funded by the Maryland Developmental Disabilities Administration (DDA), differ greatly from those provided to people under age 21. The terminology in and of itself is completely new, leaving families confused by the names and kinds of waivers, as well as the services offered. Families must also sort through scores of providers to find the best match for their loved ones.
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Families can take steps to ease the transition.
Start with the Maryland DDA
Start by completing the Maryland DDA eligibility application. If approved, a coordinator of community services (CCS) will be assigned to serve as an advocate, researching available providers and programs, and accessing disability services.
The CCS assists in applying for community-based services and supports through Medicaid waivers. For example, people between ages 3 and 21 are eligible for the Family Supports Waiver, which unlocks services such as personal supports, behavioral support, assistive technology, housing support and caregiver training. Those over 21 who have graduated from school are eligible for the Community Supports and Community Pathways waivers for adult services. The DDA recommends families apply for these waivers the spring before their loved one graduates to ensure they have no gap in services.
Once a service provider has accepted an individual into their program, the CCS partners with the provider to create a comprehensive plan, centered on the person with a disability, to help them achieve their goals. Programs might include personal support services for people of all ages and day and residential services for those 21 and older.
Begin talking with schools as soon as possible
Schools are key in guiding families through the transition process. IDEA requires that schools begin transition planning for students with disabilities by age 16, but it’s never too early to start the discussion. Schools can provide insights into considerations beyond high school, including independent living skills, post-secondary educational options and employment.
Transition fairs hosted by school districts across the state, typically in the fall, are an excellent way to see what service providers and options are available. Unfortunately, the fairs normally are marketed more directly to individuals who will be graduating in the spring. Schools, families, and service providers can work together to start those discussions well before 21.
Consider paid employment and internships
The Maryland Division of Rehabilitation Services works with service providers to support transitioning youth in preparing for, finding and keeping a job. Starting at age 14, teens with developmental and intellectual disabilities are eligible for:
- Job exploration counseling
- Instruction in self-advocacy
- Counseling on post-secondary education opportunities
- Workplace readiness training
- Work-based learning experiences
- Disability-related skills training
- Job search and job placement services
- Job coaching and supported employment services
- Assistive technology solutions for disability-related needs
Career counseling, support with resume development and interviewing, and on-the-job coaching give teens and young adults a great foundation for joining the workforce.
Schools and service providers are critical partners
Transitioning from a structured, education-based classroom setting to community-based, person-centered adult services is a major change. This is made harder if the individual’s routine has been disrupted and they are in a new environment, with new people, and being asked how they want their day structured. Schools and service providers are instrumental in helping families and individuals navigate this time by teaching self-advocacy and empowering them to voice their wants and needs.
Providers also can work with schools to educate families about the benefits of starting services well before 21. In addition to transition fairs, providers also can offer informational sessions where families can ask questions and learn from adults already receiving services.
Early intervention and family support are essential for ensuring a positive transition to adulthood for adult disability services. Families can lean on schools and service providers to help. With the right information, preparation, and support, the transition can position people with intellectual and developmental disabilities to thrive.