Hope is 17 years old and is legally blind, has motor ataxia, a learning disability, and low muscle tone. All of Hope’s activities require some level of support from family, funded supports, school or community.
Hope attends a mainstream college with support from an aide and lives with her family in a semi-rural setting. Hope has an active life; she is a girl guide, does horse riding, piano lessons, gym membership, church attendance, rowing, and has a maths tutor. Hope aspires to go to university to study zoology. Hope also wants to do a certificate course in animal studies, plus hands-on experience as a wildlife rescue volunteer to further prepare her for zoology, and gain casual employment in this field.
To prepare for this ambitious goal, Hope has planned for assistance to complete college with the right subjects. To meet her study aspirations, Hope needs to complete homework and study after school. However, because she catches public transport to and from school from some distance she leaves home early and comes home late. This, plus her learning disability and motor ataxia, leaves Hope exhausted and with diminished capacity to properly complete her studies and chores at home.
Hope has in-kind, in-home supports for learning skills, such as cooking and domestic activities, and companionship at home. Hope and her family plan to negotiate with these service providers to broaden the scope of these supports; with some additional hours and travel costs. Hope would like to upgrade the role of these workers to become mentors/buddies and assist Hope in achieving her pre-vocational activities and life skills; supporting her to volunteer at wildlife sanctuaries; join community clubs; assist with independent budgeting and shopping; and mentor her through her educational aspirations.