The WCESC’s Transition Living Classroom (TLC) program is designed for 18- to 22-year-old student interns who have met their high school graduation requirements and desire to continue their journey in order to meet their post-secondary goals in education, training and employment.
“The talents and interests of people with disabilities are as varied and individual as they are among any group. We believe they have the right and capacity to pursue vocational opportunities and develop daily living skills that will promote and enhance independence and participation as contributing citizens of the community,” explained Meg Hammeran, Intervention Specialist and Program Coordinator for TLC.
The interns report each day to Quaker Heights Care Community in Waynesville. Their days include instruction, small group independent living skills activities and time spent on the job.
An apartment is their classroom, allowing them to learn and practice independent living skills, such as laundry, cooking, cleaning, money management and safety, in a real-life setting. Skills are introduced through video modeling, picture and text task analysis and job coach support.
“Our student interns participate in internships at Quaker Heights and other community businesses in order to gain specific job skills, as well as work on soft skills that would benefit them in any workplace,” Hammeran said.
The interns complete three 12-week rotations in a year, giving them broad experiences in areas like housekeeping, food service, landscaping, and administration. They begin at Quaker Heights initially, but as skills progress they complete internships with other Waynesville area businesses.
“A few of the soft skills that job coaches model and coach interns in are independence, focusing on a task, accuracy, work speed, attitude, team work, knowledge of work equipment and following directions,” Hammeran said. “The end goal is for interns to apply their experiences to a paid job in the community. We work with the county agency transition staff in making this shift to paid employment through job development and exploration.”
The instruction and internships are tailored for each individual. Interns typically participate in the program for one to two years.
“We have had interns successfully find employment in the community,” Hammeran said. “Our interns also have shown progress by living more independently within their home environment, whether that be a supported residential setting or living with family.”
The interns aren’t the only ones impacted by the experience, said Sydney McBride, director of public relations and chief advancement officer at Quaker Heights. “Our residents feel they help young minds grow and become more independent. … These adult students add joy to our campus.”
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