The Autism Society Event and Education Recordings Archive

Less than 20% of autistic adults are gainfully employed. Yet the majority of individuals with autism will not receive 24/7 residential supports from the state upon reaching adulthood. The resulting onus is on individuals and their families to develop a long-term housing strategy that will meet their needs. Strategies generally involve combining personal resources with a menu of federal and state programs, some of which are poverty programs, some of which are disability programs, and some of which are both. The details of these programs differ from state to state, but some general principles hold. In addition, programs all have rules that affect how (or whether) they can be combined. It is crucial to be aware of these rules before implementing a housing plan, or faulty financial assumptions can lead to a failed housing situation and a loss of savings. Examples from Massachusetts will be shared, where it generally takes 5-10 years to implement a housing strategy. The need for advocacy to address the maintenance of funding streams, and the reduction of regulatory barriers, will be touched on.

Aside from financial concerns, a housing strategy needs to be rooted in the vision of the individual if it is to be sustainable. Housing comprises bricks and mortar, but a home is an expression of a person’s identity. Person-centered planning can enable individuals and their families to work backward from a dream to the first concrete steps toward housing. Identification and planning of key skills acquisition during the planning period directly impacts a person’s preparedness and ultimately, their long-term success. Independent facilitation can be the key to squaring the circle, bringing individuals and their families to agreement on a common goal.

Independent living skills are essential to maintaining tenancy, and to reducing the cost of supportive services. Skill building prior to moving in contributes to success. There are also supports that can help individuals to draw on their skills. Examples include design elements that modify the environment to build on individual strengths, while reducing the sensory demands that make it harder for individuals to function. Assistive technology can help with decision making, completing household tasks, scheduling, and provide an additional lifeline when in-person assistance is not available.

Learning objectives:

• Participants will understand the role of government funding streams, that they differ from state to state, and that rules govern how and whether they can be combined, as well as where they can be used.

• Participants will understand the importance of developing a 5-10 year housing strategy, grounded in person-centered planning.

• Participants will understand the centrality of adaptive living skills to independent living and maintaining tenancy. They will be aware of some of the ways design modifications and assistive technology can help support independent living.