DHS - Illinois Center for Rehabilitation and Education - Roosevelt

STEPS Detail

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Step 1

Students in Step 1 of the ICRE-R STEPS to Successful Living Program live on one of the residential units and may/may not have a roommate. At this level, the student is exposed to a variety of independent living experiences and participates wherever possible. The student begins to develop concepts of independence and responsibility. He or she participates in self-care and self-management activities such as bathing, dressing, grooming, personal care, and taking medications with modeling, assistance, and supervision. Corresponding community placement would be an Intermediate Care Facility for the Developmentally Disabled (ICFDD).

Step 2

Students at Step 2 of the ICRE-R STEPS to Successful Living Program live in a single room, set up like a dormitory. In addition to the standard furniture, the room contains a small refrigerator. Students begin to take responsibility for care of themselves and their rooms. Skills mastered in Step 2 are built upon the skills mastered in Step 1, with more accountability placed upon the student. Here students learn to incorporate independent living skills into their daily schedules. Some additional skill areas covered include: laundry, room organization, planning skills, management of leisure time, management of personal mail, simple food preparation, and community mobility skills. Corresponding community placement would be a Group Living Arrangement.

Step 3

Students involved in Step 3 of the ICRE-R STEPS to Successful Living Program live in a "mini-apartment" setting, which consists of two rooms joined by a bathroom. One of the rooms is set up as a bedroom, and the other room is a combination living room and kitchenette. The kitchenette is very basic, containing a refrigerator, microwave, and some small appliances. As in Step 2, the student builds on skills learned in the previous steps of the program. In addition to those skills, students at Step 3 learn to maintain all areas of their "mini-apartment," maintain a budget and checking account, plan and prepare some of their meals, manage their personal health, and develop leisure skills. At this step, students are expected to direct their residential care worker for daily assistance. Students also look to the local community for leisure activities and job opportunities and learn to access a variety of community transportation resources. Corresponding community placement would be a Community Integrated Living Arrangement (CILA).

Step 4

Students involved in Step 4 of the ICRE-R STEPS to Successful Living Program reside in one of the four ICRE-R apartments. There are two 1-bedroom apartments within ICRE-R's main building and two 2-bedroom apartments in ICRE-R's adjacent on-grounds apartment building. Each apartment contains a bedroom(s), bathroom, and a living room/kitchen/office room. Rooms are fully furnished. However, students are encouraged to purchase their own items of furniture, appliances, dishes, etc. Students are required to pay simulated monthly rent and electric bills. The money is set aside in a trust account and returned to the students when they leave the apartment. They must also provide their own telephone service. Students plan, purchase, and prepare their own meals. They are responsible for the care of the entire apartment. They must hire and manage a personal assistant, if needed. At this level, there is also an increasing emphasis placed upon management of personal information, entitlements, banking papers, etc. Students continue to receive services from staff, but are encouraged to "direct" their program. Students receive guidance and assistance from staff when needed. Corresponding community placement would be a community apartment with support services.

Step 5

Students involved in Step 5 of the ICRE-R STEPS to Successful Living Program reside in an apartment of their own in a nearby community. Students must apply their previously learned skills in a new environment. Initially, ICRE-R staff is very involved with the student. They are assisted with orientation to their new neighborhood, including learning transportation systems and local community resources. Accommodations and adaptations in the new home are made as needed. ICRE-R staff involvement decreases and is eventually eliminated as community connections are made.