Transition
Resource
Guide
8/2014
TABLE OF CONTENTS
I.
Transition – What is it?
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II.
IDEA
IEP
Transition Planning
Basic Component of Transition Plan
Indicator 13
Transition Planning Timeline (Age 14-22)
Teacher Tools – Independent Living Skill Goal Examples (Grades 7-12+)
Internet Resources Regarding Transition
Education/Training
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III.
Adult Education & Family Literacy Program
Armed Forces Recruiters
Evaluation & Developmental Center
Five Star Industries
Illinois Department of Human Services/Division of Rehabilitation Services
JOB CORPS
John A. Logan College
Lincoln’s Challenge
MAP Training Center
RAVE
Rend Lake Community
Shawnee Community College
Southern Illinois University
START
Tri-County Special Education Joint Agreement
Employment
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Illinois WorkNet
Manpower, Inc.
WIA Youth Services
Workforce Employment Solutions
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Independent Living/Community Involvement
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V.
Benefits
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VI.
Delta Center
Delta Lifeline Network
Epilepsy Foundation of Southern Illinois
Fellowship House
Gateway Confluence Wheelchair
Gateway Foundation
Jackson County Mass Transit District
Perry County Trans Van
Rides
Saluki Express
South Central Transit
Southern Illinois Case Coordination Services
Southern Illinois Center for Independent Living
Special Olympics
The Family Support Network
The H Group
UIC Division of Specialized Care of Children
Center for Autism Spectrum Disorders
Child Care Resource and Referral Agency
DHS Family Community Resource Center
Health Benefits for Workers with Disabilities
Salvation Army
Social Security Administration
Touch of Nature Environmental Center
Work Incentives Planning and Assistance (WIPA)
Advocacy/Legal
 Equip for Equality
 Illinois Department of Children and Family Services
 Land of Lincoln Legal Assistance Foundation
 Southern Illinois Case Coordination Service, Inc.
I.
Transition-
What is it
TRANSITION – What is it?
The term “transition services” means a coordinated set of activities for a child with a
disability that:
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Is designed to be within a results-oriented process, that is focused on improving
the academic and functional achievement of the child with a disability to facilitate
the child’s movement from school to post-school activities, including postsecondary education, vocational education, integrated employment (including
supported employment); continuing and adult education, adult services,
independent living, or community participation;
Is based on the individual child’s needs, taking into account the child’s strengths,
preferences, and interests; and
Includes instruction, related services, community experiences, the development of
employment and other post-school adult living objectives, and, if appropriate,
acquisition of daily living skills and functional vocational evaluation.
[34 CFR 300.43 (a)] [20 U.S.C. 1401(34)]
INDIVIDUALS WITH DISABILITIES EDUCATION ACT (IDEA)
The purposes of IDEA include ensuring that all children with disabilities have available
to them a free appropriate public education (FAPE) that emphasizes special education
and related services designed to meet their unique needs and prepare them for further
education, employment, and independent living.
[34 CFR 300.1(a)] [20 U.S.C. 1400(d)(1)(A)]
SECONDARY TRANSITION REQUIREMENTS
IN THE INDIVIDUALIZED EDUCATION PROGRAM (IEP)
In Illinois, State regulations require transition planning and the implementation of a
transition plan to start by the time a student reaches 14½ years of age, or younger, if
determined appropriate by the IEP Team, and updated annually thereafter. The IEP must
include:
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Appropriate measurable post-secondary goals based upon age-appropriate
transition assessments related to training, education, employment, and
independent living skills;
The transition services (including courses of study) needed to assist the child in
reaching those goals; and
Beginning not later than one year before the child reaches the age of majority
under State law, a statement that the child has been informed of the child’s rights
under Part B, if any, that will transfer to the child on reaching the age of majority
under §300.520 [see 20 U.S.C. 1415(m)].
*Federal guidelines under IDEA require aforementioned begin no later than the first IEP
to be in effect when the child turns 16 years of age.
[34 CFR 300.320(b) and (c)] [20 U.S.C. 1414 (d)(1)(A)(i)(VIII)]
TRANSITION PLANNING
Transition planning is a great opportunity for families/guardians and students to take a
leadership role in setting goals and directions for the future. Transition planning:
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Begins at age 14½ in Illinois and continues until the student graduates or reaches
age 22;
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Prepares students for life after high school;
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Helps students plan for and choose high school courses;
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Helps students decide what skills they need to develop to live and work in their
community after high school;
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Gives students the opportunity to explore work and career options while still in
high school;
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Helps students and families make connections with education and training
programs, colleges, agencies, and support services for after high school to
continue working toward goals; and,
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Helps students and the entire IEP team learn about the student’s interests,
abilities, strengths, and potential aptitudes; limitations and accommodation needs;
what works and doesn’t work in their lifestyle and within their own frame of
reference; their skills and talents; and who can help in achieving specific student
goals.
INTENT OF TRANSITION PLANNING
The intent of transition planning and services is to prepare the student to move from the
world of school to the world of adult life. The transition plan should be designed to help
each student access a variety of transition services, activities, and supports that will help
them move from school to adult life activities including post-secondary education,
vocational training, employment, adult education, adult services, and independent living.
These transition services should be individualized to each specific student, a coordinated
set or group of activities that fits together like a puzzle with the full picture of the puzzle
being the student’s life after high school.
In planning what types of transition services and activities a student needs, the IEP team
considers areas such as post-secondary education or training, employment, and adult
living. The transition services themselves are a set of activities that are based on the
student’s strengths, preferences, interests, and needs. Based on the student’s needs, pieces
to the transition puzzle may include:
Instruction - Instructional support the student might need in specific areas to complete
courses for graduation, succeed in the general curriculum (e.g., tutoring), placement in
advanced classes, gain the skills he or she needs (e.g., social skills training, preparation
for college entrance exams, self-determination skill training, etc.), and could also include
teacher developed accommodations, curriculum adaptations, peer tutoring, or adult basic
education.
Community Experiences - These are provided in community settings by schools or
other agencies including (but not limited to) job site training, job shadowing, work
experiences, banking, shopping, transportation, counseling, and recreation.
Related Services -The student may need to benefit from special education or to enter the
adult world (e.g., transportation, social services, medical services, rehabilitation
technology) and/or linkages to related services he/she might need after high school.
Development of Employment and Other Post-Secondary Adult Living Objectives These include services that lead to a job or career (e.g., career planning, guidance
counseling, person-centered planning, job placement, job try-outs) and activities like
registering to vote, filing taxes, renting a place to live, accessing medical services, and
accessing adult services such as Social Security Income (SSI).
Daily Living Skills - Skills adults need as a foundation for everyday life including selfcare, independent living, money management, maintaining a home, health care, etc. – if
appropriate.
Functional Vocational Evaluation - Used to find out what kinds of talent, aptitudes and
job skills a student has (e.g., situational work assessment, work samples, work adjustment
programs, aptitude tests, series of job try-outs—if appropriate).
What are the basic components of the transition plan?
Age-appropriate transition assessment
The Division on Career Development and Transition (DCDT) of the Council for
Exceptional Children defines transition assessment as the “…ongoing process of collecting data on the individual’s needs, preferences, and interests as they relate to the
demands of current and future working, educational, living, and personal and social
environments. Assessment data serve as the common thread in the transition process and
form the basis for defining goals and services to be included in the Individualized
Education Program (IEP)” [Sitlington, Neubert, and Leconte. (1997) in Career
Development for Exceptional Individuals, 20, 69-79].
The National Secondary Transition Technical Assistance Center (NSTTAC) has prepared
some guidance under the direction of the Office of Special Education Programs (OSEP).
In regard to the selection of assessment tools, they recommend that district staff:
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Become familiar with the different types of transition assessments and their
characteristics
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Select methods that assist students by helping them answer the following
questions:
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Who am I?
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What do I want in life, now and in the future?
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What are some of life’s demands that I can meet now?
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What are the main barriers to getting what I want from school and my
community?
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What are my options in the school and community for preparing me for what I
want, now and in the future?
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Select approaches that are appropriate for students in terms of cognitive, cultural
sensitivity, and language comfort (including parent and student interviews/
questionnaires)
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Always interpret and explain assessment results in formats that students and
families can understand easily
Completion of Transition Assessment – Parental Consent Required?
Parent consent is not required for age-appropriate transition assessments. 34 CFR
§300.302 states that “screening for instructional purposes is not an
evaluation….screening of a student by a teacher or specialist to determine appropriate
instructional strategies…shall not be considered to be an evaluation for eligibility…”
Measurable Post-School Goals - These are the result of high school – what the student
will achieve after leaving high school. Post-school goals are:
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Based on student strengths, preferences, and interests
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Shaped, refined, and updated by the use of age-appropriate transition assessments
written using results-oriented terms such as “enrolled in”, “will work”, “will
attend”, “will live”, and descriptors such as “full-time” or “part-time”
Measurable post-school goals are written for the following areas:
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Education and/or training
• Education – community college, university, technical/trade/vocational school
• Training – vocational or career field training, independent living skill training,
apprenticeship, on-the-job training, job corp., etc.
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Employment
• Paid employment (competitive, supported, sheltered)
• Non-paid employment (volunteer, in a training capacity)
• Military
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Adult Living (if needed)
• Independent living skills, health/safety, financial/income, transportation/mobility,
social relationships, recreation/leisure, self-advocacy/future planning
Specific Transition Services
Course of Study is list of courses or instructional program of study for the student. The
course of study should be in the IEP and should align with the student’s post-school
goals. There are two important questions to consider for course of study:
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Does a post-secondary goal require a certain minimum requirement of courses,
e.g., college bound, trade school bound, district graduation requirements, etc.?
Does a post-secondary goal require or benefit from the successful completion of
specific high school classes, e.g., a future chef planning to take and completing all
cooking related classes, a future child-care provider planning to take and
completing relevant classes in Family and Consumer Science, etc.
Transition Services are the coordinated set of activities that focus on improving the
academic and functional achievement of the child to facilitate movement from school to
post-school. The components of the coordinated set of activities include instruction,
related services, community experiences, development of employment and post-school
adult living objectives, and, if appropriate, daily living skills and functional vocational
evaluation.
What is the Summary of Performance (SOP) and when do you get one?
When a student’s eligibility for a free and appropriate public education (FAPE) ends
either because the student is graduating with a regular diploma or reaching the maximum
age of eligibility (22), the school district must provide the student with a summary of
his/her academic achievement (e.g., academic successes, etc.) and functional performance
(e.g., works skills, accommodations, social skills, self-determination skills, etc.) and
include recommendations on how to assist the student in meeting his/her post-secondary
goals.
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The SOP is prepared and provided to the student during the final year of high
school.
The SOP can also include input from the student and/or family expressing their
point of view about successes and support needs related to post-school goals.
Whose responsibility is it to give the SOP to outside agencies;
such as employers?
The SOP is for the student and/or family’s use. Similar in use to a resume, the SOP is a
portable, user-friendly document that provides a summary of the student’s academic
achievement and functional performance, as well as recommendations regarding
accommodations, services, linkages and/or activities that will help the student
successfully transition or move into their post-school goals. Therefore, the school district
would keep a copy but has no responsibility to share this document with outside agencies.
INDICATOR 13
Special Education and Support Services
Indicator 13 Tools and Resources
The Individuals with Disabilities Education Act (IDEA) was reauthorized on December
3, 2004 and its provisions became effective on July 1, 2005. In conjunction with the
reauthorization, the U. S. Department of Education through the Office of Special
Education Programs required states to develop a six-year State Performance Plan in
December of 2005 around 20 indicators, on which data will be submitted annually
(beginning February 2007) in Annual Performance Reports.
Current measurement language for Indicator 13: “Percent of youth with IEPs aged 16 and
above with an IEP that includes appropriate measurable post-secondary goals that are
annually updated and based upon an age appropriate transition assessment, transition
services, including courses of study, that will reasonably enable the student to meet those
post-secondary goals, and annual IEP goals related to the student’s transition services
needs. There also must be evidence that the student was invited to the IEP Team meeting
where transition services are to be discussed and evidence that, if appropriate, a
representative of any participating agency was invited to the IEP Team meeting with the
prior consent of the parent or student who has reached the age of majority.”
[20 U.S.C. 1416(a)(3)(B)]
Website: Illinois State Board of Education: http://www.isbe.net/spec-ed/html/indicator13.htm
A TRANSITION TIMELINE FOR TRANSITION PLANNING
FOR STUDENTS, PARENTS, AND PROFESSIONALS
SERVING STUDENTS WITH DISABILITIES
14 YEARS OLD:
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Determine transition needs
