by Donna Gilcher
adapted for Flipswitch by Sara Hunter

Introduction

Teenagers with bipolar disorder face many challenges as they transition from childhood to adulthood. You must begin planning for life after high school, careers, and independent life long before your 18th birthday or high school graduation. Life after high school can create a greater need for emotional support and social structure and it can be hard to find that support in a college setting or at home.

With that thought in mind, It may be a good idea to investigate transitional programs aimed at individuals with disabilities between the ages of 18-24. These programs can offer a helpful stepping-stone that provides structure and support while nurturing one’s need for independence. They also provide opportunities for development of employability, independent living, and social skills while strengthening awareness of living with bipolar disorder.

For those making plans to go to college, federal assistance is available to ensure a successful pursuit of higher education. If you are a teenager with bipolar disorder, tapping into these resources may be a link to your long-term employment success. In fact, the National Organization of Disabilities survey of 1998 found that college graduates with disabilities were 63% more likely to be employed than their non-degreed counter parts. This article will review options and resources available to young adults with bipolar disorder.

18-24 Transitional Living Opportunities

If you are between the ages of 18-24 and have bipolar disorder, you may consider a transitional program that provides opportunities for safety and support as well as skill development for independent living. There are a variety of programs available, ranging from residential life skill training centers, which focus on self esteem, conflict management, anger management, communication, healthy living, and goal setting, to independent living programs, which focus on the successful transition from living with mom and dad to independent living. These programs provide counseling services, support resources, and educational options in a structured environment.

Post Secondary Education Opportunities

Vocational Programs

If you are currently in high school, you may want to look into what vocational education programs your school offers. These programs provide opportunities to learn skills that will make you more employable when applying for jobs in specific fields. Some of these programs may even lead to an associates degree or certification in a specific career field. Check to see if your school offers tech prep courses if you are interested in obtaining an associates degree or certification.

Community College

Enrolling in a local or regional community college provides another alternative to increase academic skills, learn a trade, and establish a record of academic success. Many community colleges won’t require you to take entrance exams, nor will a high school record necessarily hinder your acceptance. In fact, most community and junior colleges have extensive programs for disabled students that provide support services and classroom accommodations. They will also help you make connections with available federal funding programs.

College and University

Under Section 504 of the Rehabilitation Act of 1973 and Title II of the American Disabilities Act of 1990, higher education institutions are required to provide students with equal opportunities for effective participation, regardless of their disability. Accordingly, the American Disabilities Act (ADA) requires that academic adjustments be made to ensure the school does not discriminate on the basis of disability. What this means for you is that you may be entitled to modifications in your schooling that will alleviate some of the difficulties of your disorder. This may include reduced course loads, priority registration, textbooks on tape, flexibility in fulltime status, single room residence for the price of double occupancy, and assignment assistance during hospitalizations. In the classroom setting, adjustments may be made in seating arrangements, allowance of note takers/recording devices, test taking (such as alternative testing modes, alternative testing locations, or extended time), access to private areas for composure or stress reduction, and beverage allowances. If you want to pursue any of these adjustments for yourself, you will need to provide formal documentation. Here is a list of things you will need to prepare: 

• Diagnosis by a licensed professional, including dates of most current diagnostic evaluation and original diagnosis;
• Description of diagnostic criteria, including present symptoms and any diagnostic assessments that were used;
• Description of how the psychiatric illness interferes with or impacts your ability to participate in the educational environment;
• Treatment and medications currently being prescribed and their potential impact on the your learning abilities;
• Suggestions for appropriate academic adjustments.

Disability Support Service offices are available to students attending universities. Many disability offices provide services to help you become a strong self-advocate. Some offices provide peer-to-peer support groups, access to mental health professionals, and family support systems. Finally, these offices may provide additional university resources including tutoring, project management and study skills, social skill development, and protection from penalization for students who may need to withdraw temporarily from academics for disability-related circumstances.

Trade and Technical Schools

Trade and technical schools are designed primarily to prepare students for employment in occupations such as heating and air conditioning technicians, bank tellers, dental assistants, data processors, electricians, medical secretaries, bricklayers, welders, and surveyors. Vocational training is provided so that a skill in a particular area of interest may be learned or enhanced. Typically, these schools have strong job placement services for graduates as well as job training and internship programs.

Employment Options

Getting a good job can be a major transitional challenge for young adults with disabilities. According to the Harris & Associates survey, in 1986, more than two-thirds of people with disabilities were unemployed. There are many reasons for this high unemployment rate, but the three greatest barriers are lack of social skills, lack of appropriate education or training, and lack of appropriate support services to ensure self-sufficiency. There are three types of employment available to young adults with disabilities: competitive, supported, and sheltered employment.

