My Rabbi, in his talk last night at Simcha Shabbat, reminded the congregants of the importance of being thankful. I had a note on my bulletin board, reminding me to be thankful. But, I do not have that visual reminder posted anymore. I removed the piece of paper, with the message. I thought I would remember. Now, when something extraordinary occurs, I recall to be thankful. But, I also need to be grateful everyday, for the small graces.
The rabbi told the story of a grandmother who told her granddaughter on her wedding day, "I hope you have many small problems."
"What an awful thing to say to me, of all days!" the granddaughter responded.
"Ah," the grandmother said in her wise, slightly accented voice. "If you have many small problems, maybe you won't have a big one."
The rabbi went on to explain--one response to minor glitches will train an individual for the serious crises. Same with graditude, if one makes being gracious a habit, then one will be ready to be very thankful for the important events, experiences, and relationships one encounters on life's journey.
The rabbi added that an alternative to counting sheep to fall asleep, one could tick off the actions, objects, and people for which one feels gratitude.
So today, two kind actions by strangers stand out--the guard at the African American Museum let my friend and I enter on one pass, not the two that are required; a man in the museum shop bought a postcard for me, when I told him the card was for my 91 year old mother, he said, "Bless her heart!"
The other day, a woman told me where I dropped my glove, and then a little girl picked it up for me. Common courtesy--yes; however, in these tense times, not so typical.
Saturday, February 16, 2019
Saturday, February 2, 2019
Serious Need in Our Community
There is a serious need for our special needs adult population to find meaningful employment.These are the young adults who were educated in the school system during the 1990's to early 2000's and benefited from wonderful educational experiences due to tremendous advances in special education in our schools. These are the 20 and 30 something generation--millenials--who were integrated into the community from their birth. They were nurtured in a "can do" environment.
The parents and service providers emphasized what these youngsters could accomplish and not what they were unable to do. There were social skills groups, camps, Special Olympics, tutors, entire schools, special classes within schools, and mainstreaming. Every kind of therapy imaginable was utilized and with great success. There were theater companies! Young people with special needs became models, dancers, actors, artists, and athletes. Nothing was impossible. The sky was the limit! However, the world changed and advanced. Our students entered a highly complex world, with the decline of brick and mortar stores, mechanized cashiers, ATM machines, and ubiquitous computers. Restaurants became self-serve. Less support staff wherever one looked. No one was prepared. The so-called "gifted" also searched in this confusing world. The bar for them had been set too high, as well. What career paths would they follow?
I forsaw the disaster. Students were placed too high on the bell curve of intelligence and achievement. A new category of gifted/learning disabled appeared; high functioning was the important catch phrase. Multiple intelligences, baccalaureate programs for all, honors classes for the average, and AP classes galore. No one really knew where they fell on the spectrum of aptitude, since the educational field filled with inflated grades, scores, and expectations. Schools did not encourage vocational education for anyone and the trades were ignored by high schools. But back to special needs.
My daughter is just such a young adult, adopted from Guatemala, diagnosed with PDD-NOS (Pervasive Developmental Disorder, Non Otherwise Specified). She has autism and cognitive issues, with strengths in verbal expression and long-term memory. Isabel is funny, creative, loyal, motivated and serious about whatever responsibility is given to her. She is a graduate of the George Mason University LIFE program. She completed thirteen years of education through Montgomery County Public Schools, in addition to a "highly selective" post-secondary program through the school system. Always the star special education student, but her skills were not adequate for the challenging, "regular" high school curriculum.
Isabel has participated in various internships, ranging from working in a restaurant to being an office assistant on Capitol Hill. Surprisingly, some of her best experiences were in a summer camp, where she had various jobs. The opportunity was facilitated by Yachad, an arm of the Orthodox (Jewish) Union. The irony is not lost on me that the most conservative wing of Judaism in the United States gives the best opportunities to young adults with special needs; they take care of their own which is something no one else appears willing to do. Thankfully, they allowed Isabel to be in their program (eventhough we are not Orthodox Jews.)
The caveat with all of these job opportunities is that there were mentors to facilitate the procedure. Once the staff was comfortable, Isabel accomplished her job independently. Staff was satisfied. The site had a reliable worker, and Isabel beamed with pride. Isabel's experiences were positive and we, her parents, thought she would find a job. Evidently, not so!
Now for the real world. How do we get this model to work outside of an educational program? Who can help? How can it be accomplished? So far, in our job search, we have hit a "brick wall." We use an agency to assist Isabel in her job search. However, the counselors at this organization appear to be unprepared.
Isabel goes to interviews and the employer/manager expects her to respond as a person who is typical. Corporations, that claim they hire "the disabled" are not doing so. Maybe, the business has one person, with normal social skills and intelligence, in a wheelchair. No, that is not hiring "the disabled" for 2019. That would have been appropriate 40 years ago! All types of disabilities need to be recognized--mental illness, substance abuse, PTSD, ex-convicts, autism, Down Syndrome, and Fragile X, just to name a few. Employment of the disabled will inevitably reduce the homeless population and those on government assistance.
I do not understand why the field of adult special needs is hidden in the dungeons of Counseling and Social Work Departments. Why are University Special Education programs stopping at school age populations? If school systems, the government, and public health departments invest in babies, educational programs cannot halt with 21 year olds. There are a few exceptions, one being George Mason University in Fairfax, Virginia. The LIFE program provided preparation for life after school; however, these positions do not translate to the world of work.