Complete questionnaires, surveys, and interest inventories
Explore recreation and leisure interest
Discuss medical needs and therapies
Consider needs and develop independent living skills
Begin early career exploration
Explore summer programs and employment options
Increase self-advocacy skills via training
Complete IEP and transition plans
Develop post-secondary goals
Complete PUNS (Priority of Urgency of Needs for Services) updates for students
with intellectual disabilities
Utilize PAS (Pre-Admission Screening agents), available in local communities
Promote person-centered planning
Offer parents disability awareness training
Encourage student participation in self-directed IEP’s
Encourage parent and service provider participation in IEP meetings
Explore transportation needs
Review courses of study for high school
15 YEARS OLD:
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Promote student participation in career events
Initiate referrals to relevant state and community agencies
Explore residential programming options, as appropriate
Determine transportation/mobility training needs
Explore case management needs
Discuss residential programs/waiting list processes
Determine appropriateness for referrals to school-to-work programs
Explore current and future living options
Encourage parent and service providers’ participation in IEP meetings
Review high school course of study
Discuss potential for Supplemental Social Security (SSI) and Social Security
Work Incentives (SSWI)
Explore needs for home services and assistive technology
Review/revise Transition Plans and services, as applicable
16 YEARS OLD:
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Participate in interest/vocational inventory (self-directed search)
Discuss supported employment and job coaching
Complete work rating scale
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Access career counseling and job shadowing
Consider work training and post-secondary education options
Obtain driver’s license or state ID-card
Introduce concepts of guardianship, power of attorney, wills/trusts
Explore summer program and employment options
Review high school course of study
Make referral to appropriate outside community agencies
Invite service providers to IEP meeting
Review transition goals in IEP and revise, if necessary
17 YEARS OLD:
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Obtain functional vocational evaluations
Enroll in vocational education classes
Discuss taxes and medical insurance
Investigate financial aid resources
Establish graduation date
Visit vocational, educational, and residential options
Register for and complete ACT or SAT testing, if appropriate
Invite service providers to IEP meeting
Review high school course of study
Apply to/visit post-secondary educational programs
Apply for reduced faire card and/or para transit door-to-door services
Review Transition Plan in IEP and revise, if necessary
18 YEARS OLD:
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Apply for post-secondary vocational services for colleges, trade schools, and
training centers
Explore apprenticeships, job shadowing, mentoring programs
Explore options for accessing therapy/counseling and/or other community agency
services
Referral to adult service providers and include in transition planning meetings
Confirm student’s legal status for self-representation
Apply for income support (SSI, public aid/Medicaid), and general assistance
Consider guardianship, power of attorney, wills and trusts, delegation of
educational rights
Apply for reduced fare card and/or para transit door-to-door services
Register to vote and for Selective Service
Secure high school records for planning/services
Contact case management agency that coordinates funding for in-home and
residential supported living in the community, if appropriate
Include adult service providers in transition planning meeting (write transition
goals)
Contact special needs coordinator of college, if appropriate
Review high school course of study
Review Transition Plan and services; revise, if necessary
Complete Summary of Performance if exiting school
19-22 YEARS OLD:
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Identify and access recreation/leisure options
Actively participate in post-secondary vocational services (college/trade schools)
and/or employment
Encourage active participation with adult service providers (for students
remaining in high school)
Follow-up with referrals for service provision from adult service providers
Investigate and/or confirm day programs and workshops
Pursue Adult Education
Systematically phase out school supports, phase in adult services
Invite service providers to IEP meetings
Review high school course of study
Complete Summary of Performance if exiting school
Teacher Tools
Independent Living Skill Goal (Grades 7-12+)
EXAMPLES
S–
M–
ART-
SPECIFIC
MEASURABLE
ACHIEVABLE
RELEVANT
TIME-LIMITED
Budget
After identification of monthly income, household expenses, and
discretionary expenses, William will develop a budget and submit for
review after one month detailing income, expenses, and remaining
balance. This will include a saving and planning of discretionary
purchases without the use of credit.
Checkbook
Management
Given standard monthly household income, expenses, checks, check
register, and bank checking account statement, Tommy will complete
checks to pay monthly bills, maintain the check register, and
reconcile checking register to bank statement with zero mistakes.
Clubs/
Volunteering
Given a list of school and community-based clubs and volunteer
opportunity sites, Joe will select and sign up for at least one club and
meet minimum activity levels for the club over the course of the
school year.
Communication For three consecutive days, Chip will initiate at least five appropriate
verbal comments/conversations with peers during lunch, recess, and
other unstructured times.
John will write ten simple sentences to form a letter of his own
choosing, making no more than five total errors in grammar, spelling,
punctuation, and capitalization. When asked to edit those sentences,
he will find and correct 90% of his errors.
Kyle will display each of the following behaviors less than one time
per period: verbally interrupting others who are speaking, grabbing or
pushing others, having inappropriate verbal or physical outbursts, or
making threats.
Teacher Tools
Independent Living Skill Goal (Grades 7-12+)
EXAMPLES Cont’
Communication
Cont’
Fred will introduce people of various ages and backgrounds to each other
with no more than one breach of acceptable protocol in ten introductions.
During an unstructured time, such as lunch, Fred will have at least two
appropriate conversations of five or more exchanges each with two
different people.
Cooking Skills
Upon completion of appropriate instruction for meal planning and
nutrition, Johnny will demonstrate three simple food preparations
(sandwiches, canned soups, fruit/vegetable, microwave foods, etc.)
with zero outside assistance.
Decision
Making
Nelson will attend school with 95% or better attendance at the end of
each quarter.
Directions
Given simple, multi-step directions from a written list, Jane will
complete the steps in the correct order with zero prompts.
Driving/
Transportation
Upon successful completion of driver’s education curriculum and
hands-on instruction, Tabatha will obtain her driver’s license before
her 17th birthday.
Billy will independently ride public transportation (Saluki Express,
Rides, Jackson County Mass Transit, etc.) to and from a specific site
by the end of the school year.
Education/
Technology
Biff will increase independence by utilizing two technological
modalities to manage academics. To do so, the student will submit six
assignments via e-mail attachment during the fall semester.
Teacher Tools
Independent Living Skill Goal (Grades 7-12+)
EXAMPLES Cont’
Emotional
Control
By the end of one year, Lenny will have fewer than five inappropriate
behaviors (anger outbursts, cursing, disrespect, etc.) per week.
Chip will follow the teacher’s classroom directions without assistance
(four out of five times), complete class assignments without prompts
(five of five times), and participate in small group activities, when
assigned to do so by the teacher, with no inappropriate behaviors
(four of five times) during the last grading period of the IEP year.
Greg will develop stress management skills (self-monitoring,
excusing himself to calm down, cooling down, daily exercise routine,
etc.) as evidenced through school’s discipline data (PBIS) and Greg’s
personal log.
Employment
Jacob will complete a comparative career analysis. He will complete
an on-line aptitude assessment, compile a list of five careers based on
his aptitude, compare salaries, and compare training requirements for
each career.
Feasibility of
Housing
With the assistance of school staff, Jesse will complete the application
process for affordable apartments to establish independent residency.
Sandy will establish a list of viable housing options that address costs,
maintenance, and location specifics.
First Aid
Given three examples of possible basic injuries (minor cuts, burns,
bruises, etc.), James will verbally articulate and perform hands-on
simulation of proper first aid techniques with 100% accuracy.
Given three examples of illnesses and life threatening situations,
James will define the proper steps to seek assistance from appropriate
adults (teacher, police, fire department, parents, etc.).
Teacher Tools
Independent Living Skill Goal (Grades 7-12+)
EXAMPLES Cont’
Housekeeping
Given a list of housekeeping tasks to complete, James will complete
each task with 90% accuracy or better as defined through a staffgraded housekeeping rubric.
After being instructed on appropriate levels of housekeeping
standards, Johnny will keep his property (desk, locker, room) clean,
organized, and free of clutter 80% of the time per observation of
supervisory staff and/or parent.
Using a teacher/student developed checklist of housekeeping tasks,
Shelly will complete the tasks, self-assess her quality of work,
identify any improvements needed, and implement corrections to the
housekeeping tasks to ensure accuracy, thoroughness, and
completeness with 90% accuracy.
Maneuver
Around
Community
Using a local town map, Jeff will put an “X” at his current location
and draw a line to his residence with 100% accuracy.
With the assistance and supervision of mobility instructor and
mobility tool of a folded long cane, Carla will walk from the school to
the grocery store (four blocks), safely crossing streets and
intersections.
Verbally given a location in town, Piper will verbally tell staff
members how she would get to defined sites (grocery store, residence,
restaurants, etc.).
Money
Given $100 in small bills and coins, Jenny will be given ten purchase
amounts and she will demonstrate paying the amounts using the
correct change with 100% accuracy.
Using real money, Jane will be able to show how much money she has
after she receives two weeks of allowance, and how much money she
will have left after she buys one object, with 75% accuracy measured
twice weekly each quarter.
Given a purchase amount, Charlie will demonstrate the dollar over
method ($13.86=$14.00) in five examples with 100% accuracy.
Teacher Tools
Independent Living Skill Goal (Grades 7-12+)
EXAMPLES Cont’
Nutrition
Given a list of common foods or a restaurant menu, Kelly will select
three nutritionally sound breakfasts, lunches, and/or dinners.
Organization
Given four daily classroom routines (e.g., lining up for recess, putting
away materials at the end of the day, etc.), Adriana will correctly
perform them by imitating classmates or with no more than one
verbal prompt by an adult.
Given all subject areas and color-coded folders for each subject, Jose
will keep all assignments to be completed and turned in on the left
side and graded assignments on the right side. At the end of each day,
he will demonstrate proper organization of folders to his homeroom
teacher.
Given academic student agenda book, Jill will write all projected
assignments and tests at the end of each period in her agenda for each
subject or “none” on a daily basis. At the end of each day, she will
provide homeroom teacher with agenda to check, update if needed,
and initial.
Jenny will utilize electronic devices (cell phone, iPad, task reminder,
etc.) to enter three reminders for assignment completion prompts.
Personal
Hygiene
Upon instruction of proper hygiene and grooming techniques, Joe will
demonstrate proper habits as evidenced by bathing, washing hair,
using deodorant, and brushing teeth on a daily basis as observed and
recorded on a weekly log.
Upon instruction of proper scheduling, Jim will facilitate making his
own appointments within the community (hair cut, doctor’s
appointments, etc.) with one or less prompts from supervisory staff.
Proper
Identification
(I.D.)
By the end of his junior year, David will obtain a State identification
card from the local driver’s license facility.
Teacher Tools
Independent Living Skill Goal (Grades 7-12+)
EXAMPLES Cont’
Register to Vote/
Selective Services
Given access to a computer, Sam will perform an Internet search to
obtain information, register to vote, and register for selective
service.
Responsibility of
Actions
When prompted, Andrew will turn off water faucets after use every
time.
Without prompting, Andrew will show responsibility by placing all
consumable items in appropriate recycling or waste containers.
Upon return from work program, Joe will “check-in” by signing his
name on the sign-in log located in the principal’s office on a daily
basis.
Safety
Given a supervisor’s direction to look both ways twice before
crossing, Timmy will cross the street safely 100% of the time.
Self Advocacy
By raising hand and verbal request, Jane will demonstrate self
advocacy skills by requesting assistance from teacher and support
staff when needed to complete work.
To prepare for his next IEP team meeting, George will schedule an
appointment with a general education teacher to review the
effectiveness of his current accommodations.
To prepare for his next IEP team meeting, Henry will develop an
agenda and “chair” his own IEP meeting.
Self Care/
Independent
Living
Paul will dress himself appropriately as defined by school dress code
with zero dress code violations during his junior year.
Daniel will increase independence by setting the alarm clock on his smart
phone or tablet. He will wake to the self-set alarm three of five days per
week by first semester end.
Teacher Tools
Independent Living Skill Goal (Grades 7-12+)
EXAMPLES Cont’
Sheltered
Consideration
Stephen will meet with local sheltered training and residential facilities
in order to make educated and informed decisions about his future. He
will discuss his preferences (w/ staff prompting) with the IEP team.
Social Skills
During the last month of the IEP year, Andrew will not bite anyone
or physically threaten to do so.
Jess will display no more than one inappropriate, antisocial behavior
(picking nose, spitting, providing adequate personal space to others,
etc.) per week by June 2015.
J.T. will initiate three positive peer interactions daily on four of five
consecutive days.
Time
Management
Given ten pictures of analog clock faces, Andrew will correctly
state the time to the nearest hour on nine out of ten times.
Given three responsibilities in a given day, Todd will define,
prioritize, and complete these responsibilities in a timely fashion
and by the due date.
During the first semester, Molly will have one or less tardy to
scheduled classes as evidenced by school tardy list.
INTERNET RESOURCES REGARDING TRANSITION
Illinois State Board of Education, June 2009 Chapter 8: Secondary Transition (TTY).
http://www.isbe.state.il.us/spec-ed/html/total.htm
The Illinois State Board of Education, Special Education Services secondary transition
webpage provides access to a great variety of resources, tools and information related to
secondary including the Transition Outreach Training for Adult Living (TOTAL)
modules.
http://www.isbe.state.il.us/iicc/pdf/arc_family_manual.pdf
The ARC of Illinois Family Manual for Transition to Work and Adult Services.
http://www.illinoisworknet.com/vos_portal/residents/en/Jobs/ Prepare/Skills/
Illinois WorkNet provides access to a wealth of resources and information about working
in Illinois.
http://www.isbe.state.il.us/iicc/pdf/transition_resources.pdf
This link will take you to a list of selected web addresses for transition-related
information and resources.
http://www.isbe.state.il.us/spec-ed/html/ta_projects.htm
Illinois State Board of Education Technical Assistance Projects.
II.
Education
&
Training
ADULT EDUCATION & FAMILY LITERACY PROGRAM
John A. Logan College
700 Logan College Road
Carterville, IL 61918
(618) 985-3741
Available Services: The family literacy program provides parents and children the
opportunity to work and play together. Fun educational activities are scheduled each month.
Activities may include reading night, story time at the library, occasional field trips, and
special events. There is no cost to the families. It is a time where family members can create
life memories and spend time together.
Required Program Components:





