For too long, opportunities and expectations for youth with intellectual disabilities and autism – and the expectations they set for themselves – were modest. Strong and expanding partnerships between Vermont Care Partner network agencies, schools, state government, and Vermont employers have opened the door for fuller participation. And now expectations, and achievements, are rising.
Champlain Community Services (CCS), a Colchester-based developmental services provider, is actively engaged in this process, offering a continuum of educational and employment and career-development supports.
“Youth with intellectual disabilities and autism and their families have access to a variety of services while in school, but negotiating the transition to adulthood presents new challenges,” said CCS Executive Director Beth Sightler. “We’re investing in youth to ensure they have a solid foundation for what comes next.” Increasingly, that means full participation in the community and the workplace.
CCS supports youth through two initiatives: the Bridging program for current high school students (in its ninth year at CCS) and School2Work, serving students transitioning from high school to the world of work and/or post-secondary education. Each is a vital part of CCS’ Way2Work continuum, which also includes a nationally recognized Adult Employment component.
These efforts are not only producing exciting outcomes for youth with disabilities, but are helping to strengthen and diversify communities, schools, and worksites.
BRIDGING – Education through Engagement
For the past nine years, CCS has hosted the Bridging program, a unique partnership with the “Bridging Consortium” of five participating high schools – Burlington, Colchester, Mt. Mansfield Union, South Burlington, and Winooski – under the guidance of Coordinator Emily Anderson.
Working with a team of paraeducators from participating schools, community and “peer mentors,” which include program graduates hired for the mentorship role, Anderson develops an ever evolving and expanding curriculum. More than 75 students have participated, some for multiple years, during its tenure at CCS.
“As someone who grew up with family members with disabilities, I have a lifelong mission to support inclusion. I feel very strongly that Bridging is having positive impacts and moving in the right direction,” said Anderson.
An academic-year of experiential education and deep community engagement, Bridging starts with a premise that we are all “born into,” and belong within, the community. It proceeds with a model that widely and enthusiastically engages the full spectrum of that community as a resource for student learning and participation.
Three days per week up to 15 students engage in a learning experience organized around four modules: community engagement, career exploration, independent living, and advocacy.
Bridging’s mission is, “to assist high school-aged youth with disabilities to step confidently into their adult years by introducing them to meaningful community opportunities, exploring topics connected to healthy adult living and building healthy relationships.”
The curriculum is driven by student interests and curiosity and designed to be experiential, collaborative, and reflective. Viewing the community as a classroom and lab, CCS has developed and relies upon dozens of rich partnerships with individuals and organization – in business, arts & culture, law enforcement, farming, nonprofits, and more – to provide learning sites and mentorship. On average, 60 community partners per year collaborate with Bridging.
Students venture into the community in smaller “learning pod” groups. They practice and review videos of “mock interviews” for actual jobs, they work with resident artists at cultural centers, and craft local access TV shows. Three times a year, these groups present “Pod Treasures,” a sharing of their learning at ECHO on the Burlington waterfront.
“The important pieces are a commitment to community engagement and giving the students the opportunity and confidence to see their community as a place where they are included, where their participation and contributions are welcome and expected,” said Anderson.
I so believe in this program. There are so many more students and communities in Vermont that need this.
Sandy, Bridging parent
Having directly engaged a wide range of people, organizations, and experiences, Anderson says students leave Bridging with new skills, interests, connections, and confidence.
Baskar, the father of a Bridging student, said when his daughter Krithika arrived in Vermont from India, “she knew no English and didn’t talk much.” He said after two years in Bridging, “I’ve seen her totally transformed, in a positive way.” He cites her greater confidence and independence, even leadership.
“She is all-in,” Baskar said. “A fully engaged participant. I now have confidence she can be independent and be employed. I honestly did not expect that before.”
SCHOOL2WORK – Career Development
While School2Work has served area students for 12 years, the project really took-off with funding through the HireAbility Vermont (formerly VocRehab) Youth Employment Initiative. Entering its third year within this initiative, School2Work has partnered with dozens of area employers and made 25 successful job placements.
