Transition Resource Guide 8/2014 TABLE OF CONTENTS I. Transition – What is it? II. IDEA IEP Transition Planning Basic Component of Transition Plan Indicator 13 Transition Planning Timeline (Age 14-22) Teacher Tools – Independent Living Skill Goal Examples (Grades 7-12+) Internet Resources Regarding Transition Education/Training III. Adult Education & Family Literacy Program Armed Forces Recruiters Evaluation & Developmental Center Five Star Industries Illinois Department of Human Services/Division of Rehabilitation Services JOB CORPS John A. Logan College Lincoln’s Challenge MAP Training Center RAVE Rend Lake Community Shawnee Community College Southern Illinois University START Tri-County Special Education Joint Agreement Employment Illinois WorkNet Manpower, Inc. WIA Youth Services Workforce Employment Solutions IV. Independent Living/Community Involvement V. Benefits VI. Delta Center Delta Lifeline Network Epilepsy Foundation of Southern Illinois Fellowship House Gateway Confluence Wheelchair Gateway Foundation Jackson County Mass Transit District Perry County Trans Van Rides Saluki Express South Central Transit Southern Illinois Case Coordination Services Southern Illinois Center for Independent Living Special Olympics The Family Support Network The H Group UIC Division of Specialized Care of Children Center for Autism Spectrum Disorders Child Care Resource and Referral Agency DHS Family Community Resource Center Health Benefits for Workers with Disabilities Salvation Army Social Security Administration Touch of Nature Environmental Center Work Incentives Planning and Assistance (WIPA) Advocacy/Legal Equip for Equality Illinois Department of Children and Family Services Land of Lincoln Legal Assistance Foundation Southern Illinois Case Coordination Service, Inc. I. Transition- What is it TRANSITION – What is it? The term “transition services” means a coordinated set of activities for a child with a disability that: Is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities, including postsecondary education, vocational education, integrated employment (including supported employment); continuing and adult education, adult services, independent living, or community participation; Is based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests; and Includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and, if appropriate, acquisition of daily living skills and functional vocational evaluation. [34 CFR 300.43 (a)] [20 U.S.C. 1401(34)] INDIVIDUALS WITH DISABILITIES EDUCATION ACT (IDEA) The purposes of IDEA include ensuring that all children with disabilities have available to them a free appropriate public education (FAPE) that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living. [34 CFR 300.1(a)] [20 U.S.C. 1400(d)(1)(A)] SECONDARY TRANSITION REQUIREMENTS IN THE INDIVIDUALIZED EDUCATION PROGRAM (IEP) In Illinois, State regulations require transition planning and the implementation of a transition plan to start by the time a student reaches 14½ years of age, or younger, if determined appropriate by the IEP Team, and updated annually thereafter. The IEP must include: Appropriate measurable post-secondary goals based upon age-appropriate transition assessments related to training, education, employment, and independent living skills; The transition services (including courses of study) needed to assist the child in reaching those goals; and Beginning not later than one year before the child reaches the age of majority under State law, a statement that the child has been informed of the child’s rights under Part B, if any, that will transfer to the child on reaching the age of majority under §300.520 [see 20 U.S.C. 1415(m)]. *Federal guidelines under IDEA require aforementioned begin no later than the first IEP to be in effect when the child turns 16 years of age. [34 CFR 300.320(b) and (c)] [20 U.S.C. 1414 (d)(1)(A)(i)(VIII)] TRANSITION PLANNING Transition planning is a great opportunity for families/guardians and students to take a leadership role in setting goals and directions for the future. Transition planning: • Begins at age 14½ in Illinois and continues until the student graduates or reaches age 22; • Prepares students for life after high school; • Helps students plan for and choose high school courses; • Helps students decide what skills they need to develop to live and work in their community after high school; • Gives students the opportunity to explore work and career options while still in high school; • Helps students and families make connections with education and training programs, colleges, agencies, and support services for after high school to continue working toward goals; and, • Helps students and the entire IEP team learn about the student’s interests, abilities, strengths, and potential aptitudes; limitations and accommodation needs; what works and doesn’t work in their lifestyle and within their own frame of reference; their skills and talents; and who can help in achieving specific student goals. INTENT OF TRANSITION PLANNING The intent of transition planning and services is to prepare the student to move from the world of school to the world of adult life. The transition plan should be designed to help each student access a variety of transition services, activities, and supports that will help them move from school to adult life activities including post-secondary education, vocational training, employment, adult education, adult services, and independent living. These transition services should be individualized to each specific student, a coordinated set or group of activities that fits together like a puzzle with the full picture of the puzzle being the student’s life after high school. In planning what types of transition services and activities a student needs, the IEP team considers areas such as post-secondary education or training, employment, and adult living. The transition services themselves are a set of activities that are based on the student’s strengths, preferences, interests, and needs. Based on the student’s needs, pieces to the transition puzzle may include: Instruction - Instructional support the student might need in specific areas to complete courses for graduation, succeed in the general curriculum (e.g., tutoring), placement in advanced classes, gain the skills he or she needs (e.g., social skills training, preparation for college entrance exams, self-determination skill training, etc.), and could also include teacher developed accommodations, curriculum adaptations, peer tutoring, or adult basic education. Community Experiences - These are provided in community settings by schools or other agencies including (but not limited to) job site training, job shadowing, work experiences, banking, shopping, transportation, counseling, and recreation. Related Services -The student may need to benefit from special education or to enter the adult world (e.g., transportation, social services, medical services, rehabilitation technology) and/or linkages to related services he/she might need after high school. Development of Employment and Other Post-Secondary Adult Living Objectives These include services that lead to a job or career (e.g., career planning, guidance counseling, person-centered planning, job placement, job try-outs) and activities like registering to vote, filing taxes, renting a place to live, accessing medical services, and accessing adult services such as Social Security Income (SSI). Daily Living Skills - Skills adults need as a foundation for everyday life including selfcare, independent living, money management, maintaining a home, health care, etc. – if appropriate. Functional Vocational Evaluation - Used to find out what kinds of talent, aptitudes and job skills a student has (e.g., situational work assessment, work samples, work adjustment programs, aptitude tests, series of job try-outs—if appropriate). What are the basic components of the transition plan? Age-appropriate transition assessment The Division on Career Development and Transition (DCDT) of the Council for Exceptional Children defines transition assessment as the “…ongoing process of collecting data on the individual’s needs, preferences, and interests as they relate to the demands of current and future working, educational, living, and personal and social environments. Assessment data serve as the common thread in the transition process and form the basis for defining goals and services to be included in the Individualized Education Program (IEP)” [Sitlington, Neubert, and Leconte. (1997) in Career Development for Exceptional Individuals, 20, 69-79]. The National Secondary Transition Technical Assistance Center (NSTTAC) has prepared some guidance under the direction of the Office of Special Education Programs (OSEP). In regard to the selection of assessment tools, they recommend that district staff: • Become familiar with the different types of transition assessments and their characteristics • Select methods that assist students by helping them answer the following questions: • Who am I? • What do I want in life, now and in the future? • What are some of life’s demands that I can meet now? • What are the main barriers to getting what I want from school and my community? • What are my options in the school and community for preparing me for what I want, now and in the future? • Select approaches that are appropriate for students in terms of cognitive, cultural sensitivity, and language comfort (including parent and student interviews/ questionnaires) • Always interpret and explain assessment results in formats that students and families can understand easily Completion of Transition Assessment – Parental Consent Required? Parent consent is not required for age-appropriate transition assessments. 34 CFR §300.302 states that “screening for instructional purposes is not an evaluation….screening of a student by a teacher or specialist to determine appropriate instructional strategies…shall not be considered to be an evaluation for eligibility…” Measurable Post-School Goals - These are the result of high school – what the student will achieve after leaving high school. Post-school goals are: • Based on student strengths, preferences, and interests • Shaped, refined, and updated by the use of age-appropriate transition assessments written using results-oriented terms such as “enrolled in”, “will work”, “will attend”, “will live”, and descriptors such as “full-time” or “part-time” Measurable post-school goals are written for the following areas: • Education and/or training • Education – community college, university, technical/trade/vocational school • Training – vocational or career field training, independent living skill training, apprenticeship, on-the-job training, job corp., etc. • Employment • Paid employment (competitive, supported, sheltered) • Non-paid employment (volunteer, in a training capacity) • Military • Adult Living (if needed) • Independent living skills, health/safety, financial/income, transportation/mobility, social relationships, recreation/leisure, self-advocacy/future planning Specific Transition Services Course of Study is list of courses or instructional program of study for the student. The course of study should be in the IEP and should align with the student’s post-school goals. There are two important questions to consider for course of study: • • Does a post-secondary goal require a certain minimum requirement of courses, e.g., college bound, trade school bound, district graduation requirements, etc.? Does a post-secondary goal require or benefit from the successful completion of specific high school classes, e.g., a future chef planning to take and completing all cooking related classes, a future child-care provider planning to take and completing relevant classes in Family and Consumer Science, etc. Transition Services are the coordinated set of activities that focus on improving the academic and functional achievement of the child to facilitate movement from school to post-school. The components of the coordinated set of activities include instruction, related services, community experiences, development of employment and post-school adult living objectives, and, if appropriate, daily living skills and functional vocational evaluation. What is the Summary of Performance (SOP) and when do you get one? When a student’s eligibility for a free and appropriate public education (FAPE) ends either because the student is graduating with a regular diploma or reaching the maximum age of eligibility (22), the school district must provide the student with a summary of his/her academic achievement (e.g., academic successes, etc.) and functional performance (e.g., works skills, accommodations, social skills, self-determination skills, etc.) and include recommendations on how to assist the student in meeting his/her post-secondary goals. • • The SOP is prepared and provided to the student during the final year of high school. The SOP can also include input from the student and/or family expressing their point of view about successes and support needs related to post-school goals. Whose responsibility is it to give the SOP to outside agencies; such as employers? The SOP is for the student and/or family’s use. Similar in use to a resume, the SOP is a portable, user-friendly document that provides a summary of the student’s academic achievement and functional performance, as well as recommendations regarding accommodations, services, linkages and/or activities that will help the student successfully transition or move into their post-school goals. Therefore, the school district would keep a copy but has no responsibility to share this document with outside agencies. INDICATOR 13 Special Education and Support Services Indicator 13 Tools and Resources The Individuals with Disabilities Education Act (IDEA) was reauthorized on December 3, 2004 and its provisions became effective on July 1, 2005. In conjunction with the reauthorization, the U. S. Department of Education through the Office of Special Education Programs required states to develop a six-year State Performance Plan in December of 2005 around 20 indicators, on which data will be submitted annually (beginning February 2007) in Annual Performance Reports. Current measurement language for Indicator 13: “Percent of youth with IEPs aged 16 and above with an IEP that includes appropriate measurable post-secondary goals that are annually updated and based upon an age appropriate transition assessment, transition services, including courses of study, that will reasonably enable the student to meet those post-secondary goals, and annual IEP goals related to the student’s transition services needs. There also must be evidence that the student was invited to the IEP Team meeting where transition services are to be discussed and evidence that, if appropriate, a representative of any participating agency was invited to the IEP Team meeting with the prior consent of the parent or student who has reached the age of majority.” [20 U.S.C. 1416(a)(3)(B)] Website: Illinois State Board of Education: http://www.isbe.net/spec-ed/html/indicator13.htm A TRANSITION TIMELINE FOR TRANSITION PLANNING FOR STUDENTS, PARENTS, AND PROFESSIONALS SERVING STUDENTS WITH DISABILITIES 14 YEARS OLD: Determine transition needs Complete questionnaires, surveys, and interest inventories Explore recreation and leisure interest Discuss medical needs and therapies Consider needs and develop independent living skills Begin early career exploration Explore summer programs and employment options Increase self-advocacy skills via training Complete IEP and transition plans Develop post-secondary goals Complete PUNS (Priority of Urgency of Needs for Services) updates for students with intellectual disabilities Utilize PAS (Pre-Admission Screening agents), available in local communities Promote person-centered planning Offer parents disability awareness training Encourage student participation in self-directed IEP’s Encourage parent and service provider participation in IEP meetings Explore transportation needs Review courses of study for high school 15 YEARS OLD: Promote student participation in career events Initiate referrals to relevant state and community agencies Explore residential programming options, as appropriate Determine transportation/mobility training needs Explore case management needs Discuss residential programs/waiting list processes Determine appropriateness for referrals to school-to-work programs Explore current and future living options Encourage parent and service providers’ participation in IEP meetings Review high school course of study Discuss potential for Supplemental Social Security (SSI) and Social Security Work Incentives (SSWI) Explore needs for home services and assistive technology Review/revise Transition Plans and services, as applicable 16 YEARS OLD: Participate in interest/vocational inventory (self-directed search) Discuss supported employment and job coaching Complete work rating scale Access career counseling and job shadowing Consider work training and post-secondary education options Obtain driver’s license or state ID-card Introduce concepts of guardianship, power of attorney, wills/trusts Explore summer program and employment options Review high school course of study Make referral to appropriate outside community agencies Invite service providers to IEP meeting Review transition goals in IEP and revise, if necessary 17 YEARS OLD: Obtain functional vocational evaluations Enroll in vocational education classes Discuss taxes and medical insurance Investigate financial aid resources Establish graduation date Visit vocational, educational, and residential options Register for and complete ACT or SAT testing, if appropriate Invite service providers to IEP meeting Review high school course of study Apply to/visit post-secondary educational programs Apply for reduced faire card and/or para transit door-to-door services Review Transition Plan in IEP and revise, if necessary 18 YEARS OLD: Apply for post-secondary vocational services for colleges, trade schools, and training centers Explore apprenticeships, job shadowing, mentoring programs Explore options for accessing therapy/counseling and/or other community agency services Referral to adult service providers and include in transition planning meetings Confirm student’s legal status for self-representation Apply for income support (SSI, public aid/Medicaid), and general assistance Consider guardianship, power of attorney, wills and trusts, delegation of educational rights Apply for reduced fare card and/or para transit door-to-door services Register to vote and for Selective Service Secure high school records for planning/services Contact case management agency that coordinates funding for in-home and residential supported living in the community, if appropriate Include adult service providers in transition planning meeting (write transition goals) Contact special needs coordinator of college, if appropriate Review high school course of study Review Transition Plan and services; revise, if necessary Complete Summary of Performance if exiting school 19-22 YEARS OLD: Identify and access recreation/leisure options Actively participate in post-secondary vocational services (college/trade schools) and/or employment Encourage active participation with adult service providers (for students remaining in high school) Follow-up with referrals for service provision from adult service providers Investigate and/or confirm day programs and workshops Pursue Adult Education Systematically phase out school supports, phase in adult services Invite service providers to IEP meetings Review high school course of study Complete Summary of Performance if exiting school Teacher Tools Independent Living Skill Goal (Grades 7-12+) EXAMPLES S– M– ART- SPECIFIC MEASURABLE ACHIEVABLE RELEVANT TIME-LIMITED Budget After identification of monthly income, household expenses, and discretionary expenses, William will develop a budget and submit for review after one month detailing income, expenses, and remaining balance. This will include a saving and planning of discretionary purchases without the use of credit. Checkbook Management Given standard monthly household income, expenses, checks, check register, and bank checking account statement, Tommy will complete checks to pay monthly bills, maintain the check register, and reconcile checking register to bank statement with zero mistakes. Clubs/ Volunteering Given a list of school and community-based clubs and volunteer opportunity sites, Joe will select and sign up for at least one club and meet minimum activity levels for the club over the course of the school year. Communication For three consecutive days, Chip will initiate at least five appropriate verbal comments/conversations with peers during lunch, recess, and other unstructured times. John will write ten simple sentences to form a letter of his own choosing, making no more than five total errors in grammar, spelling, punctuation, and capitalization. When asked to edit those sentences, he will find and correct 90% of his errors. Kyle will display each of the following behaviors less than one time per period: verbally interrupting others who are speaking, grabbing or pushing others, having inappropriate verbal or physical outbursts, or making threats. Teacher Tools Independent Living Skill Goal (Grades 7-12+) EXAMPLES Cont’ Communication Cont’ Fred will introduce people of various ages and backgrounds to each other with no more than one breach of acceptable protocol in ten introductions. During an unstructured time, such as lunch, Fred will have at least two appropriate conversations of five or more exchanges each with two different people. Cooking Skills Upon completion of appropriate instruction for meal planning and nutrition, Johnny will demonstrate three simple food preparations (sandwiches, canned soups, fruit/vegetable, microwave foods, etc.) with zero outside assistance. Decision Making Nelson will attend school with 95% or better attendance at the end of each quarter. Directions Given simple, multi-step directions from a written list, Jane will complete the steps in the correct order with zero prompts. Driving/ Transportation Upon successful completion of driver’s education curriculum and hands-on instruction, Tabatha will obtain her driver’s license before her 17th birthday. Billy will independently ride public transportation (Saluki Express, Rides, Jackson County Mass Transit, etc.) to and from a specific site by the end of the school year. Education/ Technology Biff will increase independence by utilizing two technological modalities to manage academics. To do so, the student will submit six assignments via e-mail attachment during the fall semester. Teacher Tools Independent Living Skill Goal (Grades 7-12+) EXAMPLES Cont’ Emotional Control By the end of one year, Lenny will have fewer than five inappropriate behaviors (anger outbursts, cursing, disrespect, etc.) per week. Chip will follow the teacher’s classroom directions without assistance (four out of five times), complete class assignments without prompts (five of five times), and participate in small group activities, when assigned to do so by the teacher, with no inappropriate behaviors (four of five times) during the last grading period of the IEP year. Greg will develop stress management skills (self-monitoring, excusing himself to calm down, cooling down, daily exercise routine, etc.) as evidenced through school’s discipline data (PBIS) and Greg’s personal log. Employment Jacob will complete a comparative career analysis. He will complete an on-line aptitude assessment, compile a list of five careers based on his aptitude, compare salaries, and compare training requirements for each career. Feasibility of Housing With the assistance of school staff, Jesse will complete the application process for affordable apartments to establish independent residency. Sandy will establish a list of viable housing options that address costs, maintenance, and location specifics. First Aid Given three examples of possible basic injuries (minor cuts, burns, bruises, etc.), James will verbally articulate and perform hands-on simulation of proper first aid techniques with 100% accuracy. Given three examples of illnesses and life threatening situations, James will define the proper steps to seek assistance from appropriate adults (teacher, police, fire department, parents, etc.). Teacher Tools Independent Living Skill Goal (Grades 7-12+) EXAMPLES Cont’ Housekeeping Given a list of housekeeping tasks to complete, James will complete each task with 90% accuracy or better as defined through a staffgraded housekeeping rubric. After being instructed on appropriate levels of housekeeping standards, Johnny will keep his property (desk, locker, room) clean, organized, and free of clutter 80% of the time per observation of supervisory staff and/or parent. Using a teacher/student developed checklist of housekeeping tasks, Shelly will complete the tasks, self-assess