Where Are You Going?
​Teaching Students with Intellectual Disabilities to become Appropriately Independent

​There is one fundamental truth that every college student comes to face when they are on their own for the first time: at one time or another, you will have to do your laundry. For some of us, this is a daunting task of rules and procedures. Will my Kate Spade satin crepe top survive the heat and endless tumble of the dryer?  Do I spend that precious $1.50 for another load of whites or combine it with my load of colors?  Let’s be honest, do I really need fabric softener? Through the trials and mistakes of mixing colors with whites, stretching sweaters out and shrinking down designer jeans, we all have that first rush of opening the dryer door and seeing our clothes come out warm and clean. In that moment, we have just gained a small victory in our lives, and have become one step closer to discovering our own independence. As we dump the clean clothes unceremoniously into a drawer and force it shut, we think to ourselves, maybe, just maybe, we can make it on our own.

The idea of being independent is planted in all of us at a young age. As children, we can’t wait to be self-sufficient. We long to live on our own without rules, curfews, and vegetables for dinner. When I was younger, I couldn’t wait to get my drivers license. That was the ultimate level of self-reliance. If I had my license, then I could transport myself anywhere. If I had the ability to drive, I wouldn’t have to rely on my parents, I would be free. I remember telling my father in the car on the way home from church one sunny, Sunday morning, “You know, I’ve been watching you drive for 12 years now. I think I’ve got it figured out. Why don’t you let me take a shot at it?”  My father wisely chuckled and firmly shot that request down. What I didn’t understand then was that independence does not mean freedom. In fact, what my father understood, and why he did not let me slide into the driver’s seat and test my knowledge of the road, was that when you gain independence, you gain responsibility.

Appropriate Independence is defined as, “supported self-sufficiency that is aligned with the strengths of each individual and guided by Christian values.” In short, never do for the individual what they can learn to do for themselves.[1] 

We are all created uniquely and we all have different strengths and abilities.  The journey towards Appropriate Independence is the same for everyone but the outcome is vastly different. Appropriate Independence is striving to reach our greatest potential. At Shepherds College, we help students discover their own path towards Appropriate Independence with the development of three important traits: self-awareness, self-advocacy, and self-purpose. 
​
We believe that everyone is created on and for a purpose. Once you find out what your purpose is, you have a compass pointing in the direction you want to go. The only way for a student to find his/her purpose is through experiences and allowing the student to fail.  Appropriate Independence consists of allowing the students the freedom of choice. Instead of dictating what students may and may not do.  Appropriate Independence allows a student understanding of the consequences of their action, and then leaves the choice up to their discernment. Failure provides opportunities for growth.

As a college student I grew in my independence as I became self-aware of my abilities and strengths.  Through the trial of pink socks, I learned how to do my own laundry, cook a meal without setting off the smoke detector, and manage my finances. I grew in my independence as I took on each new responsibility. My own journey was a long path of self-discovery, trials, and failures. Pink socks taught me not to mix my whites and colors in the wash. An impulse buy of shoes taught me the consequences of having a negative balance in a bank account. A long night with open windows and blowing fans taught me not to attempt a microwaved baked potato for dinner. By giving freedom with responsibility, Appropriate Independence seeks to foster meaningful growth from everyday experiences.
 
To read more on this topic, click HERE, and you’ll be directed to Sarah’s complete article on Shepherds Resources.
 


[1]Kinkade, Dr. Russ.  Appropriate Independence:  Potential Realized.  (Union Grove, WI:  Shepherds Baptist Ministries, 2006), 2.  

Wondering what Shepherds Resources is all about? Amy DeBurgh interviewed me recently for the OnPurpose Podcast of Shepherds Ministries. I thought you might be interested in hearing the vision for Shepherds Resources and some of what we have planned for the future. 
​

Who am I? Understanding, and Utilizing Student's Personalities in the Classroom

​Six years ago, as I walked across the stage to receive my college diploma, I remember the idealism that I had – I was going to change the world, one student at a time. Then I got my first job, and all those rose-colored dreams flew out the window. I was so overwhelmed with the needs of the classroom – lesson plans, grading, report cards, behavior plans, testing, learning curriculum, trying to make math and language arts and science exciting, and just managing 28 squirming second graders – that I couldn’t invest in my students the way that I wanted to, or even the way they deserved.   

As educators, we are in this field because we care deeply for people. We want to influence others and positively shape their future. We want our students to succeed, to reach their maximum ability and realize their unique skills, talents, and gifting. But how do we accomplish this? How do I build into and help each student reach his or her full potential in a limited amount of time when there are so many others who deserve the same?

