LEADERSHIP

1
Workforce Innovation Conference Case Management
for Youth with Disabilities
2
Labor Force Participation of Americans with
Disabilities

• 54 million Americans with disabilities, 30
  million working-age persons with disabilities
  (U.S. Census Bureau, 1997)
• 80 of unemployed, working age adults with
  disabilities want to work (Harris, 1994)
• 34.6 of Americans with disabilities are employed
  vs. 79.8 of Americans without disabilities (U.S.
  Census Bureau, 1993)
• Likelihood of being unemployed increases as the
  severity of disability increases (Berry, 2000)

3
Employment Prognosis for Students with
Disabilities

• 60 unemployment rate for individuals with mild
  disabilities (NIDRR, 1999)
• 80-90 unemployment rate for individuals with
  significant disabilities (NIDRR, 1999)

4
High School Completion for Students with
Disabilities

• 96 of youth with disabilities are educated in
  regular schools
• Students with disabilities have a 30 drop-out
  rate
• Students with emotional disabilities (emotional
  disturbance, mental health issues) have a 40
  drop-out rate (NIDRR, 1997)

5
The Individuals with Disabilities Education Act
of 1990 (IDEA)

• mandates public school districts receiving
  federal funds provide a free appropriate public
  education to all students with disabilities in
  the least restrictive environment
• mandates transition services including activities
  that promote the movement from school to
  post-school activities, and IEP, and appropriate
  placement options for all students who are
  eligible
• prohibits public school students with
  disabilities from being excluded from
  school-based or work-based learning activities

6
IDEA Amendments of 1997

• modified the requirements for providing
  transition services to students with disabilities
• requires the inclusion of a transition statement
  relating to a students course of study beginning
  at age 14
• intended to focus attention on how individual
  educational programs could be developed to help
  the youth successfully transition to life after
  high school and assimilate into our work society

7
Defining Disability

• As defined by IDEA, the term "child with a
  disability" means a child
• with mental retardation, hearing impairments
  (including deafness), speech or language
  impairments, visual impairments (including
  blindness), serious emotional disturbance,
  orthopedic impairments, autism, traumatic brain
  injury, other health impairments, or specific
  learning disabilities and who, by reason
  thereof, needs special education and related
  services.

8
Americans with Disabilities Act (ADA) of 1990

• prohibits discrimination against people with
  disabilities in employment, transportation,
  public accommodations, communications, and
  activities of state and local government
• prohibits discrimination in private sector
  employment/training programs and in state and
  local government employment, activities, and
  programs
• covers compensation, promotion, fringe benefits,
  assignments, transfers, training, evaluations,
  discipline, social/recreation programs,
  application procedures, interviewing, and
  advancements

9
Defining Transition (IDEA)Working with Youth
with Disabilities

• Transition a coordinated set of activities for
  a youth with a disability that is designed within
  an outcome-oriented process, that promotes
  movement from school to post-school activities,
  including postsecondary education, vocational
  training, integrated employment, continuing and
  adult education, adult services, independent
  living, or community participation.
• based on the individual youth's needs,
  preferences, and interests

10
Transition Process- What Do Youth with
Disabilities Need?

• Access to and participation in high quality
  standards-based education regardless of setting
• Information Services In order to help youth make
  informed choices
• Work-Based Experiences In order to be exposed to
  a range of industries and occupations
• Leadership Development Mentoring, role models,
  self-advocacy and conflict resolution training,
  etc.
• Support Services Health, transportation,
  tutoring, exposure to post-program institutions
  (e.g., post-secondary institutions, trade school)

11
Needs Assessment of Youth During School

• Ask the person with the disability about their
  accommodation needs and preferences. An
  individuals evaluation of the appropriateness of
  an accommodation directly impacts the extent to
  which the accommodation is effective.
• Strengths and limitations in classroom and
  community settings
• Learning style used by the individual
• Coordination of services and supports for youth
  who are not in school

12
Needs Assessment of Youth in Work-Based Learning
Situations

• Information on how the disability may affect job
  performance
• Strengths and limitations at work and training
  situations
• The learning style used by the individual to
  receive and interpret information needed to
  perform on the job
• An on-site review of the work environment

13
Accommodations Tips

• Accommodations vary from person to person and
  from environment to environment.
• The objective is not just to do something, but to
  do something that makes sense and works.
• Not every recommendation should or will be
  acceptable, and certainly not every acceptable
  recommendation or suggestion should be
  implemented simultaneously. Small, thoughtfully
  planned steps will provide the best opportunity
  for review, modification, and success.

14
Accommodation Tips Where to Start

• Some individuals will need no accommodations, but
  simply a change in attitude regarding what an
  individual with a disability can do (31 of
  accommodations made involve no cost to the
  employer) (JAN, 2002)
• Taking a proactive approach to accommodation is
  much more effective than reacting later to
  specific issues or problems (80 of
  accommodations cost less than 500) (JAN, 2002)
• Focusing on strengths rather than deficits to
  take advantage of individual differences.

15
Workplace Accommodations Examples

• Change employees workstation arrangement
• Modify equipment or devices (computer software)
• Provide ramps and reserved parking spaces
  (physical accessibility)
• Job restructuring (reassign non-essential
  functions)
• Use a different lighting system
• Provide qualified readers and interpreters
• Part-time or modified work schedules
• Adjust or modify examinations, training materials
  and policies

16
School-Based Accommodations Examples

• Extended time for completing assignments, taking
  tests, or other required activities
• Auxiliary aids or assistive technology
  (calculators, computers, adaptive equipment)
• Scribe
• Books on tape (tape recorded versions of printed
  materials)
• Note-takers
• Change in seat location

17
What Can Workforce Development Professionals Do
to Enhance Effective Transitions?

• Collaborate with all the stakeholders (education,
  workforce agencies, service providers, benefit
  providers) on a consistent basis - COMMUNICATE!
• Develop a systematic and coordinated approach to
  generate employment and work-based learning for
  youth
• Assess opportunities for employment and
  instruction in community (ecological inventory)
• Conduct resource mapping activities to discover
  the resources available to tap into
• Assist in providing accommodations and supports
  at the youths workplace and educational placement

18
What Resources Can and Should be Aligned in a
Community to Ensure Youth with Disabilities have
full Access to Supports for Transition?

• Education- vocational training, special
  education, general education, postsecondary
  education
• Health and Human Services- mental health,
  Medicare, Ready to Work programs
• Workforce Development- training and employment
  programs, service options for youth
• Youth- bringing valuable experience and
  perspective
• Community Referral Agencies- One-Stop Centers
• Parents and families- experience of assisting
  their family member through the transition
  process

19
Resource Mapping

• A process for identifying and aligning all
  resources while building relationships among
  various community entities
• process can be used to improve education,
  workforce, and economic development by
  streamlining resources that are available
• A method by which the capabilities and capacities
  of a community are identified and used to build a
  system-depending on the needs of the individual
• organizes information and gives direction to meet
  a community goal such as improving transition
  outcomes for youth

20
Resource Mapping Collaborators

• Vocational Rehabilitation
• Local Schools
• Office of MR and Developmental Disabilities
• The Social Security Administration
• Local Offices of Independent Living
• Representatives from Local Community Colleges
• Local Vocational Training Program
• Local Employers
• Chamber of Commerce Representatives
• Reps of Local Leisure and Opportunities

21
Case StudyPaul

• What supports would you plan for in the career
  planning and placement activities?
• What questions would you ask to expand on Pauls
  work and community experiences?
• How would you get more information about Pauls
  skills and abilities?
• .Who are potential people in Pauls support
  system who could help you?

22

• ANY QUESTIONS ???????