her quality of work, identify any improvements needed, and implement corrections to the housekeeping tasks to ensure accuracy, thoroughness, and completeness with 90% accuracy. Maneuver Around Community Using a local town map, Jeff will put an “X” at his current location and draw a line to his residence with 100% accuracy. With the assistance and supervision of mobility instructor and mobility tool of a folded long cane, Carla will walk from the school to the grocery store (four blocks), safely crossing streets and intersections. Verbally given a location in town, Piper will verbally tell staff members how she would get to defined sites (grocery store, residence, restaurants, etc.). Money Given $100 in small bills and coins, Jenny will be given ten purchase amounts and she will demonstrate paying the amounts using the correct change with 100% accuracy. Using real money, Jane will be able to show how much money she has after she receives two weeks of allowance, and how much money she will have left after she buys one object, with 75% accuracy measured twice weekly each quarter. Given a purchase amount, Charlie will demonstrate the dollar over method ($13.86=$14.00) in five examples with 100% accuracy. Teacher Tools Independent Living Skill Goal (Grades 7-12+) EXAMPLES Cont’ Nutrition Given a list of common foods or a restaurant menu, Kelly will select three nutritionally sound breakfasts, lunches, and/or dinners. Organization Given four daily classroom routines (e.g., lining up for recess, putting away materials at the end of the day, etc.), Adriana will correctly perform them by imitating classmates or with no more than one verbal prompt by an adult. Given all subject areas and color-coded folders for each subject, Jose will keep all assignments to be completed and turned in on the left side and graded assignments on the right side. At the end of each day, he will demonstrate proper organization of folders to his homeroom teacher. Given academic student agenda book, Jill will write all projected assignments and tests at the end of each period in her agenda for each subject or “none” on a daily basis. At the end of each day, she will provide homeroom teacher with agenda to check, update if needed, and initial. Jenny will utilize electronic devices (cell phone, iPad, task reminder, etc.) to enter three reminders for assignment completion prompts. Personal Hygiene Upon instruction of proper hygiene and grooming techniques, Joe will demonstrate proper habits as evidenced by bathing, washing hair, using deodorant, and brushing teeth on a daily basis as observed and recorded on a weekly log. Upon instruction of proper scheduling, Jim will facilitate making his own appointments within the community (hair cut, doctor’s appointments, etc.) with one or less prompts from supervisory staff. Proper Identification (I.D.) By the end of his junior year, David will obtain a State identification card from the local driver’s license facility. Teacher Tools Independent Living Skill Goal (Grades 7-12+) EXAMPLES Cont’ Register to Vote/ Selective Services Given access to a computer, Sam will perform an Internet search to obtain information, register to vote, and register for selective service. Responsibility of Actions When prompted, Andrew will turn off water faucets after use every time. Without prompting, Andrew will show responsibility by placing all consumable items in appropriate recycling or waste containers. Upon return from work program, Joe will “check-in” by signing his name on the sign-in log located in the principal’s office on a daily basis. Safety Given a supervisor’s direction to look both ways twice before crossing, Timmy will cross the street safely 100% of the time. Self Advocacy By raising hand and verbal request, Jane will demonstrate self advocacy skills by requesting assistance from teacher and support staff when needed to complete work. To prepare for his next IEP team meeting, George will schedule an appointment with a general education teacher to review the effectiveness of his current accommodations. To prepare for his next IEP team meeting, Henry will develop an agenda and “chair” his own IEP meeting. Self Care/ Independent Living Paul will dress himself appropriately as defined by school dress code with zero dress code violations during his junior year. Daniel will increase independence by setting the alarm clock on his smart phone or tablet. He will wake to the self-set alarm three of five days per week by first semester end. Teacher Tools Independent Living Skill Goal (Grades 7-12+) EXAMPLES Cont’ Sheltered Consideration Stephen will meet with local sheltered training and residential facilities in order to make educated and informed decisions about his future. He will discuss his preferences (w/ staff prompting) with the IEP team. Social Skills During the last month of the IEP year, Andrew will not bite anyone or physically threaten to do so. Jess will display no more than one inappropriate, antisocial behavior (picking nose, spitting, providing adequate personal space to others, etc.) per week by June 2015. J.T. will initiate three positive peer interactions daily on four of five consecutive days. Time Management Given ten pictures of analog clock faces, Andrew will correctly state the time to the nearest hour on nine out of ten times. Given three responsibilities in a given day, Todd will define, prioritize, and complete these responsibilities in a timely fashion and by the due date. During the first semester, Molly will have one or less tardy to scheduled classes as evidenced by school tardy list. INTERNET RESOURCES REGARDING TRANSITION Illinois State Board of Education, June 2009 Chapter 8: Secondary Transition (TTY). http://www.isbe.state.il.us/spec-ed/html/total.htm The Illinois State Board of Education, Special Education Services secondary transition webpage provides access to a great variety of resources, tools and information related to secondary including the Transition Outreach Training for Adult Living (TOTAL) modules. http://www.isbe.state.il.us/iicc/pdf/arc_family_manual.pdf The ARC of Illinois Family Manual for Transition to Work and Adult Services. http://www.illinoisworknet.com/vos_portal/residents/en/Jobs/ Prepare/Skills/ Illinois WorkNet provides access to a wealth of resources and information about working in Illinois. http://www.isbe.state.il.us/iicc/pdf/transition_resources.pdf This link will take you to a list of selected web addresses for transition-related information and resources. http://www.isbe.state.il.us/spec-ed/html/ta_projects.htm Illinois State Board of Education Technical Assistance Projects. II. Education & Training ADULT EDUCATION & FAMILY LITERACY PROGRAM John A. Logan College 700 Logan College Road Carterville, IL 61918 (618) 985-3741 Available Services: The family literacy program provides parents and children the opportunity to work and play together. Fun educational activities are scheduled each month. Activities may include reading night, story time at the library, occasional field trips, and special events. There is no cost to the families. It is a time where family members can create life memories and spend time together. Required Program Components: Adult Education: helps parents enhance their basic reading, writing, math, and language skills Childhood Education: designed to promote the growth and development of young children Parent Education: provides instruction on how children grow, develop, and learn; addresses issues critical to family well-being; connects parents with community resources Library Activities: designed to encourage reading and family time together Interactive Parent/Child Activities: provides parents and children the opportunity to share their experiences; parent and child activities are play-focused to enhance the parent/child relationship Service Area (In-District): Williamson, Jackson, Perry, Randolph, and parts of Franklin counties Service Eligibility: Adults 17 years of age or older, out of school, living in the John A. Logan College district, and need help with basic skills. Website: www.jalc.edu Literacy Staff: Sharon Colombo Phone: (618) 985-3741, ext. 8442 Du Quoin: Pam Collins Phone: (618) 542-9210 E-mail: [email protected] Office: John A. Logan College 700 Logan College Road Carterville, IL 62918 E-mail: [email protected] Office: Alongi DuQuoin Ext. Center 120 Southtowne Center DuQuoin, IL 62832 ARMED FORCES RECRUITERS ARMY: NATIONAL GUARD: Carbondale: (618) 457-8812 Marion: (618) 997-3332 Website: www.goarmy.com Du Quoin/Murphysboro Carbondale Area: Marion Area: Trico/Pinckneyville Area: NAVY: AIR FORCE: MARINES: Chris Henry (618) 457-0552 (office) (618) 972-3112 (cell) Beau Detrick (618) 998-4072 (office) (618) 638-4032 (cell) Dillard Patterson (618) 317-7075 (office/cell) Website: www.arng.army.mil Carbondale: (618) 529-1013 Website: www.navy.com Marion Area: (618) 998-8908 Website: www.airforce.com Marion Area: (618) 933-4091 Website: www.marines.com EVALUATION & DEVELOPMENTAL CENTER (EDC) 500C Lewis Lane Carbondale, IL 61901 (618) 453-2331 Available Services: Vocational Program, Transitional Program, Transitional Living Classes, Driver’s Evaluation and Training, Residential Services (Living Center) Service Area/Eligibility: “Customers” of Illinois Department of Human Services/Division of Rehabilitation Services (IDHS/DRS); referral made by transition specialist/vocational counselor, as deemed appropriate and beneficial for the individual; referrals are generally made junior/senior year in high school or post-graduation based on service needs. Website: http://rehab.siu.edu/service/edc_intro.html VOCATIONAL SERVICES PROGRAM The Vocational Services Program provides a comprehensive range of services designed to evaluate vocational aptitudes and to facilitate an individual's ability to identify, secure, and retain gainful employment. These services may include: Comprehensive Vocational Evaluation (may include): • Aptitudes and Abilities • Academic Achievement • Interests and Work Values • Functional Capacity Evaluation • Employment Exploration • Transfer of Skills Analysis • Vocational Exploration Brief Vocational Assessment (may include): • One-day Assessment of Aptitudes, Academic Achievement, and Interests Psychological Assessment (may include): • Intelligence Testing (WAIS-IV) • Diagnostic Services (for determination of learning and other mental disorders) Community Employment (may include): • Job Development • Job Seeking Skills and Strategy Development • Job Coaching and Training • Community Employment and Job Site Support Information for Accessing Services: Individuals 16 years of age or older with a disability and who meet criteria as determined by the Illinois Division of Rehabilitation Services (I-DRS) vocational counselor or Tri-County Special Education’s Transition Specialist Denise Jones while in high school if participating in STEP. Eligibility is further determined by a program assessment. Referrals are made by the counselors of the I-DRS. There are no costs to the person served since EDC is jointly funded through SIU-C and I-DRS. The average expected waiting time is two to four weeks for a Vocational Evaluation, and/or Psychological Assessment and approximately one week for Brief Vocational Assessments. Job Placement Services generally have no waiting list. EDC and I-DRS jointly determine outcome performance standards. TRANSITIONAL LIVING CLASSES AND SERVICES (may include): • • • • • • Living skills assessment Job readiness and job seeking skills Training in cooking and shopping, legal rights, money management, domestics, health and safety, and the use of community resources Housing placement and follow-along Individual counseling Social skills and assertiveness classes DRIVER’S REHABILITATION SERVICES Four components are available for clients pursuing Driver Rehabilitation Services. They include: Driver Evaluation, Driver Education/Training, Vehicle Equipment Prescription and Consultation Services. DRIVER EVALUATION: A seven-step process that usually takes two-four hours, depending on the vehicle used, disability, and adaptive equipment needs of the individual. 1. A vision screening is performed to determine visual acuity, depth perception/ binocularity skills, peripheral skills, traffic sign recognition, and color discrimination/blindness (pseudo-isochromatic plates). 2. A reaction time test is performed on all functional limbs using sound and light stimuli. 3. A 20 point computerized pre-permit test is taken to determine a client's basic knowledge of Illinois Rules of the Road information. 