Each year, the TASH Conference brings together our constituents to share resources and success stories, learn about field-driven best practices, and network within a community engaged in shared values. The Conference is attended by passionate leaders, experts, and advocates from every corner of the disability community. Conference attendees are influential in their fields and communities, and play an important role in the provision of services and supports for the millions of individuals and organizations around the world; and include professors and researchers from leading institutions; those involved in local, state, and federal governments and public policy; special and general educators, and school administrators; self-advocates, adult service providers; students, family members, and many others. This year’s conference theme, Building Diverse and Inclusive Communities, reminds us that equity, opportunity, and inclusion relies on the input of broad perspectives and experiences.
Many families of youth with significant disabilities struggle with envisioning their young person working in competitive employment in a community setting. Educators and other professionals have an important role to play in proactively supporting the family's ability to be meaningfully engaged and effectively advocating for their young person to reach their potential as self-determined adults who work and live full and inclusive lives in the community. This session, presented from the parent point of view, will increase both parents' and professionals' understanding of the factors influencing a family's willingness and ability to actively participate in inclusive career development activities. It will provide examples of tested strategies for inviting and engaging families of teens and young adults with significant disabilities, including those from diverse cultures. Participants will discuss ways to effectively implement strategies in light of family concerns as well as current realities and resources.
Although there are vast benefits of experiencing healthy intimate relationships in adulthood (Beckes & Coan, 2011; Cacioppo & Patrick, 2008; Moos, 2003; Robles, 2014), adults with intellectual and developmental disabilities (IDD) are often denied these experiences (English et al., 2018; Fulford & Cobigo, 2018). This can often be due to restrictions placed on them from parents and other caregivers (Black & Kammes, 2019). However, these restrictions do not deter adults with ID from desiring intimate relationship experiences, leading to many of them engaging in secretive and often exploitative relationships (Black & Kammes, 2019; English et al., 2018). Despite this known pattern, there is still a gap in our understanding of the role parents/caregivers specifically play in their adult child's experiences of intimate relationships. This study used a systems theory and social model of disability approach to examine the role that parents/caregivers play in the creation and maintenance of intimate relationships for adults with IDD. This was done by asking parents who have an adult child with IDD, as well as a typically developing (TD) adult child, to compare their experiences between these two adult children. A mixed methods design including an online survey with 50 parents nationwide, as well as follow-up phone/video conferencing interviews with a subset of 20 parents was used. The findings of this study exhibit 5 main themes: 1) differing levels of parental involvement; 2) differing parental expectations; 3) differing parental roles; 4) parents as "gatekeepers"Âť for intimate experiences of individuals with ID; and 5) barriers to romantic relationships for individuals with ID. This presentation will discuss the key findings of the current study and provide important implications of the study for adults with IDD, their parents/caregivers, and others who work with them. Further information on defining and working with couples with IDD will also be presented.
Self-determination means finding and using your voice to lead your own life, no matter how you communicate. Becoming self-determined is essential for all transitioning youth, however it can be difficult to achieve if the adults involved remain in the same caretaker and decision-maker roles they've played since the children were younger. It's important that parents learn to adapt their roles and shift to being supporters of autonomy, empowerment and inclusion. Come to this session to hear a self-advocate's and two parents' personal stories and lessons learned on their transition journeys. Presenters will also share innovative ideas and strategies from their transition work with families and youth with disabilities at the parent training and information centers (PTIs) in Colorado and Arizona.
Rob Schaffner is a self-advocate who lives in Colorado Springs, Colorado. He graduated from Rampart High School in 1992 with honors, excelled in his Marketing Class, and was a member of the Rampart marching band, percussion section. He enjoys playing basketball and softball and is... Read More →
Director of RSA Shift Transition Project, PEAK Parent Center
I have worked for PEAK Parent Center, Colorado's federally designated parent training and information center for over 30 years and before then served as a special education teacher in a Colorado Springs school district. I am the proud parent of an amazing gentleman, Rob Schaffner... Read More →
I am a wife, a mother of three beautiful children, and I am the Director of Programs for Raising Special Kids, the Parent Training and Information Center for the state of Arizona. I have a 15 year old daughter, an 11 year old son and 14 years old middle child who brings me to this... Read More →
Saturday December 7, 2019 10:45am - 11:35am MST
Meeting Room: Buzzard5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226