Case Scenario: Becky, 19-year-old girl with moderate level of an intellectual disability
Becky is 19 years old and, while she reads at the third-grade level, may be considered an overachiever by some. Certainly, she is performing at the expectation of her parents and neighborhood adult friends. Becky has Down Syndrome and has spent her entire educational history in special education classroom settings. She is an only child and has benefited greatly from her parents' instruction.When Becky was two years old, her mother was instrumental in organizing a cooperative preschool among parents of a preschool that was inclusive. Four years later, her parents joined with other parents in encouraging the local school board to establish a program for young children with Intellectual Disabilities (ID). The district was already sponsoring a class for children with ID, but the age range for students was 7-13 years.
Becky's father operates a dry-cleaning establishment. Becky has always spent considerable time at the cleaners. Her parents began very early to teach her colors, how to differentiate fabrics, and to hang garments on racks. Because of this training, she has become extremely proficient at sorting clothing for dry cleaning. She has excellent social skills and, under supervision, works effectively at the counter in preparing orders for pickup and delivery.
Her teachers have consistently been cooperative in working with her parents in coordinating school activities with other activities. For the last two years, Becky has worked as an assistant to the supervisor of housekeeping at a local Motel 6. Her responsibilities have primarily consisted of giving housekeeping staff their assignments, stripping beds, and folding the towels. The teacher suggested the ideas of the additional work experience. He felt Becky needed experience working with people (other than her parents) in authority positions. The motel job was selected because it placed value on her duties and offered an environment different from the dry-cleaning establishment. She wears the motel's uniform and adheres to the same rules as all staff.
Although Becky will continue to live at home in the near future, she does have the capacity to live in a group situation or with other young adults. Her parents are aware of Becky's capabilities but are cautious about giving her too much independence. They do not want her to experience failure and, thus, feel that the transition to a more independent living situation should be approached slowly; but they are realistic in knowing that she will continue to need support, some supervision, and guidance as an adult. Their goal is to create situation that will assure her the opportunity to live a somewhat "normal life"-earning at least part of her own support, living apart from her family but maintaining family relationships.
Answer the following:
1. Why did the scenario suggest that Becky might be an overachiever? What do you think has been the primary contributor to Becky's successful performance?
2. Discuss where Becky fits in the American Association on Intellectual and Developmental Disabilities classification scheme for Intellectual Disabilities based on levels of support. Give your rationale.
3. What would be the educational considerations for Becky besides providing an alternative work-setting?
4. What might be another work experience which Becky could perform, and which would further her development?
5. Discuss types/kinds of experiences Becky might be missing.
6. If Becky were to move into an apartment with another young adult, what do you believe would be the five most important skills she should have developed as a prerequisite in making this move? Explain why.
7. Discuss the strengths and weaknesses (re: Becky's parent's response to her).
8. What additional information regarding Becky would have helped you in answering the questions?