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This year’s theme, “Celebrating 40 Years of Progressive Leadership,” acknowledges TASH’s 40 years of generating change within the disability community and anticipates a brighter, more inclusive future for people with disabilities in all aspects of life. Each year, the TASH Conference impacts the disability field by connecting attendees to innovative information and resources, facilitating connections between stakeholders within the disability movement, and helping attendees reignite their passion for an inclusive world.

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Thursday, December 3 • 9:20am - 10:10am
Families Supporting Community Relationships for Their Adult Children Living At Home FILLING

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The last 40 years has seen a tremendous increase in physical inclusion of people with disabilities. However, the need for social inclusion remains pressing and requires new leadership. Successful methods to promote community relationships have been used in residential settings, yet most people with disabilities live with their families. Children are integrated in school, yet parents decry the social isolation that happens after graduation. This presentation presents a study conducted with adult children living with their families and how strategies successfully used by agency staff are being adapted by family members to increase the community relationships of their adult children. OBJECTIVES: By the end of the session, participants will be able to: 1. Identify at least 3 ways to support social inclusion and community relationships for adults, young adults and transition age students living at home. 2. Identify at least 2 ways to support families to support the social inclusion of their adult children. 3. Distinguish at least 2 ways to overcome barriers which families experience to supporting social inclusion of their adult children. 4. Define three ways to define successful outcomes of social inclusion (relationships with community members, joining community groups/associations, and valued social roles in community life) IMPORTANCE: There is a great deal of literature on social inclusion in school environments, but no studies on supporting such inclusion as students transition to adult life. Most literature about supporting social inclusion is on what school or agency staff can do, but virtually nothing about what families can do. TRANSLATING TOPIC INTO NEW OUTCOMES:Many parents lament decreases in social relationships once their children graduate. Parents are often hungry to support more relationships happening for their children. Outcomes include both more relationships and belonging for the adult children, but also more inclusion for the parents. Social relationships can lead to more employment, satisfaction, health, and valued social roles. Research about adults with intellectual disabilities, especially severe disabilities, indicates that their social networks consist primarily of others with disabilities and paid staff. For those living with their families, relationships for the individual with disabilities are often only relationships of the other family members. Supporting the individual's own social relationships with ordinary community members will decrease the likelihood that they will end up with these constricted social networks, and adults will end up with a social network consisting primarily of other people with disabilities and paid staff. Improved outcomes will include identification of strategies that can be used by other families, development of a manual that can be used by other families, and many individuals with severe disabilities having more relationships with community members. In addition, there will be improved outcomes for community members who befriend these individuals.

Speakers

Thursday December 3, 2015 9:20am - 10:10am
Eugene 1401 SW Naito Parkway Portland, OR 97201

Attendees (23)