Adult Education: helps parents enhance their basic reading, writing, math, and
language skills
Childhood Education: designed to promote the growth and development of young
children
Parent Education: provides instruction on how children grow, develop, and learn;
addresses issues critical to family well-being; connects parents with community
resources
Library Activities: designed to encourage reading and family time together
Interactive Parent/Child Activities: provides parents and children the opportunity to
share their experiences; parent and child activities are play-focused to enhance the
parent/child relationship
Service Area (In-District): Williamson, Jackson, Perry, Randolph, and parts of Franklin
counties
Service Eligibility: Adults 17 years of age or older, out of school, living in the John A.
Logan College district, and need help with basic skills.
Website: www.jalc.edu
Literacy Staff: Sharon Colombo
Phone: (618) 985-3741, ext. 8442
Du Quoin: Pam Collins
Phone: (618) 542-9210
E-mail: sharoncolombo@jalc.edu
Office: John A. Logan College
700 Logan College Road
Carterville, IL 62918
E-mail: pamcollins@jalc.edu
Office: Alongi DuQuoin Ext. Center
120 Southtowne Center
DuQuoin, IL 62832
ARMED FORCES RECRUITERS
ARMY:
NATIONAL GUARD:
Carbondale:
(618) 457-8812
Marion:
(618) 997-3332
Website:
www.goarmy.com
Du Quoin/Murphysboro
Carbondale Area:
Marion Area:
Trico/Pinckneyville
Area:
NAVY:
AIR FORCE:
MARINES:
Chris Henry
(618) 457-0552 (office)
(618) 972-3112 (cell)
Beau Detrick
(618) 998-4072 (office)
(618) 638-4032 (cell)
Dillard Patterson
(618) 317-7075
(office/cell)
Website:
www.arng.army.mil
Carbondale:
(618) 529-1013
Website:
www.navy.com
Marion Area:
(618) 998-8908
Website:
www.airforce.com
Marion Area:
(618) 933-4091
Website:
www.marines.com
EVALUATION & DEVELOPMENTAL CENTER (EDC)
500C Lewis Lane
Carbondale, IL 61901
(618) 453-2331
Available Services: Vocational Program, Transitional Program, Transitional Living Classes,
Driver’s Evaluation and Training, Residential Services (Living Center)
Service Area/Eligibility: “Customers” of Illinois Department of Human Services/Division of
Rehabilitation Services (IDHS/DRS); referral made by transition specialist/vocational
counselor, as deemed appropriate and beneficial for the individual; referrals are generally
made junior/senior year in high school or post-graduation based on service needs.
Website: http://rehab.siu.edu/service/edc_intro.html
VOCATIONAL SERVICES PROGRAM
The Vocational Services Program provides a comprehensive range of services designed to
evaluate vocational aptitudes and to facilitate an individual's ability to identify, secure, and
retain gainful employment. These services may include:
Comprehensive Vocational Evaluation (may include):
• Aptitudes and Abilities
• Academic Achievement
• Interests and Work Values
• Functional Capacity Evaluation
• Employment Exploration
• Transfer of Skills Analysis
• Vocational Exploration
Brief Vocational Assessment (may include):
• One-day Assessment of Aptitudes, Academic Achievement, and Interests
Psychological Assessment (may include):
• Intelligence Testing (WAIS-IV)
• Diagnostic Services (for determination of learning and other mental disorders)
Community Employment (may include):
• Job Development
• Job Seeking Skills and Strategy Development
• Job Coaching and Training
• Community Employment and Job Site Support
Information for Accessing Services:
Individuals 16 years of age or older with a disability and who meet criteria as determined by
the Illinois Division of Rehabilitation Services (I-DRS) vocational counselor or Tri-County
Special Education’s Transition Specialist Denise Jones while in high school if participating
in STEP. Eligibility is further determined by a program assessment. Referrals are made by
the counselors of the I-DRS. There are no costs to the person served since EDC is jointly
funded through SIU-C and I-DRS.
The average expected waiting time is two to four weeks for a Vocational Evaluation, and/or
Psychological Assessment and approximately one week for Brief Vocational Assessments.
Job Placement Services generally have no waiting list. EDC and I-DRS jointly determine
outcome performance standards.
TRANSITIONAL LIVING CLASSES AND SERVICES (may include):
•
•
•
•
•
•
Living skills assessment
Job readiness and job seeking skills
Training in cooking and shopping, legal rights, money management,
domestics, health and safety, and the use of community resources
Housing placement and follow-along
Individual counseling
Social skills and assertiveness classes
DRIVER’S REHABILITATION SERVICES
Four components are available for clients pursuing Driver Rehabilitation Services. They
include: Driver Evaluation, Driver Education/Training, Vehicle Equipment Prescription and
Consultation Services.
DRIVER EVALUATION: A seven-step process that usually takes two-four hours,
depending on the vehicle used, disability, and adaptive equipment needs of the individual.
1.
A vision screening is performed to determine visual acuity, depth perception/
binocularity skills, peripheral skills, traffic sign recognition, and color
discrimination/blindness (pseudo-isochromatic plates).
2.
A reaction time test is performed on all functional limbs using sound and light stimuli.
3.
A 20 point computerized pre-permit test is taken to determine a client's basic knowledge
of Illinois Rules of the Road information.
4.
The Motor Free Visual Perceptual Test (MVPT) is administered to assess visual
perceptual skills including: visual closure, visual memory, spatial relations, figure
ground, and visual discrimination.
5.
The Ruff 2 & 7 Selective Attention Test is administered to assess the ability to scan,
identify, and selectively attend to scenarios comparable to the driving task.
6.
Trail Making B Test is administered to assess divided attention and visuomotor tracking
skills.
7.
Parking lot and/or on-the-road driver assessment is provided in one of four adapted
driver education vehicles.
DRIVER EDUCATION/TRAINING: Consists of classroom and on-the-road components.
Classroom training provides preparation for the driver's permit test for clients needing this
service. Class size typically ranges from 1-10 students. Driver simulation experience is also
offered. EDC owns four simulators. Clients observe simulation videos with teacher
supervision/discussion of driving scenarios in a non-threatening environment.
Behind-the-wheel training is provided in one-hour increments, twice weekly. Adjustments in
training times are made to meet the client's needs. The client's equipment needs determine
which vehicle will be used. Instruction may conclude with driver's license testing at a
local driver's license facility in an EDC vehicle for clients meeting proficiency and
safety qualifications/requirements.
VEHICLE ADAPTIVE EQUIPMENT PRESCRIPTIONS are provided to clients needing
adaptive equipment. This includes vehicle selection, appropriate adaptive aids/devices, and
vehicle modifications.
CONSULTATIONS provided by request for topics including: program presentations,
medical/vision report forms, adaptive equipment devices, and vehicle selection/modifications
options.
RESIDENTIAL SERVICES
The Living Center is EDC's structured, transitional residential unit. The program is an
accessible 20-bed, dormitory-style facility featuring a large living area, large kitchen, and
recreation room. The objective of the Living Center is to provide recreation and socialization
to a heterogeneous group of young adults with disabilities who are learning to live
independently in the community through a variety of physical, social, and cultural activities.
Residents are at least 18 years old, have a severe disability, can maintain self-care or arrange
for the care of their own personal needs, and are likely to be capable of living on their own
within approximately six months.
Residential Services (may include):
•
•
•
•
Acquiring and using independent
living skills
Preparation for employment
Social skills
Laundry maintenance
•
•
•
Meal planning and preparation
skills
Budgeting skills
Home maintenance skills
BEHAVIORAL CONSULTATION SERVICES (BCS)
The purpose of Behavioral Consultation Services available through the Evaluation and
Developmental Center (EDC) is to provide services to assist individuals served in expressing
more effective and acceptable behaviors. Services are provided by Board Certified
Behavioral Analysts (BCBA).
“The focus of the service is to increase the person's ability to express more effective and
acceptable behaviors. Behavior strategies are identified and used to teach the person better
ways to deal with the environment and personal stressors to ensure that targeted behaviors
are discouraged and positive behaviors are learned and maintained.
Through redirection of a targeted behavior to a more socially and culturally acceptable
behavior, persons are able to achieve increased participation in mainstream community
activities. This includes services to persons to address targeted behaviors in the home or
community, such as eating disorders, disruptive behaviors, or self-injurious behavior”
(Employment and Community Services Standards Manual, 2011).
EDC Behavioral Consultation Process:
Step 1: Referral and Consent - Once an individual is referred for behavioral consultation,
written consent will be obtained from the individual or their guardian.
Step 2: Interview and Indirect Assessment - Once consent has been received, assessment
will begin with an interview of staff members related to the behavior of concern. The
information gathered during this step will be used to develop hypotheses for testing during
the Direct Assessment (Step 4).
Step 3: Preference Assessment - A preference assessment will be conducted to identify
items to be included in the functional analysis. This process should take less than a day and
will typically be conducted the same day that Direct Assessment starts.
Step 4: Direct Assessment - A direct assessment will be conducted to identify the conditions
under which the behavior of concern is most likely to occur and the relevant reinforcers. In
some situations, the Direct Assessment will, in fact, be a treatment evaluation. In other cases,
the Direct Assessment will be a functional analysis, or other assessment, used to design the
treatment evaluated in Step 5. This process should take 1-3 days.
Step 5: Treatment Evaluation - Treatment evaluation will include implementing treatment
strategies indicated by the results of the previous assessments (Steps 3 and 4). Treatment
evaluation may include, but not be limited to, a comparison of two appropriate treatment
strategies or a comparison of treatment and non-treatment conditions. This process should
take 3-6 days.
Step 6: Training - The final step of the process will consist of teaching staff members
(where appropriate) how to incorporate the treatment strategies into daily activities. This
process will take at least one day, but will likely require ongoing consultation with members
from the behavioral consultation team.
EDC Director:
LaDonna Henson
E-mail: lhenson@siu.edu
Rehabilitation Administration Specialist:
Colleen Kuczynski
E-mail: colleenk@siu.edu
Driver’s Rehabilitation Services
Specialist: Jon Geiger
E--mail: jgeiger@siu.edu
FIVE STAR INDUSTRIES
1038 Wells Street
Du Quoin, IL 62832
(618) 542-5421
Available Services: Developmental Training Facility; Day and Vocational Program;
Residential and Respite
Service Area: Perry County
ILLINOIS DEPARTMENT OF HUMAN SERVICES
DIVISION OF REHABILITATION SERVICES
(Serving Jackson & Perry Counties)
342 North Street, Suite D
Murphysboro, IL 62966
Phone: (618) 565-2835
TTY: (888) 460-5124
(Serving Union County)
1000 North Main Street, Willow Hall-Suite A
Anna, IL 62906
Phone: (618) 833-5115
TTY: (888) 460-5140
Available Services: DHS's Division of Rehabilitation Services is the state's lead agency
serving individuals with disabilities. DRS works in partnership with people with disabilities
and their families to assist them in making informed choices to achieve full community
participation through employment, education, and independent living opportunities.
Programs: Vocational Rehabilitation Services (Bureau of Field Services to include Deaf or
Hard of Hearing; Bureau of Blind Services- Blind and Visually Impaired); Home Services;
Independent Living; Specialized Services; Hispanic/Latino individuals with Disabilities;
Services for Children and Youth with Disabilities (Secondary Transitional Experience
Program-STEP in partnership with Tri-County Special Education); Disability Determination
Services; Client Assistance Program
Service Area: State of Illinois Residents
Service Eligibility: Referral for programs must be made by contacting local offices.
Counselors will determine eligibility for programs upon completion of intake and based on
eligibility determination criteria for each program. For youth programs (STEP), contact TriCounty Special Education (see resource information in guide).
Website: http://www.dhs.state.il.us
VOCATIONAL REHABILITATION PROGRAM
(Bureau of Field Services; Bureau of Blind Services)
Vocational Rehabilitation Services
IDHS/DRS' Vocational Rehabilitation (VR) program helps individuals with disabilities find
and keep employment to enable them to become self-sufficient. Services provided to eligible
individuals include:



