Introduction and Success #1

Marta Reeger
Intro to Developmental Disabilitiens
Project 2: Blog posts.
NCC Spring 2014
Professor Haines

Introduction –

(Includes all the excuses  reasons why this has been delayed)

This blog was going to be about exploring the Code of Ethics for Direct Support Providers and new Core Competencies developed for direct care providers of services for persons with developmental disabilities.   It was going to begin in Mid March.  Being somewhat of a “rabble-rouser” I was going to examine these in light of budget cuts and increasing case loads.   At the time I was going to begin this project, however, two unrelated situations converged to derail these plans.

First, new guidelines for file review were released and being used at my agency for an internal file audit.  Being a small, not-for-profit agency, we do not have a separate team for these projects, but the senior staff simply dons new hats and adds the task to the day (already filled beyond capacity).   These guidelines were accompanied by the example of one agency whose minor clerical error became extrapolated out to a $475,000.00 repayment.  This amount of repayment, should it happen to us, would essentially shut the doors on an agency that has provided services to Deaf and developmentally disabled individuals for over 25 years. 

The second situation was the deteriorating condition of R, a client, developmentally disabled, deaf, legally blind in at least one eye and battling stage 4 prostate cancer.  His story, at once, tragic and heartwarming weighed heavy on all of us during those last months of winter and into March.   His death on March 27 2014 left me – and many of us, tremendously frustrated and angry.   Angry at  …. Who?   What?  His doctors who never provided him with an interpreter?   A system that demanded that a choice of services which addressed either his mental illness or his developmental disability but not both?  As I write even this short description, I am aware that it is still too soon to write about R and how we were not able to give him what he most wanted in the last year of his life – a job.    

Something about the juxtaposition of these two situations created quite an impact on me.  It lead me to procrastinate this writing assignment as I simply could not trust myself to be objective – and not rail about “the system”  in a manner that would certainly not make any friends within the organizations in which we operate and  potentially get me fired.

So I have decided instead to focus upon more positive topics and share some of our Success Stories.  It is something that I don’t have enough time to do and is always on my list    

K

I am the Coordinator of Employment Services in an agency that serves primarily Deaf individuals and those who have other disabilities.   I have been working in this field for about 14 years and have seen the amazing transformation that a job can bring to an individual and the ripple effects of that transformation on the entire family and beyond.   I also believe the people that work in this field are some of the most dedicated, and innovative professionals I know and they work tirelessly to make these transformations possible every day.  

When one such professional, Nicole, a job coach for almost 5 years became a teacher in the work readiness program at the high school she brought her passion for each student/client as well as the valuable perspective of the business world to her class.   She set high expectations for her students and worked with them to develop many opportunities for growth.   As such, we began to integrate her class into our bi-monthly job club meetings of adult job seekers of all levels, from those with college degrees to those with development and intellectual disabilities.  When we first met K, she was a vibrant and motivated student.   She worked hard and developed her 30 Second Commercial, and practiced it over and over, reading from her 3x5 card.  As the months went by and graduation time approached, one day K walked in as if she had just come in from a “makeover”show. – complete with professional and stylish “bob” and heels.   (she was quite wobbly on these, however, so we talked her into some similarly stylish flats.)  

After graduation, K attended a day program and eventually got enrolled into our Enhanced Supported Employment (ESEMP) program where she could get the level of support which would provide her with the foundation to be successful in her first adult job.   It is crucial that these first forays into the work world be positive experiences and truly provide the individual of any ability the means to learn transferrable skills from an entry level position, as most of us did as we entered the work world. 

It took us some time to find the right job for K – and left to the standard wisdom, K might have languished longer, or been placed in a more menial position, but instead our job developer handled her case just like any other job seeker and set up an interview at a chain food store – for a cashier position.  On our team, there was quite a divide on whether or not this was going to be good “job match”.   K had never worked under any sort of pressure in any work study situation she was in.   She, like most students, was able to do as much or as little as she wanted on any given day. Some on our team were concerned that she would be able to handle the job, but the employer was willing to try and offered a backup position so we proceeded.  K had the benefit of all day, every day coaching during her training period.  After 2 weeks on the job, our team was still divided about the likelihood of a positive outcome of this placement.   K not only has a developmental disability, she is hard of hearing, and has limited fine motor skills.  For each barrier/issue that arose, we developed coaching strategies and tools, enlisted the assistance of her very supportive family and store staff and together worked toward that positive outcome.  We gave K “play money” to practice counting and handling the money without crushing it.  Stamina also was an issue.  K arrives at work well rested, looking put together in her uniform, but by the end of her shift she can look like a child who has been playing outside on a playground, with her hair poking out of its ponytail, shirt-tails out.  Likewise her concentration wanes at the end of the shift.  The employer was patient and allowed her the time to develop and K has maintained a persistent positive attitude, happily working on any issue we ask her to practice.  One by one, issues were addressed and as a team we provided daily support until we were able to begin to fade.   I occasionally cover a shift and did so recently.   I was amazed at the difference from last year. Although she still looks a bit undone by the end of her shift, her cash drawer has been consistently perfect for some time now.   I observed her count out her drawer at the end of a recent shift and was amazed at the difference from one year ago.   She maintained focus while counting the drawer, on her own in a busy backroom with activity all around her.  She counted aloud all her change and bills and yes, it was perfect again.   

This job would not have been a possibility for K if it were not for the extended length and intensity of supports from the onset of the training.   Since it was available through this ESEMP pilot project, K has the opportunity to be a contributing member of society and build skills toward independence and a very bright future.