A Person-Centered, Asset-Based Community Development Framework for Youth with Special Health Care Needs/Disabilities in Transition to Adulthood

Heather H Boyd,Beth Swedeen

doi:10.5195/jyd.2007.364

Abstract

In the United States, 12.8 percent of children under 18 have special health care needs. Ninety percent of youth in America with special health care needs and/or disabilities can now be expected to reach adulthood. Youth with special health care needs and/or disabilities are less likely to experience successful transition to adulthood in comparison to youth without special health care needs. This article presents a person-centered, asset-based community development approach that assisted youth in achieving transition and inclusion-oriented outcomes. Examples are drawn from a Healthy & Ready to Work demonstration project in Wisconsin. At the center of our approach to transition were community connectors -- adults who knew the personal interests and assets of youth and who found opportunities in the community that matched individual youth interests. Implications for youth development professionals as successful community connectors are described.

Highlights

In the United States, 12.8 percent of children under 18 – or 9.4 million -- have special health care needs (U.S DHHS, 2004)
Children with special health care needs are defined by the U.S Maternal and Child Health Bureau as “those who have or are at increased risk for a chronic physical, developmental, behavioral or emotional condition and who require health and related services of a type or amount beyond that required by children generally” (McPherson et al, 1998)
This includes one young woman, who has a metabolic disorder that affects her joints, uses a wheelchair. She has good interpersonal skills and would like to be a doctor someday. Another youth has Down syndrome; he would like a career in child care and often cares for his nieces and nephews

Summary

Staying Strong

Things the person needs to have in his/her life to stay strong. Things that will sap the person’s strength. People: Make a diagram, with the person in the center, of the people in the person’s life, including people who may be interested in planning together over time. Note the nature of the connection to the person, e.g. family, friends, paid support, long term or short term, etc

Places

Goals: The First Year After High School

Building Community Connections

Findings

Supports