Evaluation; counseling/guidance
Job training and development
Educational assistance



Job placement
Equipment
Follow up services
Who Is Eligible for Vocational Rehabilitation (VR) Services?
Eligibility for VR services is determined by a Rehabilitation professional. Eligibility
category requirements are:






Three (3) functional limitations due to disability and
Need for two (2) substantial services for most significant and
Two (2) functional limitations due to disability and
Need for one (1) substantial service for very significant
One (1) functional limitation due to disability and
Need for one (1) substantial service for significant
IDHS/DRS may at times determine that only most significant individuals can receive
services and others can be put on a waiting list. Through contracts with community
rehabilitation programs, the VR program also funds supported employment, medical
services, physical and occupational therapy, educational assistance, and assistive devices.
The Division of Rehabilitation Services (IDHS/DRS) also operates a job placement
network linking employers with pre-screened applicants with disabilities. The emphasis
is on employment that is community based with competitive wages. Vocational
Rehabilitation (VR) services are time-limited. Evaluation and counseling are free. There
may be some cost sharing for other services.
Supported Employment
Supported Employment serves individuals with the most significant disabilities who are
seeking employment. Services include:






Assessment
Job match
Job development
Job placement
Job coaching
Employment counseling
Community Rehabilitation
Community Rehabilitation programs provide employment-related services and actual
employment to individuals with the most significant disabilities. Through contractual
agreements with over 165 community partners statewide, IDHS customers receive
assessment, training, psychosocial rehabilitation, placement, follow up services,
supported employment, and extended services.
HOME SERVICES PROGRAM
Purpose: Provides services needed to assist individuals with severe disabilities to remain
in their homes and be as independent as possible
What services are offered?

Personal Assistant (PA): Provides assistance with household tasks, personal care, and
with permission of a doctor, certain health care procedures. PA’s are selected, employed,
and supervised by individual customers.

Homemaker Services: Personal care provided by trained and professionally supervised
personnel for customers who are unable to direct the services of a PA. Instruction and
assistance in household management and self-care are also available.

Maintenance Home Health: Services provided through a treatment plan prescribed by a
physician or other health care professional. Other services include nursing care and
physical, occupational, and speech therapy.

Electronic Home Response: Emergency response system offered by hospitals and
community service organizations. This rented signaling device provides 24-hour
emergency coverage, permitting the individual to alert trained professionals at hospitals,
fire departments, or police departments.

Home Delivered Meals: Provided to individuals who can feed themselves but are unable
to prepare food.

Adult Day Care: The direct care and supervision of customers in a community-based
setting to promote their social, physical, and emotional well-being.

Assistive Equipment: Devices or equipment either purchased or rented to increase an
individual's independence and capability to perform household and personal care tasks at
home.

Environmental Modification: Modifications in the home that help compensate for loss
of ability, strength, mobility, or sensation; increase safety in the home; and decrease
dependence on direct assistance from others.