Staff work with students referred by transition counselors and special educators at participating schools, which include Burlington, South Burlington, Mt. Mansfield Union, Milton, Winooski High Schools, and Bellows Free Academy – St. Albans. Others come to the program through a connection to Bridging.
The approach is individualized to each student’s unique needs and interests and is based on strong partnerships with schools and employers, according to Liz Underwood, Youth Employment Specialist at CCS.
Champlain Community Services and School2Work offers some of the most dedicated employment research and support to students with intensive special needs.
Brett Martin, M.Ed. Intensive Needs Special Educator Mount Mansfield Union High School
“We meet students with developmental disabilities, get to know their goals and interests, and help them gain skills needed for employment.” Underwood said. She said that includes “soft skills” like resume and cover letter writing, job expectations, and job tours of potential employers in a variety of industries to reflect on “what’s out there?” All with the end goal of students finding meaningful and fulfilling employment.
The personalized approach is vital.
“The School2Work team took the time to understand our son’s unique needs, strengths, and challenges. We witnessed growth in his skills and abilities during his time in the School2Work program,” said Lanie, the parent of a student with Fragile X syndrome. “Our 22-year-old son Ryan thrived in this inclusive atmosphere, building meaningful connections with peers and mentors. The emphasis on preparing individuals for transition into the workforce is a testament to the program’s forward-thinking approach.”
Underwood said HireAbility’s support has given employers the chance to take a more intentional and personal approach as well. While several area employers have worked with CCS for years, she said, “We’re seeing a growth in employers who are taking a chance – they are curious, and this program gives them a safe place to learn.” She noted the program can fund month-long internships for students and employers to try things out.
“For just a bit of their time, employers get labor we pay for, as they learn student strengths and begin to see them as a resource,” Underwood said. It’s happening at a growing number of worksites across a variety of industries. “We’ve placed workers in food service, retail, gardening companies, bakeries, a chocolatier, and a golf course to name a few,” she said.
Then there’s Dino, pursuing his dream job in aviation. “Dino took a tour at Vermont Flight Academy and made an immediate connection,” Underwood said, noting Dino’s now supervisor saw his interest and passion for airplane mechanics.
“I’ve had a passion for aviation since I was a kid in elementary school,” Dino said. “I used to be scared of airplanes, but I shifted my focus to the aircrafts themselves, and I have since studied aircrafts and designs.”
While his initial work was cleaning planes, Dino now often job shadows mechanics and is enrolled in an aircraft maintenance training. He loves his work and says he feels he is a good fit. For now, he is seeking more aviation mechanics, then hopefully flight training. After that?
“I want to work as a commercial pilot for Delta Airlines,” Dino said.
That fits with CCS Education and Employment director Michelle Paya’s vision moving forward.
“As employment supports for workers with disabilities continue to evolve, the time is now to raise the bar of expectations,” Paya said. “We encourage those workers to reach for careers that utilize their skills and fulfill their dreams, and we challenge all industries across Vermont to offer opportunities for all workers.”
Reflecting on that, and how far employment opportunities for people with intellectual disabilities have come over the past 50 years, Underwood said, “It’s exciting to think what it might be like 50 years from now.”
Dino would likely say, “The sky’s the limit!”
Champlain Community Services (CCS) is a developmental services and health care provider offering essential supports to individuals with intellectual disabilities and autism, “building a community where everyone participates and belongs.”
Specializing in employment and career development, CCS also provides supports at home, at school, and in the community. Based in Colchester, CCS was established in 1967 by the families of Vermonters with disabilities.
Visit the CCS Website, or follow CCS on Facebook. Phone is (802) 655-0511.
This article is part of a series, collaboratively produced by members of Vermont Care Partners, a statewide network of sixteen non-profit, community-based agencies providing mental health, substance use, and intellectual and developmental disability supports.