I have found that identifying, understanding, and utilizing the various personality types/characteristics of my students greatly assists me on my quest of empowering them to achieve their fullest potential while building into them and recognizing their value as members of the learning community. By doing this, I am able to care for each student as a unique individual, and help him or her on the journey toward independence. I have also discovered that when my students understand their strengths, they are then equipped with a deeper understanding of self and a great awareness of others. 
People are designed on purpose and for a purpose. Each person has been created with a personality that is unique to him or her. While we may have some personality traits that overlap, no one is exactly the same as someone else. The set of traits unique to an individual gives him or her value as a human being, and in an educational setting, as a member of the classroom community. 

So how on earth do you manage and utilize that within a classroom? How do you figure out your students’ personality types? And then once you do, what on earth do you do with that? 
One tool that has been very beneficial in my quest to effectively meet the needs of my students is an assessment tool called the DISC assessment. The DISC theory of personality was initially developed by Dr. William Marston and later adapted into the DISC assessment by psychologist Walter Vernon Clark. While no one’s personality is exactly the same as another's, personality traits can be categorized into behavioral patterns. Using a series of questions and words, the DISC assessment identifies an individual’s personality profile, highlighting dominant personality characteristics. Most people end up with one personality type that is strongest, one that is secondary, and the two that have little or no influence. 

In the DISC model, there are four personality categories. “D” stands for Dominance or Direct, and people with this personality type are responsible, leaders, who get things done and are natural problem solvers. The “I” stands for Influence, and represents those who are enthusiastic, creative, encourage others, and have a positive sense of humor. Those with the “S” personality type, Steady, have traits like being a good listener, team player, dependable, and kind. The “C” personality type stands for Correct or Conscientious, and those with this personality type are detailed, organized, goal setters, and are cautious. The DISC assessment is available both online and in print form. In doing a short Google search, you can find many free DISC test resources. There are many different types of personality tests and there are pros and cons to each of them. The DISC assessment is popular and has proven to be the most useful for both our students and our staff. 

Our job as educators is a big one. At times, it’s downright overwhelming. But greater than the responsibility is the opportunity to build into and develop the lives of our students.  By identifying, understanding, and then utilizing student’s personalities in the classroom you will empower them to reach their potential – in the classroom and in life.
 
For the benefits of incorporating personality types into your classroom, and four ways to do that in your classroom, check out Elyse’s article HERE.
 

As we learned earlier, students with intellectual and/or developmental disabilities dream of going to college like their siblings or peers in order to pursue a more independent and meaningful life. Thankfully, today there are many options for students to choose from. While having options is a good thing, knowing which option is the best FIT for your student can be confusing.
 
 At Shepherds College, we’ve developed a FIT process to help you determine which post-secondary option will give your student the results they are looking for.
 
 Let’s review the three primary post-secondary options for adults with intellectual and/or developmental disabilities – Inclusive Individual Support, Mixed Hybrid and Specialized.

Inclusive Individual Support

• In the Inclusive Individual Support program, students with learning disabilities and/or developmental disabilities receive individualized services in college courses, with the option of a certificate and/or degree program.

Mixed Hybrid

• The Mixed Hybrid program gives students with intellectual disabilities the opportunity to participate in some social activities and classes with students without disabilities as well as some classes with other students with disabilities.

Specialized

• In the Specialized program option, students participate in classes with other students with disabilities, designed to meet their specific learning needs, and have the opportunity to participate in a variety of social activities. Students receive a certificate upon completion of the program.

 
Now that we’ve looked at the options that are available, how do you know which of them is the best FIT for your student? Here are some areas you will want to consider – Functionality, Instructional Readiness, and the program Take-Away.

Functionality: What skills for independence does your student currently have?
Instructional Readiness: What are the academic capabilities of your student?
Take-Away:  What does your student want to take away from the training? 

There are other factors to consider when deciding which post-secondary option is the right FIT for your student. Consider the mission and vision of the organization. What is the cost? Are there financial aid options? Where is it located? What is the success rate of graduates?
 
We realize this is a lot to consider, but finding the right post-secondary FIT for your student takes time. In the end, it’s worth it. You’ll find the right post-secondary option for your student- one that FITS their goals, their abilities and their dream for an appropriately independent life.
 
Want more information? Check out the FIT video and Assessment tool for both the student and the post-secondary option being considered here on Shepherds Resources. 