4. The Motor Free Visual Perceptual Test (MVPT) is administered to assess visual perceptual skills including: visual closure, visual memory, spatial relations, figure ground, and visual discrimination. 5. The Ruff 2 & 7 Selective Attention Test is administered to assess the ability to scan, identify, and selectively attend to scenarios comparable to the driving task. 6. Trail Making B Test is administered to assess divided attention and visuomotor tracking skills. 7. Parking lot and/or on-the-road driver assessment is provided in one of four adapted driver education vehicles. DRIVER EDUCATION/TRAINING: Consists of classroom and on-the-road components. Classroom training provides preparation for the driver's permit test for clients needing this service. Class size typically ranges from 1-10 students. Driver simulation experience is also offered. EDC owns four simulators. Clients observe simulation videos with teacher supervision/discussion of driving scenarios in a non-threatening environment. Behind-the-wheel training is provided in one-hour increments, twice weekly. Adjustments in training times are made to meet the client's needs. The client's equipment needs determine which vehicle will be used. Instruction may conclude with driver's license testing at a local driver's license facility in an EDC vehicle for clients meeting proficiency and safety qualifications/requirements. VEHICLE ADAPTIVE EQUIPMENT PRESCRIPTIONS are provided to clients needing adaptive equipment. This includes vehicle selection, appropriate adaptive aids/devices, and vehicle modifications. CONSULTATIONS provided by request for topics including: program presentations, medical/vision report forms, adaptive equipment devices, and vehicle selection/modifications options. RESIDENTIAL SERVICES The Living Center is EDC's structured, transitional residential unit. The program is an accessible 20-bed, dormitory-style facility featuring a large living area, large kitchen, and recreation room. The objective of the Living Center is to provide recreation and socialization to a heterogeneous group of young adults with disabilities who are learning to live independently in the community through a variety of physical, social, and cultural activities. Residents are at least 18 years old, have a severe disability, can maintain self-care or arrange for the care of their own personal needs, and are likely to be capable of living on their own within approximately six months. Residential Services (may include): • • • • Acquiring and using independent living skills Preparation for employment Social skills Laundry maintenance • • • Meal planning and preparation skills Budgeting skills Home maintenance skills BEHAVIORAL CONSULTATION SERVICES (BCS) The purpose of Behavioral Consultation Services available through the Evaluation and Developmental Center (EDC) is to provide services to assist individuals served in expressing more effective and acceptable behaviors. Services are provided by Board Certified Behavioral Analysts (BCBA). “The focus of the service is to increase the person's ability to express more effective and acceptable behaviors. Behavior strategies are identified and used to teach the person better ways to deal with the environment and personal stressors to ensure that targeted behaviors are discouraged and positive behaviors are learned and maintained. Through redirection of a targeted behavior to a more socially and culturally acceptable behavior, persons are able to achieve increased participation in mainstream community activities. This includes services to persons to address targeted behaviors in the home or community, such as eating disorders, disruptive behaviors, or self-injurious behavior” (Employment and Community Services Standards Manual, 2011). EDC Behavioral Consultation Process: Step 1: Referral and Consent - Once an individual is referred for behavioral consultation, written consent will be obtained from the individual or their guardian. Step 2: Interview and Indirect Assessment - Once consent has been received, assessment will begin with an interview of staff members related to the behavior of concern. The information gathered during this step will be used to develop hypotheses for testing during the Direct Assessment (Step 4). Step 3: Preference Assessment - A preference assessment will be conducted to identify items to be included in the functional analysis. This process should take less than a day and will typically be conducted the same day that Direct Assessment starts. Step 4: Direct Assessment - A direct assessment will be conducted to identify the conditions under which the behavior of concern is most likely to occur and the relevant reinforcers. In some situations, the Direct Assessment will, in fact, be a treatment evaluation. In other cases, the Direct Assessment will be a functional analysis, or other assessment, used to design the treatment evaluated in Step 5. This process should take 1-3 days. Step 5: Treatment Evaluation - Treatment evaluation will include implementing treatment strategies indicated by the results of the previous assessments (Steps 3 and 4). Treatment evaluation may include, but not be limited to, a comparison of two appropriate treatment strategies or a comparison of treatment and non-treatment conditions. This process should take 3-6 days. Step 6: Training - The final step of the process will consist of teaching staff members (where appropriate) how to incorporate the treatment strategies into daily activities. This process will take at least one day, but will likely require ongoing consultation with members from the behavioral consultation team. EDC Director: LaDonna Henson E-mail: [email protected] Rehabilitation Administration Specialist: Colleen Kuczynski E-mail: [email protected] Driver’s Rehabilitation Services Specialist: Jon Geiger E--mail: [email protected] FIVE STAR INDUSTRIES 1038 Wells Street Du Quoin, IL 62832 (618) 542-5421 Available Services: Developmental Training Facility; Day and Vocational Program; Residential and Respite Service Area: Perry County ILLINOIS DEPARTMENT OF HUMAN SERVICES DIVISION OF REHABILITATION SERVICES (Serving Jackson & Perry Counties) 342 North Street, Suite D Murphysboro, IL 62966 Phone: (618) 565-2835 TTY: (888) 460-5124 (Serving Union County) 1000 North Main Street, Willow Hall-Suite A Anna, IL 62906 Phone: (618) 833-5115 TTY: (888) 460-5140 Available Services: DHS's Division of Rehabilitation Services is the state's lead agency serving individuals with disabilities. DRS works in partnership with people with disabilities and their families to assist them in making informed choices to achieve full community participation through employment, education, and independent living opportunities. Programs: Vocational Rehabilitation Services (Bureau of Field Services to include Deaf or Hard of Hearing; Bureau of Blind Services- Blind and Visually Impaired); Home Services; Independent Living; Specialized Services; Hispanic/Latino individuals with Disabilities; Services for Children and Youth with Disabilities (Secondary Transitional Experience Program-STEP in partnership with Tri-County Special Education); Disability Determination Services; Client Assistance Program Service Area: State of Illinois Residents Service Eligibility: Referral for programs must be made by contacting local offices. Counselors will determine eligibility for programs upon completion of intake and based on eligibility determination criteria for each program. For youth programs (STEP), contact TriCounty Special Education (see resource information in guide). Website: http://www.dhs.state.il.us VOCATIONAL REHABILITATION PROGRAM (Bureau of Field Services; Bureau of Blind Services) Vocational Rehabilitation Services IDHS/DRS' Vocational Rehabilitation (VR) program helps individuals with disabilities find and keep employment to enable them to become self-sufficient. Services provided to eligible individuals include: Evaluation; counseling/guidance Job training and development Educational assistance Job placement Equipment Follow up services Who Is Eligible for Vocational Rehabilitation (VR) Services? Eligibility for VR services is determined by a Rehabilitation professional. Eligibility category requirements are: Three (3) functional limitations due to disability and Need for two (2) substantial services for most significant and Two (2) functional limitations due to disability and Need for one (1) substantial service for very significant One (1) functional limitation due to disability and Need for one (1) substantial service for significant IDHS/DRS may at times determine that only most significant individuals can receive services and others can be put on a waiting list. Through contracts with community rehabilitation programs, the VR program also funds supported employment, medical services, physical and occupational therapy, educational assistance, and assistive devices. The Division of Rehabilitation Services (IDHS/DRS) also operates a job placement network linking employers with pre-screened applicants with disabilities. The emphasis is on employment that is community based with competitive wages. Vocational Rehabilitation (VR) services are time-limited. Evaluation and counseling are free. There may be some cost sharing for other services. Supported Employment Supported Employment serves individuals with the most significant disabilities who are seeking employment. Services include: Assessment Job match Job development Job placement Job coaching Employment counseling Community Rehabilitation Community Rehabilitation programs provide employment-related services and actual employment to individuals with the most significant disabilities. Through contractual agreements with over 165 community partners statewide, IDHS customers receive assessment, training, psychosocial rehabilitation, placement, follow up services, supported employment, and extended services. HOME SERVICES PROGRAM Purpose: Provides services needed to assist individuals with severe disabilities to remain in their homes and be as independent as possible What services are offered? Personal Assistant (PA): Provides assistance with household tasks, personal care, and with permission of a doctor, certain health care procedures. PA’s are selected, employed, and supervised by individual customers. Homemaker Services: Personal care provided by trained and professionally supervised personnel for customers who are unable to direct the services of a PA. Instruction and assistance in household management and self-care are also available. Maintenance Home Health: Services provided through a treatment plan prescribed by a physician or other health care professional. Other services include nursing care and physical, occupational, and speech therapy. Electronic Home Response: Emergency response system offered by hospitals and community service organizations. This rented signaling device provides 24-hour emergency coverage, permitting the individual to alert trained professionals at hospitals, fire departments, or police departments. Home Delivered Meals: Provided to individuals who can feed themselves but are unable to prepare food. Adult Day Care: The direct care and supervision of customers in a community-based setting to promote their social, physical, and emotional well-being. Assistive Equipment: Devices or equipment either purchased or rented to increase an individual's independence and capability to perform household and personal care tasks at home. Environmental Modification: Modifications in the home that help compensate for loss of ability, strength, mobility, or sensation; increase safety in the home; and decrease dependence on direct assistance from others. Respite Services: Temporary care for adults and children with disabilities aimed at relieving stress to families. Respite services may be provided for vacation, rest, errands, family crisis or emergency. Services may include personal assistant, homemaker, or home health. Specialized services for people (who may be over age 60) with: HIV/AIDS Traumatic brain injuries The Community Reintegration Program helps individuals with disabilities who live in nursing homes move into the community with the supports they need to live as independently as possible. Who can receive these services? People with severe disabilities under age 60 who need help with daily living activities in their homes; many are at risk of moving into a nursing home or other facility. For those 60 and over, please contact the