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Jaimie Timmons

Over the course of 20 years at the Institute for Community Inclusion, I have had leadership roles in projects related to family engagement , transition , and employment for individuals with intellectual and developmental disabilities (IDD) in particular, making me well suited as Principal Investigator on the current application. I have developed expertise in research and evaluation of transition practices as it relates to employment, post-secondary education, and community life engagement for youth with IDD. I am currently Co-PI on a 4-year research project exploring transfer-of-rights and guardianship for transition aged youth with IDD funded by the Institute of Education Sciences, as well as Co-PI on a 5-year National Youth Resource Center on Alternatives to Guardianship funded by the Administration on Community Living. I recently acted as Principal Investigator on two lines of research as part of ICI’s Rehabilitation Research and Training Center on Advancing Employment for Individuals with Intellectual and Developmental Disabilities. One is related to organizational transformation of employment support providers seeking to close their sheltered workshops and the other involves research around the creation of a comprehensive information, outreach, and support framework for parents of youth with IDD that enables ready and timely access to information about employment throughout the lifespan. My research interests stem from my background providing direct services to families with children with disabilities, autism spectrum disorders, and special health care needs.

Creating a Path: How to Support Families and Young Adults with Autism to Prepare for Competitive Integrated Employment

The transition from school to adult life can be challenging for many families with young adults with Autism. Because of such challenges, preparation activities for young adults are key to post-high school success in employment. The purpose of this toolkit is to share considerations and resources for professionals and other supporters as they work with families and youth to prepare for competitive integrated employment.

Moving Forward after COVID-19: Implications for Ongoing Use of Remote and Virtual Supports in Promoting and Supporting Integrated Employment

This brief describes the findings from a survey developed and implemented by the Association of Persons Supporting Employment (APSE) on how employment and day service providers used remote and virtual supports. Findings from the survey and a set of considerations to improve employment services, policies, and practices based on lessons learned are offered.

Supporting Parents of Transition Age Youths with Intellectual and Developmental Disabilities: Findings from a Facebook Group Using Tools from Charting the LifeCourse

This brief shares findings from a research study conducted with parents of youths with intellectual and developmental disabilities who participated in a 6-month transition planning intervention. This intervention was based on content from Charting the LifeCourse’s (CtLC) Daily Life and Employment Toolkit. We delivered the intervention through a private Facebook group.

Key Findings and Lessons Learned from Research on Integrated Employment for individuals with IDD

This presentation highlights key findings and lessons learned from the RRTC on Advancing Employment for People with IDD (2014-2019). ICI staff discuss a “knowledge to action” agenda that applies empirical data towards the development of strategies to positively impact the employment outcomes of individuals with IDD and their families.

Community Life Engagement Toolkit

Looking to increase community life engagement of the people you support? This toolkit was developed to help service providers develop and improve high quality supports for community life engagement (CLE). It contains guideposts for success, a self-assessment tool, real-world examples of service providers making CLE happen, and other helpful resources and tools. Click here for the toolkit: https://cletoolkit.thinkwork.org

Meeting the Holistic Vision of Employment and Community Life Engagement: State Administrator Perspectives on Achievements and Gaps

As states focus on expanding integrated employment opportunities for people with intellectual and developmental disabilities (IDD) and phase out sheltered work, they are finding a need to concurrently examine day services and supports that promote Community Life Engagement (CLE, see yellow box to the right for a detailed definition). These supports can be a wrap-around to ensure individuals’ engagement in the community is maintained and they continue to receive sufficient levels of support, despite fluctuations in job status and hours.

Arc of Westchester: Annual Employer Appreciation Breakfast

The Arc of Westchester was established in in New York State in 1949 as a day school for children with developmental disabilities. It has since grown to over 800 hundred employees serving over 2000 individuals throughout Westchester county supporting children, teens, and adults with intellectual and developmental disabilities. The organization’s vision is a world where the population that they serve enjoy fulfilled lives and an inspired future while the mission focuses on strengthening families and encouraging personal choices, abilities and interests.

The Arc of Westchester: Creative Partnership with Mercy College

The Arc of Westchester benefits from an agency culture that values innovative partnerships. In fact, an agency leader explained that the organization “will work with anybody who is willing to sit and talk.” This collaborative spirit led to a creative endeavor with Mercy College, a four-year school offering degrees in Business, Education, Liberal Arts, Health and Natural Sciences, and Social and Behavioral Sciences. Within Health and Natural Sciences are departments such as nursing, speech therapy, occupational therapy, physical therapy, and nutrition.

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