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.

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.

Summary of Statedata: The National Report on Employment Services and Outcomes Through 2018

This data note summarizes the findings from the National Report on Employment Services and Outcomes Through 2018. Overall, the findings suggest that across data sources, people with IDD experience greater levels of unemployment, underemployment, low wages, and poverty compared to those without disabilities.

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.

Our Stories - Young Adults, Work, and Personal Experience During the COVID-19 Pandemic

This archived webinar from May, 2020 features the stories of self-advocates employed to conduct research on transition practices. These researchers shared how social distancing and the use of technology have affected their work and other parts of their lives, such as staying in touch with family, friends, and support staff.

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.