Illinois Department on Aging. JOB CORPS Outreach Admissions and Career Transition 345 Job Corps Road Golconda, IL 62938 (618) 285-6601 Available Services: Job Corps is the largest residential and training program in the United States for disadvantaged youth. The mission of the Job Corps is to help economically disadvantaged young adults become responsible, employable, and productive citizens by providing opportunities to develop the vocational, educational, and social skills to succeed. Vocational training offered in areas such as: building and apartment maintenance, business and computer skills, carpentry, construction, culinary arts, forestry, and health occupations. Service Area: State of Illinois Service Eligibility: Disadvantaged youth between ages 16 and 24 in need of vocational education and training (age limits may be waived for otherwise eligible individuals with disabilities). Website: http://golconda.jobcorps.gov Contact Person: David Floyd JOHN A. LOGAN COLLEGE 700 Logan College Road Carterville, IL 61918 (618) 985-3741 Available Services: Provides Certificate and Associate degree programs, some of which will transfer to four-year colleges Service Area (In-District): Williamson, Jackson, Perry, Randolph, and parts of Franklin counties Service Eligibility: Student(s) of John A. Logan College Website: www.jalc.edu Disability Support Services: The Student Success Center offers three different programs: Disability Support Services, the TRIO program, and Campus Tutoring. DISABILITY SUPPORT SERVICES The Disability Support Services program is committed to providing support to John A. Logan College students who meet the requirements of a person with a disability according to Section 504 of the Rehabilitation Act of 1973 and The Americans with Disabilities Act (ADA) of 1990. Support services based on an individualized approach are provided to students to help make their experience at John A. Logan College a successful one. Accommodations may include: 1. 2. 3. 4. 5. 6. 7. Note taking Readers and/or scribes for exams Extended time testing Accessible seating Recording of lectures Alternate format materials Interpreters - contact our deaf and hard-of-hearing services coordinator for more information 8. Disability parking stickers 9. Assistive technology Disability Support Services Eligibility: In order to qualify for services, students must contact the office and schedule an appointment with the coordinator. Students should bring in current documentation which indicates the following: John A. Logan College’s Guidelines for Documenting Learning Disabilities Necessary components of documentation are needed to verify the existence and justification for reasonable accommodations at John A. Logan College. They include: 1. 2. 3. 4. Diagnosis: There should be a clear statement of the existence of a learning disability. Functional Limitations: Documentation should include a narrative section that addresses how the disability substantially limits the major life activity of learning. Recommendations: Evaluator should address academic recommendations which are logically linked to the functional limitations. For high school students, the IEP usually lists this information. Assessment Type: psychological evaluation, neuropsychological evaluation, psycho educational evaluation, learning disability assessment, etc. IEP’s and a review of records are not necessarily sufficient by themselves, but can be used as part of a more comprehensive assessment. The new Summary of Performance from high school will only be accepted if it includes all requested information. Psychometric tests should include the following: a. Adult-normed intelligence testing (WAIS III-Wechsler Adult Intelligence Scale), b. Achievement and information processing (Woodcock Johnson, Stanford Binet, etc.); the WISC (Wechsler Intelligence Scale for Children) will be accepted if the documentation meets the 3-4 year requirement. For students right out of high school, an aptitude test older than their freshman year will need to be updated. Sometimes provisional accommodations can be granted during this reevaluation period. 5. Evaluator Credentials: Evaluations should be conducted by certified/licensed psychologists, psychiatrists, neuropsychologists, etc. The evaluator should sign, date, and list his/her credentials on the assessment. 6. Currency of documentation: Documentation should be no older than 3-4 years old. John A. Logan College’s Guidelines for Documenting a Physical or Psychological Disability To document a physical or psychological disability, it is necessary to provide a letter from a qualified professional which includes the following information: 1. Diagnosis – Medical diagnosis or DSM-IV diagnosis 2. Functional Limitations – Explanation of how the disability substantially limits a major life activity. What difficulties does the diagnosis pose to the student? 3. Recommendations – List of recommendations for the educational setting which are logically linked to the functional limitations Documentation should also consider the following components: Currency of documentation – Documentation should address current functioning (usually 1-3 years old is preferred). Evaluator Credentials – The letter submitted should be from a qualified professional. Psychologist, psychiatrist, licensed clinical social worker, licensed clinical professional counselor, etc. for psychological disabilities and medical doctors/specialists for physical disabilities. The evaluator should sign, date, and list his/her credentials on the assessment. The evaluation should be on letterhead. All documentation is kept confidential. For more information on acceptable documentation, contact the coordinator. In order to best meet the needs of the student, requests for accommodations should be made at least six weeks prior to the semester in which the student will need the services. Accommodation Request Form (PDF) can be found on-line at JALC website. Disability Support Services Coordinator: Coordinator: Deaf/Hard of Hearing Services Carolyn Gallegly, Director Phone: (618) 985-3741, Ext. 8290 Angela Calcaterra Phone: (618) 985-3741, Ext. 8446 Video Phone: (618) 364-8196 E-mail: [email protected] Office: Student Success Center Room C-219 E-mail: [email protected] Office: Student Success Center Room C-219 Beth Blumenstock, Coordinator Phone: (618) 985-3741, Ext. 8516 E-mail: [email protected] Office: Student Success Center Room C-219 TRiO PROGRAM The TRiO Program is a component of the Educational Opportunities Program (EOP) that is funded through the U.S. Department of Education. This program provides individual support to students who are low-income, first generation, and/or disabled. The purpose of the TRiO program is to increase college retention and graduation rates for eligible students, and to foster a supportive climate for low-income and first generation college students and students with disabilities. Benefits provided may include: Professional mentoring Individualized tutoring/counseling Study skill enhancement Cultural activities Career counseling Leadership development training Admission into the program is by application and is an ongoing process. Services will be provided as soon as a student is accepted into the program. Since TRiO is a federally funded program, services are provided at no cost to eligible students. TRiO application may be found on-line at https://secure.jalc.edu/student_success/ trio_application.php. The Student Success Center sponsors a variety of workshops and cultural activities designed to help students with specific problems and to enhance their college experience to include: study skills, test taking tips, stress management, resume writing, interviewing skills, identify and utilizing strategies to overcome math/testing anxiety. CAMPUS TUTORING PROGRAM The Student Success Center’s tutoring program is certified through the College Reading and Learning Association (CRLA). The center offers tutoring to John A. Logan College students free of charge. Tutoring is available for both transfer and vocational courses. The center offers two types of tutoring: one-on-one tutoring and help-room tutoring. Oneon-one tutoring is by appointment only and offers students individualized attention. Our help rooms are less formal settings where students may drop in for assistance any time during the hours of operation. The Math Help Room is located in rooms C218-C223 and the Biology Help Room is in room C243A. Requests for tutoring are made in Room C-219 or on-line. LINCOLN’S CHALLENGE 205 Dodge Avenue Rantoul, IL 61866 (800) 851-2166 Available Services: A 17 month, two- phase program designed to teach youth to lead others, learn self-discipline, and develop skills that will help them get a job and work toward a G.E.D. The program begins with the Residential Phase at the Rantoul Aviation Center. For 5 months, youth live, work, and study with other 16-18 year olds. They will practice self-discipline, responsibility, and leadership skills. During the next twelve months, the Post-Residential Phase, the youth will return to their own communities for additional training and education. A local mentor provides assistance as the youth attend a junior or four-year college, technical school, or begins an entry-level job. Service Area: State of Illinois Service Eligibility: Adolescent boys and girls between 16-18 years of age who have not completed high school Website: www.lincolnschallengeacademy.org MAP TRAINING CENTER 504 East 7th Street P.O. Box 296 Karnak, IL 62956 (618) 634-9401 Available Services: Developmental Training Facility – Day Program Service Area: Massac, Alexander, and Pulaski County RAVE 214 West Davie Street Anna, IL 62906 (618) 833-8525 Available Services: Developmental Training Facility; Training for Adult Daily Living Skills; Vocational Program; CILA/ICFDD (Intermittent Care Facility For Developmental Disabilities) Service Area: Union County REND LAKE COMMUNITY COLLEGE 468 North Ken Gray Parkway Ina, IL 62846 (618) 437-5321 Available Services: Provides Certificate and Associate degree programs, some of which will transfer to four-year colleges Service Area (In-District): Perry, Franklin, Jefferson, Hamilton, and Wayne counties Service Eligibility: Student(s) of Rend Lake Community College Website: www.rlc.edu DISABILITY ACCESS SERVICES Disability Access Services provides accommodations and services to students with documented disabilities who are currently enrolled at Rend Lake College. These accommodations and services are offered in accordance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990. Reasonable accommodation will be provided if: Student otherwise qualified for the program or class and their disability interferes with their ability to participate in class. Student otherwise qualified for the program or class and they have a legitimate educational purpose and need for requested accommodations or materials for use in class. Campus, disability student rights: Equal opportunity and access to participate, work, and learn Reasonable accommodations Appropriate confidentiality Information about available services and accommodations Accessible campus facilities Students with a documented disability have the responsibilities to: Identify themselves early in order to receive requested accommodations in a timely manner Provide current and valid documentation that provides enough information for DAS staff to determine appropriate academic adjustments Meet qualifications and standards set forth for all Rend Lake College students Advocate for their individual needs Rend Lake College has the right to: Require documentation of disabilities Determine what accommodations are appropriate Provide only those accommodations required by the disability that do not sacrifice the academic integrity of the program, course, or activity Rend Lake College has the responsibility to: Ensure that its programs and facilities are accessible and usable Inform students of available accommodations and procedures for requesting them Make reasonable accommodations for students with disabilities To Request Services: Students with disabilities who wish to request accommodations and services may apply with DAS. Appropriate documentation of disability(s) must be provided. After registering, the appropriate accommodations will be determined on an individual basis. An accommodation plan will be developed and updated each semester or as needed. Disability Access Services Coordinator: Sue Cunningham Phone: (618) 437-5321, Ext. 1204 E-mail: [email