I would like to start an advocacy group for the young adults with special needs, who are capable of being an asset to the workplace. This advocacy group would explore and then implement new policies for hiring the disabled. I would love to find enthusiastic younger adults who have energy for such an advocacy group. Professionals who can work quickly, efficiently, and productively. Isabel's father and I, her mother, are in the Baby Boomer generation. We have made our mark on the world. We need help. This is not my field of expertise. Where are the creative, young journalists, writers, consultants, entrepeneurs and future government leaders out there? And, of course, educators? I hear that this generation "thinks outside of the box?" The millenials look at the world of work differently; here's your chance. These adults with special needs are your brothers, sisters, cousins, siblings of friends? You went to school with them.
Please read this blog and then think about what I have written. Thank you.
The parents and service providers emphasized what these youngsters could accomplish and not what they were unable to do. There were social skills groups, camps, Special Olympics, tutors, entire schools, special classes within schools, and mainstreaming. Every kind of therapy imaginable was utilized and with great success. There were theater companies! Young people with special needs became models, dancers, actors, artists, and athletes. Nothing was impossible. The sky was the limit! However, the world changed and advanced. Our students entered a highly complex world, with the decline of brick and mortar stores, mechanized cashiers, ATM machines, and ubiquitous computers. Restaurants became self-serve. Less support staff wherever one looked. No one was prepared. The so-called "gifted" also searched in this confusing world. The bar for them had been set too high, as well. What career paths would they follow?
I forsaw the disaster. Students were placed too high on the bell curve of intelligence and achievement. A new category of gifted/learning disabled appeared; high functioning was the important catch phrase. Multiple intelligences, baccalaureate programs for all, honors classes for the average, and AP classes galore. No one really knew where they fell on the spectrum of aptitude, since the educational field filled with inflated grades, scores, and expectations. Schools did not encourage vocational education for anyone and the trades were ignored by high schools. But back to special needs.
My daughter is just such a young adult, adopted from Guatemala, diagnosed with PDD-NOS (Pervasive Developmental Disorder, Non Otherwise Specified). She has autism and cognitive issues, with strengths in verbal expression and long-term memory. Isabel is funny, creative, loyal, motivated and serious about whatever responsibility is given to her. She is a graduate of the George Mason University LIFE program. She completed thirteen years of education through Montgomery County Public Schools, in addition to a "highly selective" post-secondary program through the school system. Always the star special education student, but her skills were not adequate for the challenging, "regular" high school curriculum.
Isabel has participated in various internships, ranging from working in a restaurant to being an office assistant on Capitol Hill. Surprisingly, some of her best experiences were in a summer camp, where she had various jobs. The opportunity was facilitated by Yachad, an arm of the Orthodox (Jewish) Union. The irony is not lost on me that the most conservative wing of Judaism in the United States gives the best opportunities to young adults with special needs; they take care of their own which is something no one else appears willing to do. Thankfully, they allowed Isabel to be in their program (eventhough we are not Orthodox Jews.)
The caveat with all of these job opportunities is that there were mentors to facilitate the procedure. Once the staff was comfortable, Isabel accomplished her job independently. Staff was satisfied. The site had a reliable worker, and Isabel beamed with pride. Isabel's experiences were positive and we, her parents, thought she would find a job. Evidently, not so!
Now for the real world. How do we get this model to work outside of an educational program? Who can help? How can it be accomplished? So far, in our job search, we have hit a "brick wall." We use an agency to assist Isabel in her job search. However, the counselors at this organization appear to be unprepared.
Isabel goes to interviews and the employer/manager expects her to respond as a person who is typical. Corporations, that claim they hire "the disabled" are not doing so. Maybe, the business has one person, with normal social skills and intelligence, in a wheelchair. No, that is not hiring "the disabled" for 2019. That would have been appropriate 40 years ago! All types of disabilities need to be recognized--mental illness, substance abuse, PTSD, ex-convicts, autism, Down Syndrome, and Fragile X, just to name a few. Employment of the disabled will inevitably reduce the homeless population and those on government assistance.
I do not understand why the field of adult special needs is hidden in the dungeons of Counseling and Social Work Departments. Why are University Special Education programs stopping at school age populations? If school systems, the government, and public health departments invest in babies, educational programs cannot halt with 21 year olds. There are a few exceptions, one being George Mason University in Fairfax, Virginia. The LIFE program provided preparation for life after school; however, these positions do not translate to the world of work.
I would like to start an advocacy group for the young adults with special needs, who are capable of being an asset to the workplace. This advocacy group would explore and then implement new policies for hiring the disabled. I would love to find enthusiastic younger adults who have energy for such an advocacy group. Professionals who can work quickly, efficiently, and productively. Isabel's father and I, her mother, are in the Baby Boomer generation. We have made our mark on the world. We need help. This is not my field of expertise. Where are the creative, young journalists, writers, consultants, entrepeneurs and future government leaders out there? And, of course, educators? I hear that this generation "thinks outside of the box?" The millenials look at the world of work differently; here's your chance. These adults with special needs are your brothers, sisters, cousins, siblings of friends? You went to school with them.
Please read this blog and then think about what I have written. Thank you.
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