Competitive Employment and Transitional Employment Training

Competitive employment—either full or part time—is work performed in the open labor market with competitive wages and benefits. In this setting, employees will generally receive the same benefits across the board, with or without disabilities. In other words, employees with disabilities will not receive any allowances because of their disabilities. You can make yourself eligible for competitive employment in three ways: through higher education, vocational training, or a three-phased transitional employment training model. Transitional employment training is made up of the following three phases:

• Phase 1 - initial training and support services in a low stress work environment.
• Phase 2 - on-the-job training at a local company or agency; the focus is on job performance and simulated work stress. Job coaches work with the disabled worker to develop appropriate social, conflict resolution, work etiquette, and independent living skills.
• Phase 3 - provides limited support and up to six months of follow-up services before being discontinued.

Supported Employment

Individuals with severe disabilities may require ongoing support services to perform job requirements. For these individuals, supported employment— competitive work in an integrated setting—may be an alternative. There are four models of supported employment:

• One-on-one job coaching;
• Enclave model - several individuals with disabilities are trained and supervised in the same environment by a single job coach;
• Mobile crew model - 4 to 6 individuals with severe disabilities and a job coach move from business to business providing a variety of services as a team;
• Benchwork model - 8 to 15 individuals with disabilities perform contract work with the supervision of a staff member, primarily working in electronic firms or related industries.

Sheltered Employment

Sheltered employment options are available to individuals with disabilities who would benefit most from a self-contained unit with little or no integration with non-disabled workers.

Available Federal Services

For teens with disabilities, the transition from high school to the next phase of life can be emotionally, socially, academically, and financially challenging. Accordingly, the Individuals with Disabilities Education Act (IDEA) stipulate that a transition plan— identifying academic, social, emotional, and independent living skills necessary for successful transition into adulthood—be added the child’s Individual Education Program (IEP) prior to the child’s 16th birthday. In other words, you can be preparing for a successful independent life and career before you even turn 16. For some with disabilities, Social Security Income (SSI)/Social Security Disability Insurance (SSDI) can provide work incentives or additional supports through state vocational and rehabilitation services. Eligibility for these benefits is determined by many factors, so If you are interested in receiving more information, you can contact your local office for an application. SSI funding is provided to individuals who have a financial need as well as a disability. Frequently, individuals who qualify for SSI services are also eligible for food stamps and Medicaid benefits.

Vocational and Rehabilitation (VR) services are federal-state funded programs that assist eligible persons with disabilities in developing employment plans, employability skills, and self-sufficiency. VR services are eligibility programs for persons with mental or physical disabilities that limit or cause substantial obstacles to employment. Under Section 103 of the Rehabilitation Act of 1973 (amended by PL 99-506), a wide range of services can be provided to the eligible individual, including:

• Evaluations to determine aptitude, interests, and capabilities;
• Counseling and guidance services to help you get a job, keep a job, and develop skills in areas where you may have limitations;
• Medical and hospital care to attend to mental or physical problems that are obstacles to employment;
• Job training;
• Maintenance payments to cover increases in basic living expenses while participating in VR services;
• Transportation to support and maximize access to other services;
• Support services to family members;
• Note taking services;
• Tools and equipment to ensure a person can perform job skills;
• Recruitment and training services;
• Job placement; and
• Occupational licenses or permits.

Ensuring Success During Transition

Ultimately, for teenagers with disabilities, successful transition from childhood to young adulthood depends on planning and skill development, family and community support systems, and the characteristics of the individual—including levels of maturity and acceptance. Those who have been integrally involved in their treatment, who recognize the triggers of their illness, and who understand the importance of good health practices and medication compliance are better prepared to negotiate this important life passage.

Web Resources

National Center for Secondary Education and Transitions
http://www.ncset.org/default.asp

National Dissemination Center for Children with Disabilities
http://www.nichcy.org/

Woodbury Reports programs for 18-24 year olds
http://www.strugglingteens.com/1812.php

Doing Your Homework: Making the Transition from School to Work http://wrightslaw.com/heath/transition.work.htm

Help for College Students with Disabilities
http://www.wrightslaw.com/flyers/college.504.pdf

Success in College for Adults with Learning Disabilities
http://www.ldonline.org/article/6002

Learning Disabilities and the Law after High School: An Overview for Students http://www.ldonline.org/article/6098

Person-Centered Planning: A Tool for Transition
http://www.ncset.org/publications/viewdesc.asp?id=1431

Production of this article made possible by an educational grant from GlaxoSmithKline.