protected] Office: North Oasis, Room 130 STARS PROGRAM The Student Transfer And Retention Support (STARS) Program is designed to help eligible Rend Lake College students make the most of their college years by offering counseling and academic support that may be needed to successfully complete a college degree and transfer to a four-year university. The STARS Program assists 160 Rend Lake College students each year. Student Support Services is a grant developed in 1965 under Title IV of the Higher Education and Cooperation Act and is administered by the U. S. Department of Education. There are over 900 Student Support Services programs serving college students nationwide. Rend Lake College was awarded a TRIO Student Support Services grant for the first time in 1997. SHAWNEE COMMUNITY COLLEGE 1150 East Vienna Street Anna, IL 61906 (618) 833-3399 Available Services: Provides Certificate and Associate degree programs, some of which will transfer to four-year colleges Service Area (In-District): Union, Alexander, Johnson, Massac, Pulaski, and parts of Jackson counties Service Eligibility: Student(s) of Shawnee Community College with documented disabilities which may include ADD, ADHD, learning, hearing, physical, visual, or emotional disabilities Website: www.shawneecc.edu Disability Support Services: The Student Success Center offers: Disability Support Services, tutoring lab, writing lab, e-Tutoring, and the TRIO program DISABILITY SUPPORT SERVICES The Student Success Center is available to all students currently enrolled in programs at the college or its extension centers, offering word processing facilities and tutorial services to supplement a wide variety of classes offered by the college. Accommodations include but are not limited to the following: • • • • • Preferential Seating Interpreters Note-takers Tape Recorders Extended time on testing/separate setting • • • • Test Readers Tutoring Tables in Classrooms Large Print Handouts and Tests To ensure appropriate accommodations are in place before the semester begins, the following steps should be taken: 1. Contact the Special Needs Office to discuss potential eligibility and the process for accessing disability services. 2. Schedule an appointment with the Special Needs Office Counselor to complete the program forms. 3. Provide the Special Needs Office with all requested and appropriate documentation. In order for accommodations to be in place when classes begin, students are encouraged to contact the Special Needs Office Counselor at least six to eight weeks prior to the beginning of each semester. Services are not automatically provided each semester. Students with disabilities must meet with the Special Needs Counselor each semester. Requests for such services as interpreters, FM systems, must be made, if at all possible, six to eight weeks in advance of the beginning of each semester to allow the staff time to obtain the best services. DOCUMENTATION REQUIREMENTS - High school transcripts, current IEP’s, current diagnostic testing (within three years) and documented records concerning the disability should be available to the Special Needs Counselor at the first visit. Tutoring Lab - Students who would like to obtain the services of a tutor may receive tutorial assistance through the Student Success Center (SSC) Tutoring Lab. The Tutoring Lab is located in Room H2087 on Main Campus, and tutorial services are also available at the Anna Center, the Cairo Center, and the Metro Center. Writing Lab - The Writing Lab is available to students to work with word processing software and to do Internet research. The Writing Lab is located in Room H2086. e-Tutoring - The Student Success Center also offers online tutoring services. Students can receive assistance in numerous subjects including accounting, anatomy, biology, chemistry, math, physiology, research methods, and writing by accessing the online tutoring website, which will give them a variety of options from which to choose. Students may upload documents for writing feedback, chat with tutors in a chat room, or post a question for an online tutor to address. The site also includes a resource library, which contains an extensive collection of links for information in many subject areas. Student Success Center Coordinator: Mindy Ashby Phone: 1-800-481-2242, Ext. 3316 E-mail: [email protected] Office: Student Success Center TRiO PROGRAM The TRiO Student Support Services program supports and assists with success at Shawnee Community College. The program provides eligible students with a variety of free services and resources to assist in the pursuit of a 4-year degree. Academic support, cultural exposure, personal enhancement and career/ transfer assistance are just some of the many services provided to participants in the program. As a federally funded TRiO program, SSS provides assistance to 160 eligible students each year. When the 160 student capacity has been met, a waiting list of eligible students will be established. TRiO Student Support Services Director: Amber Suggs Phone: 1-800-481-2242, Ext. 3236 Email: [email protected] SOUTHERN ILLINOIS UNIVERSITY 1263 Lincoln Drive Carbondale, IL 61901 (618) 453-2121 Available Services: Offers Associate, Bachelor’s, Master’s, and Doctorate degree programs Service Eligibility: Student of Southern Illinois University Website: www.siu.edu Disability Support Services: Two programs are offered in support of individuals with disabilities: Disability Support Services (DSS); and the ACHIEVE program DISABILITY SUPPORT SERVICES (DSS) DSS coordinates physical and academic support services for SIUC students with disabilities. DSS operates under the philosophy of an integrated service delivery while assuming the role of centralized coordinating office. DSS is a government-mandated, compliance program that guarantees equal accessibility of education under the law to all students. DSS coordinates the service delivery of many different accommodations to many students with many different disabilities. The DSS staff of four professionals and one office supervisor, assisted by two graduate students, 10 student workers and 100+ note takers, serves a population of about 500 students each year. Some of those students have learning disabilities, some are blind or visually impaired, some are deaf or hard of hearing, some have mobility impairments, and some have brain injuries, chronic health conditions, or psychological disabilities. DSS services specifically for students with learning disabilities include tutor referrals, test proctoring, note takers, access to assistive technology, campus familiarization, accessible textbooks and course materials, equipment loans (voice recorders, listening devices, etc.), consultation with instructors, and general guidance and counseling. Disability Support Services: Phone: (618) 453-5738 E-mail: [email protected] Office: 900 South Normal Avenue Woody Hall B150 Carbondale, IL 62901-4705 ACHIEVE PROGRAM Achieve is a comprehensive, fee for service, academic support program for college students with learning disabilities. Achieve's mission is to provide the appropriate accommodation to a student, or if the accommodation cannot be immediately implemented, to provide one or more alternatives until the accommodation can be provided. The Program serves the needs of about 150 students every year. Achieve employs five, full-time specialists, 8 to 12 graduate assistants to serve as student supervisors, and about 300 student workers. The Program itself is located in a 25-room on-campus facility, with a private computer lab and student services lab. There are no limits placed on a student's use of any of the services offered, unlike some fee-for-service programs. Services provided to students include tutors for classes, note takers, test proctoring, private rooms for tutoring or studying, access to adaptive technology, a computer lab, adapted texts, academic, career, and personal counseling, a section of University 101 for Achieve students, remedial classes, campus familiarization, and intervention for any campus-related issues. With a student's permission, we welcome parental involvement. The services offered by Achieve are tailored for students with learning disabilities, and exceed in many ways what services are mandated by law. DSS provides an array of services, not only for students with learning disabilities, but also for all students with disabilities on campus, so that SIUC is compliant with federal law protecting the rights of people with disabilities. From the general purpose and goals of each program, they are different. They have different missions, serve different populations, provide different services and intensities of service, have different budgets, and employ different service professionals. ACHIEVE Program: Phone: (618) 453-2595 E-mail: [email protected] SPECIALIZED TRAINING FOR ADULT REHABILATION (S.T.A.R.T) 20 North 13th Street P.O. Box 938 Murphysboro, IL 62966 Phone: (618) 687-2378 Available Services: Developmental Training, Vocational Rehabilitation, Youth Transition, Residential Services - Services are provided to disabled individuals who need assistance in vocational assessment, vocational placement, supported employment, work adjustment training, sheltered workshops, developmental training, and community integrated living arrangements. Service Area: Jackson County (day program); any County touching Jackson Website: http://www.startinc.org DEVELOPMENTAL TRAINING Service Eligibility: Must be 18 years of age or older, Must have a diagnosed developmental disability, Must exhibit behavior that does not constitute a threat to self or others, and Must meet Medicare waiver eligibility. The Illinois Department of Human Services (IDHS) may be able to provide assistance or help plan for future needs. An Independent Service Coordination Agency (ISC) must be contacted to determine eligibility for services: Southern Illinois Case Coordination Services Developmental Disabilities 519 S Locust St, PO Box 588 Centralia, IL 62801 Phone: (618) 532-4300 TTY: (618) 532-4300 Toll Free: (800) 828-7422 VOCATIONAL REHABILITATION Vocational training is provided to help clients establish good work habits, improve vocational strengths, eliminate undesirable work behaviors and move into sheltered, supported, or competitive employment. The following four steps are provided in support of successful employment: • Vocational Evaluation – A vocational evaluation takes from four to six weeks. Results will provide the following: how an individual works (pace, etc.), likes or dislikes, strengths, limitations, accommodation needs, projections for communitybased employment, recommendations for success. • • • Work Adjustment Training - Work adjustment training typically takes from four to six months and could take up to the maximum of eighteen months. Staff will help work on issues, problems, or assist with continued development of good work habits. Placement Services - Placement services help those with the skills, desire, and motivation to find employment. Staff works with the individual and the employer to insure the individual is able to retain employment and continue to be an asset for the employer. Regular Work/Sheltered Employment. - Regular work or sheltered employment is available at START Subcontracting and Lewis Vinyl for clients that have not been successful with community-based, competitive employment. START holds a subminimum Department of Labor certificate. YOUTH TRANSITION SERVICES Youth Career Counseling Youth career counselors provide transition planning for students beginning in their junior year, including helping the student plan a course of study that will most readily prepare the student for post-secondary education or vocational training. Youth career counselors coordinate any necessary assessments to measure the student's academic performance and career interests. This information will aid the student in determining his or her specific academic or vocational goals. Youth career counselors along with the student and parents will create a plan of action to assist the student in meeting the student's goals. Transition services are comprehensive and include planning to circumvent any foreseeable obstacles that may prevent the student from successfully completing their post-secondary education or vocational training. Some of the steps our youth career counselors assist with include (but are not limited to) applying for state and federal financial aid, completing application materials for community college