Autism, Adulthood and Transitional Challenges

The tragedy in Newtown, Connecticut shines a light on the need for exceptional care of autism spectrum students as they transition out of public schools and into adulthood. We see this phenomenon come into play as Adam Lanza is said to have spent two years living in isolation in his basement, largely playing violent video games in the run up to the shooting.

Having recently withdrawn my son from his high school, I can relate to Nancy Lanza leaving the school system and know firsthand what a toll it takes on both child and parent being isolated together in the wake of that. I keep my son monitored through counseling and engaged in a handful of activities we’ve found in which he enjoys success, but it’s still very hard for him to not be in school like other kids his age.  At sixteen, his future is uncertain.

Schools are legally obligated to take care of our special needs children until they are twenty-one.  So why would parents like me cut loose of the safety net of proffered transitional services?

The truth is, we have become fed up with our children’s school systems being unwilling/unable to meet their needs and assuming an adversarial
stance against us.  Two camps who should be arriving at what is best for the child become locked in mortal combat. Faith is broken and as a result, we have cut our losses and retreated from the battlefield.

For myself, I suspected there was little to be lost in doing so.  If transitional services are anything like other educational services we’ve endured, we would be better off without them.  The Department of Vocational Rehabilitation was the named clearinghouse for my son’s future, but his unique profile of strengths and weaknesses did not match what they had to offer.

Fortunately, wonderful readers to my previous posts responded to my plight and gave me a lead: The Center for Change in Transition Services here in Seattle.  Their website reports that transition services are a set of coordinated activities designed to be a results-oriented process that facilitates the successful movement from school to postsecondary living. These activities are based on a student’s needs, strengths, preferences and interests. Transition services include instruction, related services, community experiences, the development of employment and other post-school living objectives and, when appropriate, daily living skills.  I am eager to call them after Christmas.

I looked for a state-by-state guide to transitional services and found a “Resources Roadmap” at https://www.autismafter16.com. There’s also the ASAN (Autistic Self Advocacy Network) which has education and employment among its many topics. Founded by Ari Ne’eman, President Obama’s 2009 appointee to the National Council on Disability, ASAN is on the cutting edge of viewing autism spectrum disorder as a major civil rights movement of our time.  They partner closely with businesses to expand opportunites for individuals on the autism spectrum.

If anyone else has more links to share, please do so. It’s time to pool our knowledge and help each other through these difficult days.