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Jessie Greenbaum lives in Mount Desert. She is a social work student.
The transition to adulthood can be challenging for almost every human. For people with Autism Spectrum Disorder (ASD) and developmental delays, the transition can be hard because it is complicated by labels, definitions, and scores. Labels separate people into groups and limit what people expect of them. The labels can limit which supports a person can receive and what education opportunities they have.
All people deserve a chance to learn, to try a class and to do their personal best. They may surprise themselves and others by what they can do. The transition can be a cliff or a diving board, and they will not know if they don’t try.
Currently, many people stay in high school until they age out, because in school they have educational and social support. When a person leaves high school there is no guarantee that they will have adult services for daily living skills, community-based activities, building social skills, job training or post-secondary education. This is because there are waitlists for adult services and because there are not enough providers of services. Currently some people do not have a job, a job coach, or skills to keep a job. Currently the waivers for vocational rehabilitation, adult services and community-based services do not blend well.
I am the parent of a young adult with developmental delays, and our family is experiencing these struggles. I am an ally of many young people with developmental delays and ASD, and I know they are struggling too. As a social work student, I know that this is an issue of equity, equal opportunity, and social justice.
There are several challenges to post-secondary education: financial and academic aptitude. The application process includes challenges with admission exams, transcripts, and the financial aid application, which are designed for the average applicant. Financial aid is only available for degree programs and comprehensive transition and post-secondary programs, which are approved by the U.S. Department of Education. There are over 300 post-secondary education programs in the U.S. There are two non-degree programs in Maine, and both are private pay, and not eligible for FAFSA loans.
One pilot program is at a private college and requires participants to be a full-time student. The requirement to be a full-time student is an unreasonable expectation for many people with developmental delays and ASD. The ability to take one class and have support, can make the difference between job skills and life skills for many young adults. School should not have to be an all or nothing experience.
LD 2166 is a bill that is being considered in the Maine Legislature for funding approval. The funding will be for pilot programs at University of Maine and community colleges that are interested in developing programs to support people with developmental delays and ASD. The pilot programs will meet requirements for financial aid, work-study, and scholarships. Students can enroll with dual enrollment in high school and have educational support. Wrap around support could include peer support, job training and life skills support. The bill will support the continuing development of the Lifespan waiver and include the stakeholders in the design process.
The Lifespan waiver will ease some of the transition to adult services because it begins while a person is in high school and stays with them throughout their life. The hope is that Lifespan can also support post-secondary education and job training. Lifespan will begin in 2025. The program increases opportunities for skilled, year-round employment.
Please let our Maine legislators on the Appropriations Committee know that you support LD 2166. People need hope and everyone wants a chance to try something. You don’t know if you don’t try.