or university, developing a transportation plan, and connecting the student with on-campus tutoring services or academic resource center. Continued support will be provided post enrollment in an educational or vocational program. Transition Services Course selection Remediation tools Assessments Applying for financial aid Applying to college or university Enrollment at university Transportation plan development RESIDENTIAL SERVICES The residential services program helps individuals successfully live in the community, in the least restrictive environment possible. The following services are provided to clients that live independently in the community, in their own home or with family members, or START's Community Integrated Living Arrangement (CILA) homes: Training in independent living skills Transportation Crisis intervention Financial resource assistance Assistance in seeking housing Referrals to other agencies Problem solving guidance Participation in community activities Contacts: Youth Transition Services: Tom Meyer Home-based Services: Kim Madox TRI-COUNTY SPECIAL EDUCATION JOINT AGREEMENT Transition Program - STEP 1725 Shomaker Drive Murphysboro, IL 62966 (618) 684-2109 Available Services: The Secondary Transitional Experience Program (STEP) is designed to provide supervised work experience for high school students with disabilities. The program is sponsored in partnership with the District by the Illinois Department of Human Services, Division of Rehabilitation Services. Emphasis is placed on developing appropriate work-related habits, attitudes, and acquiring marketable work skills. STEP provides an opportunity for students to experience guided, on-the-job training. One and a half to three hours of each student’s school day may be spent at an established worksite training station. The training station may be located at businesses in the community or on training sites within the school district. Students receive work-related instruction in order to enhance their job training experience. Students participating in the STEP program earn school credit(s) toward graduation. Wages earned by STEP participants can be totally funded by STEP, partially subsidized by STEP and the employer, or paid in total by the employer. Service Eligibility: To participate in this school-to-work program, a student must be sixteen years of age (generally a junior or senior in high school) and identified as having a disabling condition that would create a barrier toward employment. Referrals are made to Tri-County’s Transition Specialist to determine eligibility for DRS services for participation. Service Area: The STEP program offered through Tri-County Special Education serves the districts in Jackson, Perry, and Union Counties. Website: http://www.tcse.us Contact Person(s): Denise Jones, Transition Specialist Office Phone: (618) 790-2323 Cell: (618) 967-8561 Stephane Rathert, Program Assistant Office Phone: (618) 790-2323 E-mail: [email protected] or [email protected] E-mail: [email protected] or [email protected] Office: 102 East Main Street DuQuoin, IL 62832 III. Employment ILLINOIS WORK NET Available Services: A web-based service that provides numerous links to various careerrelated resources. These include local job openings, assisting individuals with starting a small business, career planning tools, interest inventories, information on education and training, and career exploration. Provides connections to supports for financial aid for education and assistance for individuals with disabilities. Service Area: State of Illinois Service Eligibility: High school students+ Website: www.illinoisworknet.com MANPOWER, INC. 2015 West Main Street, Suite 1 Carbondale, IL 62901 (618) 457-0414 Available Services: Provides assistance obtaining temporary employment Service Area: Jackson County Service Eligibility: Individuals 18 years or older Website: www.manpower.com WIA YOUTH SERVICES Available Services: Tutoring, alternative secondary school offerings, summer employment opportunities linked to academic and occupational learning, paid and unpaid work experiences, occupational skills training, leadership development opportunities, supportive services, mentoring, follow-up services, and comprehensive guidance and counseling. Array of youth services that focus on assisting low-income youth with one or more barriers to employment prepare for post-secondary education and employment opportunities, attain educational and/or skills training credentials, and secure employment with career/promotional opportunities. Service Area: Illinois Service Eligibility: Low-income youth, ages 14 – 21 who face barriers to employment. Website: http://www.doleta.gov/usworkforce/wia/act.cfm Jackson/Perry Counties: Kathy Lively, Executive Director MAN-TRA-CON Corporation 1301 Enterprise Way Suite 60 P.O. Box 1727 Marion, IL 62959 Tel. (618) 998-0970, x237 Fax (618) 998-1291 TTY/Relay (618) 998-9921 Union County: Cheryl Vanderford, Executive Director Shawnee Development Council, Inc. 530 West Washington P.O. Box 298 Karnak, IL 62956 Tel. (618) 634-2201 Fax (618) 634-9551 TTY/Relay: (800) 526-0844 http://www.illinois.gov/dceo/Bureaus/WorkforceDevelopment/Pages/warnLWIAregi ons.aspx WORKFORCE EMPLOYMENT SOLUTIONS 419 West Broadway Steeleville, IL 62288 (618) 965-3457 Available Services: Provides assistance obtaining temporary employment Service Area: Jackson County Service Eligibility: Individuals 18 years or older Website: www.visitworkforce.com IV. Independent Living & Community Involvement DELTA CENTER 1400 Commercial Ave Cairo, IL 62914 (618) 734-2665 Available Services: Provides substance abuse counseling, various community services, vocational services, youth services, and respite care services Service Area: Southern Illinois; primarily Pulaski and Alexander County Service Eligibility: Individuals with mental illness, alcohol dependency, or drug/substances abuse Website: www.deltacenter.org DENTAL LIFELINE NETWORK DONATED DENTAL SERVICES P.O. Box 10342 Peoria, IL 61602 (309) 691-5938 Available Services: DDS volunteers provide comprehensive treatment to eligible patients Service Area: Illinois Service Eligibility: Applicants must lack adequate income to pay for dental care and have a permanent disability, or are elderly: age 65 or older, or qualify as medicallyfragile Contact: Lisa Williamson, DDS Coordinator [email protected] Website: www.dentallifeline.org/illinois/ EPILEPSY FOUNDATION OF SOUTHERN ILLINOIS 1100D South 42nd Street Mt. Vernon, IL 62864 (618) 244-6680 Available Services: Provides epilepsy education and up-to-date information for individuals and their families; provides or obtains transportation services for neurology appointments; provides free neurology evaluations for individuals up to age 18 or who have a possible diagnosed seizure disorder. Service Area: Southern Illinois Service Eligibility: Individuals with possible or diagnosed seizure disorders Website: www.efgreatersil.org FELLOWSHIP HOUSE 800 North Main Anna, IL 62906 (618) 833-2194 Available Services: Provides alcohol and other drug abuse/addiction treatment, problem gambling service, prevention services, behavioral health services, and co-occurring mental illness/substance abuse services Service Area: Southern Illinois; lower 22 Illinois counties Service Eligibility: Individual with mental illness, alcohol dependency, drug or other substance abuse and gambling addiction Website: www.fellowshiphouse.com GATEWAY CONFLUENCE WHEELCHAIR Sports Foundation 1806 East “D” Street Belleville, IL 62221 (618) 377-3622 Available Services: A Confluence offers a variety of sports programs throughout the year. These activities include softball, tennis, basketball, volleyball, track and field, road racing, and water skiing. It offers programs for youth in disability awareness. The Confluence identifies people with disabilities and provides them with coaching and training that will continue their rehabilitation and specialization through recreation and community sporting events. It promotes, organizes, and presents wheelchair sports events in the regional area. Service Area: Southern Illinois (within 200 mile radius of St. Louis, MO) Service Eligibility: Disabled individuals using wheelchair Website: www.confluencesports.org GATEWAY FOUNDATION 1080 East Park Street Carbondale, IL 62901 (618) 529-1151 or (877) 505-4673 Available Services: Gateway Foundation Alcohol & Drug Treatment is a non-profit organization with treatment centers located throughout Illinois that provide free in-depth consultations to help determine the severity of substance use and identify the appropriate level of treatment. Service Area: Illinois Service Eligibility: Individuals struggling with alcohol or drug abuse Website: www.recovergateway.org JACKSON COUNTY MASS TRANSIT DISTRICT 608 East College Street Carbondale, IL 62901 (618) 549-0304 Available Services: Provides general public transportation services to Jackson County residents Service Area: Jackson County Service Eligibility: Anyone is eligible to ride on the district’s bus system. The start and end of all rides must occur within Jackson County. Contact: Jackson County Mass Transit Staff PERRY COUNTY TRANS VAN 602 South Douglas Street Pinckneyville, IL 62274 (618) 357-3202 Available Services: Provides transportation to medical appointments for Medicaid patients and provides transportation for local area residents on a private pay scale Service Area: Pick-up in Perry County with transport to Jackson or Randolph Service Eligibility: Individuals in the service area Contact: Perry County Trans Van Staff RIDES 1202 West Dufour Street Marion, IL 62959 877-743-3402 Available Services: Rides Mass Transit District is a public transportation provider offering transportation to and from anywhere within the district to include Harrisburg, Marion, and Carbondale intercity routes; and John A. Logan College routes. Service Area: Southeastern Illinois,18 Counties Service Eligibility: Citizens in the service area Website: http://www.ridesmtd.com/ SALUKI EXPRESS SIU – Student Center 1255 Lincoln Drive, Room 23 Carbondale, IL 62901 (618) 549-2877 Available Services: Mass transit bus system serving SIU Carbondale students, faculty, staff, and community members; transportation to work, school, or popular destinations such as the University Mall, Illinois Avenue, and Murdale Shopping Center within Carbondale City limits. This convenient system offers seven weekday routes and three weekend routes (while school is in session) and a break route that operates while school is not in session. Full service begins the first day of move in prior to the start of the Fall Semester. For route details, see website. Fares may be paid per ride, monthly, and/or per semester passes. Service Area: Carbondale Service Eligibility: Citizens in the service area Website: http://studentcenter.siu.edu/services/saluki-express/ SOUTH CENTRAL TRANSIT 854 East Olive Street Du Quoin, IL 62832 (800) 660-7433 Available Services: Provides safe, reliable, and cost-effective public transportation to the citizens of the serving communities Service Area: Benton, Breese, Carlyle, Centralia, Du Quoin, Mt. Vernon, Nashville, Salem, and West Frankfort city limits Service Eligibility: Citizens in the service area Website: www.southcentraltransit.org SOUTHERN ILLINOIS CASE COORDINATION SERVICES 140 South Locust Street, 2nd Floor Centralia, IL 62801 (618) 532-4300 (800) 828-7422 Available Services: Provides services for individuals who are developmentally disabled and their families. Services include pre-admission disability screening, follow up services for those who have been discharged, needs assessment, referrals to other services, technical assistance referrals, information for individuals and their families and support and advocacy. SICC completes the PUNS (Prioritization for Urgency of Need for Services) which is a statewide database that records information about individuals with developmental disabilities who are potentially in need of services. The State uses the data to select individuals for services as funding becomes available, to develop proposals and materials for budgeting, and to plan for future needs. SICC is the “gate keeper” to access DD (developmental disability services) post high school for local DD facilities. Service Area: Southern Illinois Service Eligibility: Individuals generally must have a FSIQ of 70 or below and complete PASS intake; be determined eligible to receive a medical card (by DHS) and SSI (by SSA). Website: www.illinoisparents.org/index.html