Respite Services: Temporary care for adults and children with disabilities aimed at
relieving stress to families. Respite services may be provided for vacation, rest, errands,
family crisis or emergency. Services may include personal assistant, homemaker, or
home health.
Specialized services for people (who may be over age 60) with:

HIV/AIDS

Traumatic brain injuries
The Community Reintegration Program helps individuals with disabilities who live in
nursing homes move into the community with the supports they need to live as
independently as possible.
Who can receive these services? People with severe disabilities under age 60 who need
help with daily living activities in their homes; many are at risk of moving into a nursing
home or other facility.
For those 60 and over, please contact the Illinois Department on Aging.
JOB CORPS
Outreach Admissions and Career Transition
345 Job Corps Road
Golconda, IL 62938
(618) 285-6601
Available Services: Job Corps is the largest residential and training program in the
United States for disadvantaged youth. The mission of the Job Corps is to help
economically disadvantaged young adults become responsible, employable, and
productive citizens by providing opportunities to develop the vocational, educational, and
social skills to succeed. Vocational training offered in areas such as: building and
apartment maintenance, business and computer skills, carpentry, construction, culinary
arts, forestry, and health occupations.
Service Area: State of Illinois
Service Eligibility: Disadvantaged youth between ages 16 and 24 in need of vocational
education and training (age limits may be waived for otherwise eligible individuals with
disabilities).
Website: http://golconda.jobcorps.gov
Contact Person: David Floyd
JOHN A. LOGAN COLLEGE
700 Logan College Road
Carterville, IL 61918
(618) 985-3741
Available Services: Provides Certificate and Associate degree programs, some of which
will transfer to four-year colleges
Service Area (In-District): Williamson, Jackson, Perry, Randolph, and parts of Franklin
counties
Service Eligibility: Student(s) of John A. Logan College
Website: www.jalc.edu
Disability Support Services: The Student Success Center offers three different programs:
Disability Support Services, the TRIO program, and Campus Tutoring.
DISABILITY SUPPORT SERVICES
The Disability Support Services program is committed to providing support to John A.
Logan College students who meet the requirements of a person with a disability
according to Section 504 of the Rehabilitation Act of 1973 and The Americans with
Disabilities Act (ADA) of 1990. Support services based on an individualized approach
are provided to students to help make their experience at John A. Logan College a
successful one.
Accommodations may include:
1.
2.
3.
4.
5.
6.
7.
Note taking
Readers and/or scribes for exams
Extended time testing
Accessible seating
Recording of lectures
Alternate format materials
Interpreters - contact our deaf and hard-of-hearing services coordinator for more
information
8. Disability parking stickers
9. Assistive technology
Disability Support Services Eligibility: In order to qualify for services, students must
contact the office and schedule an appointment with the coordinator. Students should
bring in current documentation which indicates the following:
John A. Logan College’s
Guidelines for Documenting Learning Disabilities
Necessary components of documentation are needed to verify the existence and
justification for reasonable accommodations at John A. Logan College. They include:
1.
2.
3.
4.
Diagnosis: There should be a clear statement of the existence of a learning
disability.
Functional Limitations: Documentation should include a narrative section that
addresses how the disability substantially limits the major life activity of
learning.
Recommendations: Evaluator should address academic recommendations which
are logically linked to the functional limitations. For high school students, the
IEP usually lists this information.
Assessment Type: psychological evaluation, neuropsychological evaluation,
psycho educational evaluation, learning disability assessment, etc. IEP’s and a
review of records are not necessarily sufficient by themselves, but can be used as
part of a more comprehensive assessment. The new Summary of Performance
from high school will only be accepted if it includes all requested information.
Psychometric tests should include the following:
a. Adult-normed intelligence testing (WAIS III-Wechsler Adult Intelligence
Scale),
b. Achievement and information processing (Woodcock Johnson, Stanford
Binet, etc.); the WISC (Wechsler Intelligence Scale for Children) will be
accepted if the documentation meets the 3-4 year requirement. For
students right out of high school, an aptitude test older than their freshman
year will need to be updated. Sometimes provisional accommodations can
be granted during this reevaluation period.
5.
Evaluator Credentials: Evaluations should be conducted by certified/licensed
psychologists, psychiatrists, neuropsychologists, etc. The evaluator should sign,
date, and list his/her credentials on the assessment.
6.
Currency of documentation: Documentation should be no older than 3-4 years
old.
John A. Logan College’s
Guidelines for Documenting a Physical or Psychological Disability
To document a physical or psychological disability, it is necessary to provide a letter
from a qualified professional which includes the following information:
1. Diagnosis – Medical diagnosis or DSM-IV diagnosis
2. Functional Limitations – Explanation of how the disability substantially limits
a major life activity. What difficulties does the diagnosis pose to the student?
3. Recommendations – List of recommendations for the educational setting
which are logically linked to the functional limitations
Documentation should also consider the following components:


Currency of documentation – Documentation should address current functioning
(usually 1-3 years old is preferred).
Evaluator Credentials – The letter submitted should be from a qualified
professional. Psychologist, psychiatrist, licensed clinical social worker, licensed
clinical professional counselor, etc. for psychological disabilities and medical
doctors/specialists for physical disabilities. The evaluator should sign, date, and
list his/her credentials on the assessment. The evaluation should be on letterhead.
All documentation is kept confidential. For more information on acceptable
documentation, contact the coordinator.
In order to best meet the needs of the student, requests for accommodations should be
made at least six weeks prior to the semester in which the student will need the services.
Accommodation Request Form (PDF) can be found on-line at JALC website.
Disability Support Services Coordinator:
Coordinator:
Deaf/Hard of Hearing Services
Carolyn Gallegly, Director
Phone: (618) 985-3741, Ext. 8290
Angela Calcaterra
Phone: (618) 985-3741, Ext. 8446
Video Phone: (618) 364-8196
E-mail: carolyngallegly@jalc.edu
Office: Student Success Center
Room C-219
E-mail: angelacalcaterra@jalc.edu
Office: Student Success Center
Room C-219
Beth Blumenstock, Coordinator
Phone: (618) 985-3741, Ext. 8516
E-mail: bethblumenstock@jalc.edu
Office: Student Success Center
Room C-219
TRiO PROGRAM
The TRiO Program is a component of the Educational Opportunities Program (EOP) that
is funded through the U.S. Department of Education. This program provides individual
support to students who are low-income, first generation, and/or disabled.
The purpose of the TRiO program is to increase college retention and graduation rates for
eligible students, and to foster a supportive climate for low-income and first generation
college students and students with disabilities. Benefits provided may include:



Professional mentoring
Individualized tutoring/counseling
Study skill enhancement



Cultural activities
Career counseling
Leadership development training
Admission into the program is by application and is an ongoing process. Services will be
provided as soon as a student is accepted into the program. Since TRiO is a federally
funded program, services are provided at no cost to eligible students. TRiO application
may be found on-line at https://secure.jalc.edu/student_success/ trio_application.php.
The Student Success Center sponsors a variety of workshops and cultural activities
designed to help students with specific problems and to enhance their college experience
to include: study skills, test taking tips, stress management, resume writing, interviewing
skills, identify and utilizing strategies to overcome math/testing anxiety.
CAMPUS TUTORING PROGRAM
The Student Success Center’s tutoring program is certified through the College Reading
and Learning Association (CRLA). The center offers tutoring to John A. Logan College
students free of charge. Tutoring is available for both transfer and vocational courses.
The center offers two types of tutoring: one-on-one tutoring and help-room tutoring. Oneon-one tutoring is by appointment only and offers students individualized attention.
Our help rooms are less formal settings where students may drop in for assistance any
time during the hours of operation. The Math Help Room is located in rooms C218-C223
and the Biology Help Room is in room C243A. Requests for tutoring are made in Room
C-219 or on-line.
LINCOLN’S CHALLENGE
205 Dodge Avenue
Rantoul, IL 61866
(800) 851-2166
Available Services: A 17 month, two- phase program designed to teach youth to lead
others, learn self-discipline, and develop skills that will help them get a job and work
toward a G.E.D. The program begins with the Residential Phase at the Rantoul Aviation
Center. For 5 months, youth live, work, and study with other 16-18 year olds. They will
practice self-discipline, responsibility, and leadership skills. During the next twelve
months, the Post-Residential Phase, the youth will return to their own communities for
additional training and education. A local mentor provides assistance as the youth attend
a junior or four-year college, technical school, or begins an entry-level job.
Service Area: State of Illinois
Service Eligibility: Adolescent boys and girls between 16-18 years of age who have not
completed high school
Website: www.lincolnschallengeacademy.org
MAP TRAINING CENTER
504 East 7th Street
P.O. Box 296
Karnak, IL 62956
(618) 634-9401
Available Services: Developmental Training Facility – Day Program
Service Area: Massac, Alexander, and Pulaski County
RAVE
214 West Davie Street
Anna, IL 62906
(618) 833-8525
Available Services: Developmental Training Facility; Training for Adult Daily Living
Skills; Vocational Program; CILA/ICFDD (Intermittent Care Facility For Developmental
Disabilities)
Service Area: Union County
REND LAKE COMMUNITY COLLEGE
468 North Ken Gray Parkway
Ina, IL 62846
(618) 437-5321
Available Services: Provides Certificate and Associate degree programs, some of which
will transfer to four-year colleges
Service Area (In-District): Perry, Franklin, Jefferson, Hamilton, and Wayne counties
Service Eligibility: Student(s) of Rend Lake Community College
Website: www.rlc.edu
DISABILITY ACCESS SERVICES
Disability Access Services provides accommodations and services to students with
documented disabilities who are currently enrolled at Rend Lake College. These
accommodations and services are offered in accordance with Section 504 of the
Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990.
Reasonable accommodation will be provided if:


Student otherwise qualified for the program or class and their disability interferes with
their ability to participate in class.
Student otherwise qualified for the program or class and they have a legitimate
educational purpose and need for requested accommodations or materials for use in class.
Campus, disability student rights:





Equal opportunity and access to participate, work, and learn
Reasonable accommodations
Appropriate confidentiality
Information about available services and accommodations
Accessible campus facilities
Students with a documented disability have the responsibilities to:




Identify themselves early in order to receive requested accommodations in a timely
manner
Provide current and valid documentation that provides enough information for DAS staff
to determine appropriate academic adjustments
Meet qualifications and standards set forth for all Rend Lake College students
Advocate for their individual needs
Rend Lake College has the right to:


Require documentation of disabilities
Determine what accommodations are appropriate

Provide only those accommodations required by the disability that do not sacrifice the
academic integrity of the program, course, or activity
Rend Lake College has the responsibility to:



Ensure that its programs and facilities are accessible and usable
Inform students of available accommodations and procedures for requesting them
Make reasonable accommodations for students with disabilities
To Request Services:
Students with disabilities who wish to request accommodations and services may apply
with DAS. Appropriate documentation of disability(s) must be provided. After
registering, the appropriate accommodations will be determined on an individual basis.
An accommodation plan will be developed and updated each semester or as needed.
Disability Access Services Coordinator:
Sue Cunningham
Phone: (618) 437-5321, Ext. 1204
E-mail: cunninghams@rlc.edu
Office: North Oasis, Room 130
STARS PROGRAM
The Student Transfer And Retention Support (STARS) Program is designed to help
eligible Rend Lake College students make the most of their college years by offering
counseling and academic support that may be needed to successfully complete a college
degree and transfer to a four-year university. The STARS Program assists 160 Rend
Lake College students each year. Student Support Services is a grant developed in 1965
under Title IV of the Higher Education and Cooperation Act and is administered by
the U. S. Department of Education. There are over 900 Student Support Services
programs serving college students nationwide. Rend Lake College was awarded a TRIO
Student Support Services grant for the first time in 1997.
SHAWNEE COMMUNITY COLLEGE
1150 East Vienna Street
Anna, IL 61906
(618) 833-3399
Available Services: Provides Certificate and Associate degree programs, some of which
will transfer to four-year colleges
Service Area (In-District): Union, Alexander, Johnson, Massac, Pulaski, and parts of
Jackson counties
Service Eligibility: Student(s) of Shawnee Community College with documented
disabilities which may include ADD, ADHD, learning, hearing, physical, visual, or
emotional disabilities
Website: www.shawneecc.edu
Disability Support Services: The Student Success Center offers: Disability Support
Services, tutoring lab, writing lab, e-Tutoring, and the TRIO program
DISABILITY SUPPORT SERVICES
The Student Success Center is available to all students currently enrolled in programs at
the college or its extension centers, offering word processing facilities and tutorial
services to supplement a wide variety of classes offered by the college.
Accommodations include but are not limited to the following:
•
•
•
•
•
Preferential Seating
Interpreters
Note-takers
Tape Recorders
Extended time on
testing/separate setting
•
•
•
•
Test Readers
Tutoring
Tables in Classrooms
Large Print Handouts and Tests
To ensure appropriate accommodations are in place before the semester begins, the
following steps should be taken:
1. Contact the Special Needs Office to discuss potential eligibility and the process
for accessing disability services.
2. Schedule an appointment with the Special Needs Office Counselor to complete
the program forms.
3. Provide the Special Needs Office with all requested and appropriate
documentation.
In order for accommodations to be in place when classes begin, students are encouraged
to contact the Special Needs Office Counselor at least six to eight weeks prior to the
beginning of each semester.
Services are not automatically provided each semester. Students with disabilities must
meet with the Special Needs Counselor each semester. Requests for such services as
interpreters, FM systems, must be made, if at all possible, six to eight weeks in advance
of the beginning of each semester to allow the staff time to obtain the best services.
DOCUMENTATION REQUIREMENTS - High school transcripts, current IEP’s,
current diagnostic testing (within three years) and documented records concerning the
disability should be available to the Special Needs Counselor at the first visit.
Tutoring Lab - Students who would like to obtain the services of a tutor may receive
tutorial assistance through the Student Success Center (SSC) Tutoring Lab. The Tutoring
Lab is located in Room H2087 on Main Campus, and tutorial services are also available
at the Anna Center, the Cairo Center, and the Metro Center.
Writing Lab - The Writing Lab is available to students to work with word processing
software and to do Internet research. The Writing Lab is located in Room H2086.
e-Tutoring - The Student Success Center also offers online tutoring services. Students
can receive assistance in numerous subjects including accounting, anatomy, biology,
chemistry, math, physiology, research methods, and writing by accessing the online
tutoring website, which will give them a variety of options from which to choose.
Students may upload documents for writing feedback, chat with tutors in a chat room, or
post a question for an online tutor to address. The site also includes a resource library,
which contains an extensive collection of links for information in many subject areas.
Student Success Center Coordinator:
Mindy Ashby
Phone: 1-800-481-2242, Ext. 3316
E-mail: mindya@shawneecc.edu
Office: Student Success Center
TRiO PROGRAM
The TRiO Student Support Services program supports and assists with success at
Shawnee Community College. The program provides eligible students with a variety of
free services and resources to assist in the pursuit of a 4-year degree. Academic support,
cultural exposure, personal enhancement and career/ transfer assistance are just some of
the many services provided to participants in the program. As a federally funded TRiO
program, SSS provides assistance to 160 eligible students each year. When the 160
student capacity has been met, a waiting list of eligible students will be established.
TRiO Student Support Services Director:
Amber Suggs
Phone: 1-800-481-2242, Ext. 3236
Email: ambers@shawneecc.edu
SOUTHERN ILLINOIS UNIVERSITY
1263 Lincoln Drive
Carbondale, IL 61901
(618) 453-2121
Available Services: Offers Associate, Bachelor’s, Master’s, and Doctorate degree
programs
Service Eligibility: Student of Southern Illinois University
Website: www.siu.edu
Disability Support Services: Two programs are offered in support of individuals with
disabilities: Disability Support Services (DSS); and the ACHIEVE program
DISABILITY SUPPORT SERVICES (DSS)
DSS coordinates physical and academic support services for SIUC students with
disabilities. DSS operates under the philosophy of an integrated service delivery while
assuming the role of centralized coordinating office. DSS is a government-mandated,
compliance program that guarantees equal accessibility of education under the law to all
students. DSS coordinates the service delivery of many different accommodations to
many students with many different disabilities. The DSS staff of four professionals and
one office supervisor, assisted by two graduate students, 10 student workers and 100+
note takers, serves a population of about 500 students each year. Some of those students
have learning disabilities, some are blind or visually impaired, some are deaf or hard of
hearing, some have mobility impairments, and some have brain injuries, chronic health
conditions, or psychological disabilities. DSS services specifically for students with
learning disabilities include tutor referrals, test proctoring, note takers, access to assistive
technology, campus familiarization, accessible textbooks and course materials,
equipment loans (voice recorders, listening devices, etc.), consultation with instructors,
and general guidance and counseling.
Disability Support Services:
Phone: (618) 453-5738
E-mail: dsssiu@siu.edu
Office: 900 South Normal Avenue
Woody Hall B150
Carbondale, IL 62901-4705
ACHIEVE PROGRAM
Achieve is a comprehensive, fee for service, academic support program for college
students with learning disabilities. Achieve's mission is to provide the appropriate
accommodation to a student, or if the accommodation cannot be immediately
implemented, to provide one or more alternatives until the accommodation can be
provided. The Program serves the needs of about 150 students every year. Achieve
employs five, full-time specialists, 8 to 12 graduate assistants to serve as student
supervisors, and about 300 student workers. The Program itself is located in a 25-room
on-campus facility, with a private computer lab and student services lab. There are no
limits placed on a student's use of any of the services offered, unlike some fee-for-service
programs. Services provided to students include tutors for classes, note takers, test
proctoring, private rooms for tutoring or studying, access to adaptive technology, a
computer lab, adapted texts, academic, career, and personal counseling, a section of
University 101 for Achieve students, remedial classes, campus familiarization, and
intervention for any campus-related issues. With a student's permission, we welcome
parental involvement.
The services offered by Achieve are tailored for students with learning disabilities, and
exceed in many ways what services are mandated by law. DSS provides an array of
services, not only for students with learning disabilities, but also for all students with
disabilities on campus, so that SIUC is compliant with federal law protecting the rights of
people with disabilities. From the general purpose and goals of each program, they are
different. They have different missions, serve different populations, provide different
services and intensities of service, have different budgets, and employ different service
professionals.
ACHIEVE Program:
Phone: (618) 453-2595
E-mail: achieve@siu.edu
SPECIALIZED TRAINING FOR ADULT REHABILATION
(S.T.A.R.T)
20 North 13th Street
P.O. Box 938
Murphysboro, IL 62966
Phone: (618) 687-2378
Available Services: Developmental Training, Vocational Rehabilitation, Youth
Transition, Residential Services - Services are provided to disabled individuals who need
assistance in vocational assessment, vocational placement, supported employment, work
adjustment training, sheltered workshops, developmental training, and community
integrated living arrangements.
Service Area: Jackson County (day program); any County touching Jackson
Website: http://www.startinc.org
DEVELOPMENTAL TRAINING
Service Eligibility:




Must be 18 years of age or older,
Must have a diagnosed developmental disability,
Must exhibit behavior that does not constitute a threat to self or others, and
Must meet Medicare waiver eligibility.
The Illinois Department of Human Services (IDHS) may be able to provide assistance or
help plan for future needs. An Independent Service Coordination Agency (ISC) must be
contacted to determine eligibility for services:
Southern Illinois Case Coordination Services
Developmental Disabilities
519 S Locust St, PO Box 588
Centralia, IL 62801
Phone: (618) 532-4300
TTY: (618) 532-4300
Toll Free: (800) 828-7422
VOCATIONAL REHABILITATION
Vocational training is provided to help clients establish good work habits, improve
vocational strengths, eliminate undesirable work behaviors and move into sheltered,
supported, or competitive employment. The following four steps are provided in support
of successful employment:
•
Vocational Evaluation – A vocational evaluation takes from four to six weeks.
Results will provide the following: how an individual works (pace, etc.), likes or
dislikes, strengths, limitations, accommodation needs, projections for communitybased employment, recommendations for success.
•
•
•
Work Adjustment Training - Work adjustment training typically takes from four
to six months and could take up to the maximum of eighteen months. Staff will
help work on issues, problems, or assist with continued development of good
work habits.
Placement Services - Placement services help those with the skills, desire, and
motivation to find employment. Staff works with the individual and the employer
to insure the individual is able to retain employment and continue to be an asset
for the employer.
Regular Work/Sheltered Employment. - Regular work or sheltered employment is
available at START Subcontracting and Lewis Vinyl for clients that have not
been successful with community-based, competitive employment. START holds a
subminimum Department of Labor certificate.
YOUTH TRANSITION SERVICES
Youth Career Counseling
Youth career counselors provide transition planning for students beginning in their junior
year, including helping the student plan a course of study that will most readily prepare
the student for post-secondary education or vocational training. Youth career counselors
coordinate any necessary assessments to measure the student's academic performance and
career interests. This information will aid the student in determining his or her specific
academic or vocational goals. Youth career counselors along with the student and parents
will create a plan of action to assist the student in meeting the student's goals.
Transition services are comprehensive and include planning to circumvent any
foreseeable obstacles that may prevent the student from successfully completing their
post-secondary education or vocational training. Some of the steps our youth career
counselors assist with include (but are not limited to) applying for state and federal
financial aid, completing application materials for community college or university,
developing a transportation plan, and connecting the student with on-campus tutoring
services or academic resource center. Continued support will be provided post enrollment
in an educational or vocational program.
Transition Services







Course selection
Remediation tools
Assessments
Applying for financial aid
Applying to college or university
Enrollment at university
Transportation plan development
RESIDENTIAL SERVICES
The residential services program helps individuals successfully live in the community, in
the least restrictive environment possible. The following services are provided to clients
that live independently in the community, in their own home or with family members, or
START's Community Integrated Living Arrangement (CILA) homes:








Training in independent living skills
Transportation
Crisis intervention
Financial resource assistance
Assistance in seeking housing
Referrals to other agencies
Problem solving guidance
Participation in community activities
Contacts:
Youth Transition Services: Tom Meyer
Home-based Services: Kim Madox
TRI-COUNTY SPECIAL EDUCATION JOINT AGREEMENT
Transition Program - STEP
1725 Shomaker Drive
Murphysboro, IL 62966
(618) 684-2109
Available Services: The Secondary Transitional Experience Program (STEP) is designed
to provide supervised work experience for high school students with disabilities. The
program is sponsored in partnership with the District by the Illinois Department of
Human Services, Division of Rehabilitation Services. Emphasis is placed on developing
appropriate work-related habits, attitudes, and acquiring marketable work skills. STEP
provides an opportunity for students to experience guided, on-the-job training. One and a
half to three hours of each student’s school day may be spent at an established worksite
training station. The training station may be located at businesses in the community or on
training sites within the school district. Students receive work-related instruction in order
to enhance their job training experience. Students participating in the STEP program earn
school credit(s) toward graduation. Wages earned by STEP participants can be totally
funded by STEP, partially subsidized by STEP and the employer, or paid in total by the
employer.
Service Eligibility: To participate in this school-to-work program, a student must be
sixteen years of age (generally a junior or senior in high school) and identified as having
a disabling condition that would create a barrier toward employment. Referrals are made
to Tri-County’s Transition Specialist to determine eligibility for DRS services for
participation.
Service Area: The STEP program offered through Tri-County Special Education serves
the districts in Jackson, Perry, and Union Counties.
Website: http://www.tcse.us
Contact Person(s):
Denise Jones, Transition Specialist
Office Phone: (618) 790-2323
Cell: (618) 967-8561
Stephane Rathert, Program Assistant
Office Phone: (618) 790-2323
E-mail: djones@tcse.us or
Denise.D.Jones@illinois.gov
E-mail: srathert@tcse.us or
Stephane.Rathert@illinois.gov
Office: 102 East Main Street
DuQuoin, IL 62832
III.
Employment
ILLINOIS WORK NET
Available Services: A web-based service that provides numerous links to various careerrelated resources. These include local job openings, assisting individuals with starting a
small business, career planning tools, interest inventories, information on education and
training, and career exploration. Provides connections to supports for financial aid for
education and assistance for individuals with disabilities.
Service Area: State of Illinois
Service Eligibility: High school students+
Website: www.illinoisworknet.com
MANPOWER, INC.
2015 West Main Street, Suite 1
Carbondale, IL 62901
(618) 457-0414
Available Services: Provides assistance obtaining temporary employment
Service Area: Jackson County
Service Eligibility: Individuals 18 years or older
Website: www.manpower.com
WIA YOUTH SERVICES
Available Services: Tutoring, alternative secondary school offerings, summer
employment opportunities linked to academic and occupational learning, paid and unpaid
work experiences, occupational skills training, leadership development opportunities,
supportive services, mentoring, follow-up services, and comprehensive guidance and
counseling. Array of youth services that focus on assisting low-income youth with one or
more barriers to employment prepare for post-secondary education and employment
opportunities, attain educational and/or skills training credentials, and secure employment
with career/promotional opportunities.
Service Area: Illinois
Service Eligibility: Low-income youth, ages 14 – 21 who face barriers to employment.
Website: http://www.doleta.gov/usworkforce/wia/act.cfm
Jackson/Perry Counties:
Kathy Lively, Executive Director
MAN-TRA-CON Corporation
1301 Enterprise Way Suite 60
P.O. Box 1727
Marion, IL 62959
Tel. (618) 998-0970, x237
Fax (618) 998-1291
TTY/Relay (618) 998-9921
Union County:
Cheryl Vanderford, Executive Director
Shawnee Development Council, Inc.
530 West Washington
P.O. Box 298
Karnak, IL 62956
Tel. (618) 634-2201
Fax (618) 634-9551
TTY/Relay: (800) 526-0844
http://www.illinois.gov/dceo/Bureaus/WorkforceDevelopment/Pages/warnLWIAregi
ons.aspx
WORKFORCE EMPLOYMENT SOLUTIONS
419 West Broadway
Steeleville, IL 62288
(618) 965-3457
Available Services: Provides assistance obtaining temporary employment
Service Area: Jackson County
Service Eligibility: Individuals 18 years or older
Website: www.visitworkforce.com
IV.
Independent Living
&
Community Involvement
DELTA CENTER
1400 Commercial Ave
Cairo, IL 62914
(618) 734-2665
Available Services: Provides substance abuse counseling, various community services,
vocational services, youth services, and respite care services
Service Area: Southern Illinois; primarily Pulaski and Alexander County
Service Eligibility: Individuals with mental illness, alcohol dependency, or
drug/substances abuse
Website: www.deltacenter.org
DENTAL LIFELINE NETWORK
DONATED DENTAL SERVICES
P.O. Box 10342
Peoria, IL 61602
(309) 691-5938
Available Services: DDS volunteers provide comprehensive treatment to eligible
patients
Service Area: Illinois
Service Eligibility: Applicants must lack adequate income to pay for dental care and
have a permanent disability, or are elderly: age 65 or older, or qualify as medicallyfragile
Contact: Lisa Williamson, DDS Coordinator
lwilliamson@DentalLifeline.org
Website: www.dentallifeline.org/illinois/
EPILEPSY FOUNDATION OF SOUTHERN ILLINOIS
1100D South 42nd Street
Mt. Vernon, IL 62864
(618) 244-6680
Available Services: Provides epilepsy education and up-to-date information for
individuals and their families; provides or obtains transportation services for neurology
appointments; provides free neurology evaluations for individuals up to age 18 or who
have a possible diagnosed seizure disorder.
Service Area: Southern Illinois
Service Eligibility: Individuals with possible or diagnosed seizure disorders
Website: www.efgreatersil.org
FELLOWSHIP HOUSE
800 North Main
Anna, IL 62906
(618) 833-2194
Available Services: Provides alcohol and other drug abuse/addiction treatment, problem
gambling service, prevention services, behavioral health services, and co-occurring
mental illness/substance abuse services
Service Area: Southern Illinois; lower 22 Illinois counties
Service Eligibility: Individual with mental illness, alcohol dependency, drug or other
substance abuse and gambling addiction
Website: www.fellowshiphouse.com
GATEWAY CONFLUENCE WHEELCHAIR
Sports Foundation
1806 East “D” Street
Belleville, IL 62221
(618) 377-3622
Available Services: A Confluence offers a variety of sports programs throughout the
year. These activities include softball, tennis, basketball, volleyball, track and field, road
racing, and water skiing. It offers programs for youth in disability awareness. The
Confluence identifies people with disabilities and provides them with coaching and
training that will continue their rehabilitation and specialization through recreation and
community sporting events. It promotes, organizes, and presents wheelchair sports events
in the regional area.
Service Area: Southern Illinois (within 200 mile radius of St. Louis, MO)
Service Eligibility: Disabled individuals using wheelchair
Website: www.confluencesports.org
GATEWAY FOUNDATION
1080 East Park Street
Carbondale, IL 62901
(618) 529-1151 or (877) 505-4673
Available Services: Gateway Foundation Alcohol & Drug Treatment is a non-profit
organization with treatment centers located throughout Illinois that provide free in-depth
consultations to help determine the severity of substance use and identify the appropriate
level of treatment.
Service Area: Illinois
Service Eligibility: Individuals struggling with alcohol or drug abuse
Website: www.recovergateway.org
JACKSON COUNTY MASS TRANSIT DISTRICT
608 East College Street
Carbondale, IL 62901
(618) 549-0304
Available Services: Provides general public transportation services to Jackson County
residents
Service Area: Jackson County
Service Eligibility: Anyone is eligible to ride on the district’s bus system. The start and
end of all rides must occur within Jackson County.
Contact: Jackson County Mass Transit Staff
PERRY COUNTY TRANS VAN
602 South Douglas Street
Pinckneyville, IL 62274
(618) 357-3202
Available Services: Provides transportation to medical appointments for Medicaid
patients and provides transportation for local area residents on a private pay scale
Service Area: Pick-up in Perry County with transport to Jackson or Randolph
Service Eligibility: Individuals in the service area
Contact: Perry County Trans Van Staff
RIDES
1202 West Dufour Street
Marion, IL 62959
877-743-3402
Available Services: Rides Mass Transit District is a public transportation provider
offering transportation to and from anywhere within the district to include Harrisburg,
Marion, and Carbondale intercity routes; and John A. Logan College routes.
Service Area: Southeastern Illinois,18 Counties
Service Eligibility: Citizens in the service area
Website: http://www.ridesmtd.com/
SALUKI EXPRESS
SIU – Student Center
1255 Lincoln Drive, Room 23
Carbondale, IL 62901
(618) 549-2877
Available Services: Mass transit bus system serving SIU Carbondale students, faculty,
staff, and community members; transportation to work, school, or popular destinations
such as the University Mall, Illinois Avenue, and Murdale Shopping Center within
Carbondale City limits. This convenient system offers seven weekday routes and three
weekend routes (while school is in session) and a break route that operates while school
is not in session. Full service begins the first day of move in prior to the start of the Fall
Semester. For route details, see website. Fares may be paid per ride, monthly, and/or per
semester passes.
Service Area: Carbondale
Service Eligibility: Citizens in the service area
Website: http://studentcenter.siu.edu/services/saluki-express/
SOUTH CENTRAL TRANSIT
854 East Olive Street
Du Quoin, IL 62832
(800) 660-7433
Available Services: Provides safe, reliable, and cost-effective public transportation to the
citizens of the serving communities
Service Area: Benton, Breese, Carlyle, Centralia, Du Quoin, Mt. Vernon, Nashville,
Salem, and West Frankfort city limits
Service Eligibility: Citizens in the service area
Website: www.southcentraltransit.org
SOUTHERN ILLINOIS CASE COORDINATION SERVICES
140 South Locust Street, 2nd Floor
Centralia, IL 62801
(618) 532-4300
(800) 828-7422
Available Services: Provides services for individuals who are developmentally disabled
and their families. Services include pre-admission disability screening, follow up services
for those who have been discharged, needs assessment, referrals to other services,
technical assistance referrals, information for individuals and their families and support
and advocacy. SICC completes the PUNS (Prioritization for Urgency of Need for
Services) which is a statewide database that records information about individuals with
developmental disabilities who are potentially in need of services. The State uses the data
to select individuals for services as funding becomes available, to develop proposals and
materials for budgeting, and to plan for future needs. SICC is the “gate keeper” to access
DD (developmental disability services) post high school for local DD facilities.
Service Area: Southern Illinois
Service Eligibility: Individuals generally must have a FSIQ of 70 or below and complete
PASS intake; be determined eligible to receive a medical card (by DHS) and SSI (by
SSA).
Website: www.illinoisparents.org/index.html
SOUTHERN ILLINOIS CENTER FOR INDEPENDENT LIVING
2135 West Ramada Lane
Carbondale, IL 62901
(618) 457-3318
Available Services: A Center for Independent Living (CIL) is a non-residential,
community-based organization providing resources and advocacy services to persons
with disabilities to include skills training, money, budgeting, etc. Overall, CIL’s provide