​There are many benefits to various teaching strategies and social inclusion for individuals with intellectual and developmental disabilities. Yet, the primary job of a school is to provide educational opportunities, not simply social opportunities. If a student has learning needs, the school should focus on the best learning opportunities for the student. When a student struggles with learning needs that outweigh what a general education classroom can provide, they should have the opportunity to learn in a supportive and specialized environment.
 
At Shepherds College, a post-secondary program for young adults with intellectual and developmental disabilities, every student has a disability, and we have found there are undeniable benefits to students learning in the specialized classroom.
 
At Shepherds College, we don’t teach curriculum, we teach students. Therefore, our curriculum revolves around the needs of our students. We are preparing them for life - teaching daily living skills, social skills, money skills and work ethic. Students learn to manage their own money and study specific job skills. Our students are not only learning, they are retaining what they have learned. They are retaining skills that will benefit them after graduation, and give them a higher quality of life in a way that maximizes their potential, allowing them to have inclusion for life within the community.
 
Success does not come easily. Our creative and dedicated instructors also face challenges. However, we believe that providing the most appropriate education for students, will garner the best results.
 
At Shepherds College, we believe in challenging, supporting, and encouraging our students; holding them to high standards to which they can rise. We want students to feel safe in the classroom; safe enough to fail for the sake of learning. Trial and error is how we all learn, and better to fail and learn in our classroom than to fail in the community.
 
While some individuals with special needs or learning challenges may be successful in the right inclusive environment, many special needs learners need specialized education. From my experience in both the inclusive classroom and specialized education programs, the students with the most success graduate from specialized education programs. Students are happy and feel successful in a classroom that provides instruction geared to their learning needs and learning style. Many of my former students have gained employment, live more independently, and have a greater sense of their purpose in life.
 
Education should be catered to the learning needs of the student. The learning needs of a student should never be expected to conform to a specific type of classroom, if /when it is not appropriate.
 
We have seen success at Shepherds College and in specialized educational programs. We understand that it is not the best fit for every student. We simply ask that specialized education be considered as a viable option for students with intellectual and developmental disabilities.

Sadly, everyone will one day leave this planet.  What will happen to all my stuff when I go? Do you have a will yet?  If you're like many, you have put that off too long. This podcast is a conversation with Bob Rohm, the Director of Gift Planning for Shepherds Ministries.  He offers some advice and helpful tools in getting your will started, as well as an opportunity to consider Shepherds in that process. Thank you for listening.

​

​Interested in learning more? Visit the Money Matters page on SR. 

“Church buildings can be burned down.   Instruments can be broken.  Yet true worship is not dependent upon these things.”   My mind pondered the pastor’s riveting statements.  Then these thoughts came, “Is it only things that can be broken?  What if bodies are broken so that verbal prayers cannot be offered, reading the Scriptures is impossible, and there is no voice to sing?  What does worship look like then?” 

My eyes fell on Peter who sat with his parents in the row in front of me.   Peter has significant disabilities.  He cannot speak and uses a power wheelchair.  It is hard to determine how much Peter understands. Does Peter worship I wondered?  Then I watched Peter as the congregation started to sing a hymn.  First his head started to sway from side to side.  He threw a quick smile my way.   Then his body started to move in the wheelchair—back and forth and then side to side.  As the crescendo of the music started to build, so did Peter’s body movements.  When the singing ended, Peter’s body became quiet and he fell forward with his head at his knees.  And I wept. Yes, Peter does indeed worship the Lord Jesus. 

Worship can be expressed in a myriad of ways as we make the gospel accessible to those with disabilities.   Barbara Newman, consultant with the CLC Network recently wrote the book,  Accessible Gospel, Inclusive Worship.  She provides examples and suggestions on how to include people with disabilities in worshipping God during corporate worship.    

Barbara is one of the keynote speakers at the upcoming Inclusive Worship Symposium on Saturday, November 21, at Trinity Christian College in Palos Heights, IL. The symposium is designed to bring worship leaders, disability ministry leaders and individuals with disabilities together for the exploration and furthering of inclusive worship.  Music groups comprised of individuals with varying abilities will lead the participants in an inclusive worship service..  During the workshops, participants will work alongside Individuals with disabilities in developing inclusive worship segments that can be taken back to their congregations.  This event is hosted by Joni and Friends Chicago and the CLC Network, with support from the Calvin Institute of Worship.   The cost is only $15.  Register HERE