SOUTHERN ILLINOIS CENTER FOR INDEPENDENT LIVING 2135 West Ramada Lane Carbondale, IL 62901 (618) 457-3318 Available Services: A Center for Independent Living (CIL) is a non-residential, community-based organization providing resources and advocacy services to persons with disabilities to include skills training, money, budgeting, etc. Overall, CIL’s provide persons with disabilities the tools to set and accomplish their own goals. The center provides assistance in Americans with Disabilities Act (ADA) compliant ramp design. Service Area: Jackson, Perry, Union Counties Service Eligibility: Individuals with disabilities Website: www.incil.org/locations1.asp SPECIAL OLYMPICS 608 East College Street Carbondale, IL 62901 (618) 457-2969 Available Services: Provides year-round sports training and athletic competition in a variety of Olympic-type sports. Gives continuing opportunities to develop physical fitness, demonstrate courage, experience joy, and participate in a sharing of gifts, skills, and friendship Service Area: Southern Illinois Service Eligibility: Children and adults with intellectual disabilities Website: www.soill.org THE FAMILY SUPPORT NETWORK 651 East 159th Place South Holland, IL 60473 (708) 331-7370 Available Services: Unifies individuals with disabilities and their families to advocate for legislation, funding, services, and community resources that strengthen and support the individual and the family directly by responding to their individual needs and empowering them to live in their own homes Service Area: Illinois Service Eligibility: Individuals with developmental disabilities and their families Website: www.familysupportnetwork.org THE H GROUP 2311 South Illinois Avenue Carbondale, IL 62901 (618) 457-6703 Available Services: Behavioral Healthcare Services for Adults, including: Outpatient counseling Substance use services DUI Evaluation and Treatment Services Case management Psychosocial rehabilitation programs Community support services Services for Adults with Developmental Disabilities, including: Developmental Training Program Work Services Program Sheltered Employment Vocational Evaluation Job Development/Placement Residential Facilities Services for Children and Families, including: Outpatient counseling Substance use services Early Head Start Big Brothers Big Sisters School-based mental health and substance use prevention programs Service Area: Illinois Service Eligibility: All individuals with Medicaid or private insurance Website: www.buildingbettertomorrows.org REND LAKE COLLEGE AREA REND LAKE COLLEGE AREA cont’ AREAAconCONT’cCCCCCCONT’ UIC DIVISION OF SPECIALIZED CARE FOR CHILDREN State Regional Office Building 2309 West Main Street, Suite 119 Marion, IL 62959-1195 (618) 997-4396 (800) 451-0464 Available Services: Illinois Division of Specialized Care for Children (DSCC) helps children with special health care needs. The organization works to help children with disabilities and those who have conditions which may lead to disabilities reach their full potential. They help to provide proper specialized diagnosis and medical care. Care Coordination: helps families and care providers develop a plan of care, coordinating services, linking families with other resources and programs, parent-to-parent support, information, advocacy, and payment source. Diagnosis: Services that include no-cost medical evaluation if an eligible condition is suspected, regardless of family income. Treatment: Financially eligible families will receive assistance with payment for specialized medical treatment, such as surgeries, medications, therapy, wheelchairs, hearing aids, and other medical services when needed to treat eligible conditions. Service Area (In-District): Southern Illinois Counties Service Eligibility: Must be under 21 years of age, live within Illinois, and have or be suspected of having a medically eligible condition. There are specific income level requirements. Website: www.uic.edu/hsc/dscc Contact Person: Program Services Manager V. Benefits CENTER FOR AUTISM SPECTRUM DISORDERS Southern Illinois University Carbondale, Wham 124 625 Wham Drive Carbondale, IL 62901 (618) 536-2122 Available Services: The Center provides many services for children with autism and their families, including autism screenings, diagnostic assessments, and therapy, in which language, social, and daily living skills are targeted. The Center also works collaboratively with other professionals involved in the child’s life. Service Area: Southern Illinois Service Eligibility: Children with autism Contact: Sherell Sparks, Site Director (618) 453-7123 [email protected] Website: [email protected] CHILD CARE RESOURCE AND REFERRAL AGENCY At John A Logan College 700 Logan College Road Carterville, IL 62918 (618) 985-5975 Available Services: Administers the Illinois Department of Human Service's (IDHS) Child Care Assistance Program (CCAP) to families in southern Illinois. This program provides low-income, working families with access to quality, affordable child care. This child care allows them to continue working and/or complete their education. Service Area: Southern Illinois Service Eligibility: Individuals who are Illinois residents, working or attending an approved education or train program with children in care under age 13, and the family income meets the eligibility criteria OR a teen parent is seeking a high school degree or GED equivalent Website: www.jalc.edu/ccrr/programs DHS FAMILY COMMUNITY RESOURCE CENTER Jackson County Office (Serving Jackson and Perry) 342 North Street Murphysboro, IL 62966 (618) 687-1705 Union County Office 1000 North Main Street Anna, IL 62906 (618) 833-2118 Available Services: Public assistance through Department of Human Services. Apply for Medical Assistance, Medicaid, Medical Card, Health Insurance, Childcare Assistance, Link (food stamps), Emergency Assistance, and Homeless Services. Service Area: Illinois Service Eligibility: Individuals in need of financial assistance. Income, disability, age, and dependent status are all evaluated to determine eligibility. Website: www.dhs.state.il.us HEALTH BENEFITS FOR WORKERS WITH DISABILITIES (800) 226-0768 Available Services: Working people with disabilities can buy healthcare coverage through the Health Benefits for Workers with Disabilities program. This program removes one of the largest barriers to their employment. With affordable health coverage, working people with disabilities have more choices. They can return to work...work more hours ...or move to a better, higher-paying job. Service Area: Illinois Service Eligibility: Illinois residents ages of 16 through 64 who have a disability and who are employed can purchase medical benefits through the Health Benefits for Workers with Disabilities (HBWD) Program. An individual must be a citizen of the United States or an immigrant legally admitted for permanent residence. Immigrants admitted after August 21, 1996, are ineligible for the first five years after legal entry into the U.S. Non-citizens must provide proof of legal status. Applicants have to provide proof of a Social Security number or proof of an application for a number to be eligible. Website: www.hbwdillinois.com SALVATION ARMY 906A Tower Square Plaza Marion, IL 62959 (618) 993-5854 Available Services: Provides emergency assistance to individuals in need Service Area: Southern Illinois Service Eligibility: Individuals within the required income guidelines Website: www.salvationarmy.org SOCIAL SECURITY ADMINISTRATION 250 West Cherry, Room 104 Carbondale, IL 62901 (800) 772-1213 Available Services: Supplemental Security Income (SSI) is a United States government program that provides stipends to low income who are disabled, blind, or aged (over 65 years of age). Service Area: United States Service Eligibility: Designed to assist those individuals who are unable to work; varies depending on requested services/information Website: www.socialsecurity.gov TOUCH OF NATURE ENVIRONMENTAL CENTER 1206 Touch of Nature Road Makanda, IL 62958 (618) 453-1121 Available Services: Camp Little Giant Camp Little Giant offers summer residential and day camp opportunities to people with various abilities and disabilities. As one of the first camps of this type in the nation, we have served both children and adults for over five decades. Today, we continue to serve the recreational, educational, social, and developmental needs of our campers. Service Area: Southern Illinois Service Eligibility: Individuals with disabilities Camps are designed for: • • • • Adults 21+ with high care needs, low mobility, or using wheelchair; Adults 21+ with physical, cognitive, or developmental disabilities; Youth ages 8-21 with physical, cognitive, or developmental disabilities; Youth ages 8-19 with Attention Deficit and Attention Deficit Hyperactive Disorders (ADD/ADHD) Contact: Vicki Lang-Mendenhall, Camp Director (618) 453-1122 Ext: 231 [email protected] Website: www.ton.siu.edu WORK INCENTIVES PLANNING AND ASSISTANCE (WIPA) Illinois Department of Human Services (217) 836-0061 Available Services: Work Incentives Planning and Assistance Projects are federally funded initiatives to educate and assist individuals with disabilities receiving SSI/SSDI, and those who support them to anticipate and plan for changes that may occur in their state and federal benefits as a result of employment. These benefits include SSI/SSDI, Medicaid, Medicare, TANF, Food Stamps, subsidized housing, workers compensation, and unemployment benefits. Service Area: Southern Illinois Service Eligibility: Individuals with disabilities receiving SSI/SSDI interested in becoming employed Contact: Ron Mulvaney VI. Advocacy & Legal EQUIP FOR EQUALITY Southern Illinois Region 300 East Main Street, Suite 18 Carbondale, IL 62901 (618) 457-7930 (Voice) (800) 758-0559 (Voice) (800) 610-2779 (TTY) Available Services: Self-advocacy and legal services, disability rights training, public policy advocacy, abuse and neglect investigations Service Area: Illinois Service Eligibility: Individuals with disabilities Website: www.equipforequality.org ILLINOIS DEPARTMENT OF CHILDREN AND FAMILY SERVICES Regional Office 2309 West Main Street Marion, IL 62959 (618) 993-7100 Field Office (Williamson County) 107 Airway Drive Marion, IL 62959 (618) 993-8639 (Jackson County) 1210 Hanson Murphysboro, IL 62966 (618) 687-1733 (Perry County) 202 West Jackson, Suite B Sparta, IL 62286 (618) 443-4317 Available Services: Provides investigation and follow-up services to families in which child abuse and/or neglect has occurred. Adoption information, counseling, protective day care, foster care, home visits, and parenting skills training. Service Area: Illinois Service Eligibility: Victims of abuse or neglect and their families Website: www.state.il.us/dcfs LAND OF LINCOLN LEGAL ASSISTANCE FOUNDATION 509 South University Avenue Carbondale, IL 62901 (618) 457-7800 (800) 642-5335 Available Services: Provides free civil legal services to low-income persons and senior citizens; provides ranges from telephone advice or brief service, to representation in court or at administrative hearings. The type of service provided depends on the legal problem, merits of the case, and staff availability. Types of cases include: Housing, Family, Consumer, Homeownership, Public Benefits and Health, Services for Senior Citizens and Disabled Persons, and Education Service Area: Southern Illinois Service Eligibility: Individuals who are low income or senior citizens Website: www.lollaf.org SOUTHERN ILLINOIS CASE COORDINATION SERVICE, INC. 140 South Locust Street – 2nd Floor Centralia, IL 62801 (618) 532-4300 Available Services: Provides services for individuals who are developmentally disabled and their families. Services include pre-admission disability screening, follow-up services for those who have been discharged, needs assessment, referrals to other services, technical assistance referrals, information for individuals and their families, and support and advocacy. Service Area: Southern Illinois Service Eligibility: Individuals who are developmentally disabled and their families Website: www.illinoisparents.org REFERENCES U.S. Department of Education – Promoting Educational Excellence for All Americans; Ed.gov http://idea.ed.gov/explore/view/p/%2Croot%2Cdynamic%2CTopicalBrief%2C17%2C Illinois State Board of Education, June 2009: Chapter 8: Secondary Transition – Educational Rights and Responsibilities: Understanding Special Education in Illinois
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