persons with disabilities the tools to set and accomplish their own goals. The center
provides assistance in Americans with Disabilities Act (ADA) compliant ramp design.
Service Area: Jackson, Perry, Union Counties
Service Eligibility: Individuals with disabilities
Website: www.incil.org/locations1.asp
SPECIAL OLYMPICS
608 East College Street
Carbondale, IL 62901
(618) 457-2969
Available Services: Provides year-round sports training and athletic competition in a
variety of Olympic-type sports. Gives continuing opportunities to develop physical
fitness, demonstrate courage, experience joy, and participate in a sharing of gifts, skills,
and friendship
Service Area: Southern Illinois
Service Eligibility: Children and adults with intellectual disabilities
Website: www.soill.org
THE FAMILY SUPPORT NETWORK
651 East 159th Place
South Holland, IL 60473
(708) 331-7370
Available Services: Unifies individuals with disabilities and their families to advocate
for legislation, funding, services, and community resources that strengthen and support
the individual and the family directly by responding to their individual needs and
empowering them to live in their own homes
Service Area: Illinois
Service Eligibility: Individuals with developmental disabilities and their families
Website: www.familysupportnetwork.org
THE H GROUP
2311 South Illinois Avenue
Carbondale, IL 62901
(618) 457-6703
Available Services:
Behavioral Healthcare Services for Adults, including:
 Outpatient counseling
 Substance use services
 DUI Evaluation and Treatment Services
 Case management
 Psychosocial rehabilitation programs
 Community support services
Services for Adults with Developmental Disabilities, including:
 Developmental Training Program
 Work Services Program
 Sheltered Employment
 Vocational Evaluation
 Job Development/Placement
 Residential Facilities
Services for Children and Families, including:
 Outpatient counseling
 Substance use services
 Early Head Start
 Big Brothers Big Sisters
 School-based mental health and substance use prevention programs
Service Area: Illinois
Service Eligibility: All individuals with Medicaid or private insurance
Website: www.buildingbettertomorrows.org
REND LAKE COLLEGE
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UIC DIVISION OF SPECIALIZED CARE FOR CHILDREN
State Regional Office Building
2309 West Main Street, Suite 119
Marion, IL 62959-1195
(618) 997-4396
(800) 451-0464
Available Services: Illinois Division of Specialized Care for Children (DSCC) helps
children with special health care needs. The organization works to help children with
disabilities and those who have conditions which may lead to disabilities reach their full
potential. They help to provide proper specialized diagnosis and medical care. Care
Coordination: helps families and care providers develop a plan of care, coordinating
services, linking families with other resources and programs, parent-to-parent support,
information, advocacy, and payment source. Diagnosis: Services that include no-cost
medical evaluation if an eligible condition is suspected, regardless of family income.
Treatment: Financially eligible families will receive assistance with payment for
specialized medical treatment, such as surgeries, medications, therapy, wheelchairs,
hearing aids, and other medical services when needed to treat eligible conditions.
Service Area (In-District): Southern Illinois Counties
Service Eligibility: Must be under 21 years of age, live within Illinois, and have or be
suspected of having a medically eligible condition. There are specific income level
requirements.
Website: www.uic.edu/hsc/dscc
Contact Person: Program Services Manager
V.
Benefits
CENTER FOR AUTISM SPECTRUM DISORDERS
Southern Illinois University Carbondale, Wham 124
625 Wham Drive
Carbondale, IL 62901
(618) 536-2122
Available Services: The Center provides many services for children with autism and
their families, including autism screenings, diagnostic assessments, and therapy, in which
language, social, and daily living skills are targeted. The Center also works
collaboratively with other professionals involved in the child’s life.
Service Area: Southern Illinois
Service Eligibility: Children with autism
Contact: Sherell Sparks, Site Director
(618) 453-7123
ssparks@siu.edu
Website: www.casd@siu.edu
CHILD CARE RESOURCE AND REFERRAL AGENCY
At John A Logan College
700 Logan College Road
Carterville, IL 62918
(618) 985-5975
Available Services: Administers the Illinois Department of Human Service's (IDHS)
Child Care Assistance Program (CCAP) to families in southern Illinois. This program
provides low-income, working families with access to quality, affordable child care. This
child care allows them to continue working and/or complete their education.
Service Area: Southern Illinois
Service Eligibility: Individuals who are Illinois residents, working or attending an
approved education or train program with children in care under age 13, and the family
income meets the eligibility criteria OR a teen parent is seeking a high school degree or
GED equivalent
Website: www.jalc.edu/ccrr/programs
DHS FAMILY COMMUNITY RESOURCE CENTER
Jackson County Office
(Serving Jackson and Perry)
342 North Street
Murphysboro, IL 62966
(618) 687-1705
Union County Office
1000 North Main Street
Anna, IL 62906
(618) 833-2118
Available Services: Public assistance through Department of Human Services. Apply for
Medical Assistance, Medicaid, Medical Card, Health Insurance, Childcare Assistance,
Link (food stamps), Emergency Assistance, and Homeless Services.
Service Area: Illinois
Service Eligibility: Individuals in need of financial assistance. Income, disability, age,
and dependent status are all evaluated to determine eligibility.
Website: www.dhs.state.il.us
HEALTH BENEFITS FOR WORKERS WITH DISABILITIES
(800) 226-0768
Available Services: Working people with disabilities can buy healthcare coverage
through the Health Benefits for Workers with Disabilities program. This program
removes one of the largest barriers to their employment. With affordable health coverage,
working people with disabilities have more choices. They can return to work...work more
hours ...or move to a better, higher-paying job.
Service Area: Illinois
Service Eligibility: Illinois residents ages of 16 through 64 who have a disability and
who are employed can purchase medical benefits through the Health Benefits for
Workers with Disabilities (HBWD) Program. An individual must be a citizen of the
United States or an immigrant legally admitted for permanent residence. Immigrants
admitted after August 21, 1996, are ineligible for the first five years after legal entry into
the U.S. Non-citizens must provide proof of legal status. Applicants have to provide
proof of a Social Security number or proof of an application for a number to be eligible.
Website: www.hbwdillinois.com
SALVATION ARMY
906A Tower Square Plaza
Marion, IL 62959
(618) 993-5854
Available Services: Provides emergency assistance to individuals in need
Service Area: Southern Illinois
Service Eligibility: Individuals within the required income guidelines
Website: www.salvationarmy.org
SOCIAL SECURITY ADMINISTRATION
250 West Cherry, Room 104
Carbondale, IL 62901
(800) 772-1213
Available Services: Supplemental Security Income (SSI) is a United States government
program that provides stipends to low income who are disabled, blind, or aged (over 65
years of age).
Service Area: United States
Service Eligibility: Designed to assist those individuals who are unable to work; varies
depending on requested services/information
Website: www.socialsecurity.gov
TOUCH OF NATURE ENVIRONMENTAL CENTER
1206 Touch of Nature Road
Makanda, IL 62958
(618) 453-1121
Available Services: Camp Little Giant
Camp Little Giant offers summer residential and day camp opportunities to people with
various abilities and disabilities. As one of the first camps of this type in the nation, we
have served both children and adults for over five decades. Today, we continue to serve
the recreational, educational, social, and developmental needs of our campers.
Service Area: Southern Illinois
Service Eligibility: Individuals with disabilities
Camps are designed for:
•
•
•
•
Adults 21+ with high care needs, low mobility, or using wheelchair;
Adults 21+ with physical, cognitive, or developmental disabilities;
Youth ages 8-21 with physical, cognitive, or developmental disabilities;
Youth ages 8-19 with Attention Deficit and Attention Deficit Hyperactive
Disorders (ADD/ADHD)
Contact: Vicki Lang-Mendenhall, Camp Director
(618) 453-1122 Ext: 231
vickil@siu.edu
Website: www.ton.siu.edu
WORK INCENTIVES PLANNING AND ASSISTANCE (WIPA)
Illinois Department of Human Services
(217) 836-0061
Available Services: Work Incentives Planning and Assistance Projects are federally
funded initiatives to educate and assist individuals with disabilities receiving SSI/SSDI,
and those who support them to anticipate and plan for changes that may occur in their
state and federal benefits as a result of employment. These benefits include SSI/SSDI,
Medicaid, Medicare, TANF, Food Stamps, subsidized housing, workers compensation,
and unemployment benefits.
Service Area: Southern Illinois
Service Eligibility: Individuals with disabilities receiving SSI/SSDI interested in
becoming employed
Contact: Ron Mulvaney
VI.
Advocacy
&
Legal
EQUIP FOR EQUALITY
Southern Illinois Region
300 East Main Street, Suite 18
Carbondale, IL 62901
(618) 457-7930 (Voice)
(800) 758-0559 (Voice)
(800) 610-2779 (TTY)
Available Services: Self-advocacy and legal services, disability rights training, public
policy advocacy, abuse and neglect investigations
Service Area: Illinois
Service Eligibility: Individuals with disabilities
Website: www.equipforequality.org
ILLINOIS DEPARTMENT OF CHILDREN AND FAMILY
SERVICES
Regional Office
2309 West Main Street
Marion, IL 62959
(618) 993-7100
Field Office
(Williamson County)
107 Airway Drive
Marion, IL 62959
(618) 993-8639
(Jackson County)
1210 Hanson
Murphysboro, IL 62966
(618) 687-1733
(Perry County)
202 West Jackson, Suite B
Sparta, IL 62286
(618) 443-4317
Available Services: Provides investigation and follow-up services to families in which
child abuse and/or neglect has occurred. Adoption information, counseling, protective
day care, foster care, home visits, and parenting skills training.
Service Area: Illinois
Service Eligibility: Victims of abuse or neglect and their families
Website: www.state.il.us/dcfs
LAND OF LINCOLN LEGAL ASSISTANCE FOUNDATION
509 South University Avenue
Carbondale, IL 62901
(618) 457-7800
(800) 642-5335
Available Services: Provides free civil legal services to low-income persons and senior
citizens; provides ranges from telephone advice or brief service, to representation in court
or at administrative hearings. The type of service provided depends on the legal problem,
merits of the case, and staff availability. Types of cases include: Housing, Family,
Consumer, Homeownership, Public Benefits and Health, Services for Senior Citizens and
Disabled Persons, and Education
Service Area: Southern Illinois
Service Eligibility: Individuals who are low income or senior citizens
Website: www.lollaf.org
SOUTHERN ILLINOIS CASE COORDINATION SERVICE, INC.
140 South Locust Street – 2nd Floor
Centralia, IL 62801
(618) 532-4300
Available Services: Provides services for individuals who are developmentally disabled
and their families. Services include pre-admission disability screening, follow-up services
for those who have been discharged, needs assessment, referrals to other services,
technical assistance referrals, information for individuals and their families, and support
and advocacy.
Service Area: Southern Illinois
Service Eligibility: Individuals who are developmentally disabled and their families
Website: www.illinoisparents.org
REFERENCES
U.S. Department of Education – Promoting Educational Excellence for All Americans;
Ed.gov http://idea.ed.gov/explore/view/p/%2Croot%2Cdynamic%2CTopicalBrief%2C17%2C
Illinois State Board of Education, June 2009: Chapter 8: Secondary Transition – Educational
Rights and Responsibilities: Understanding Special Education in Illinois