PEATC. Training Center. What Young Adults Aren t Saying. Why is Work Important? From Sheltered to Customized: The Shift to Personalized Employment

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1 PEATC Parent Educational Advocacy Training Center Virginia s NEXT STEPS Transition Program for Families, Youths, and Professionals: Building Effective Partnerships and Accessing Resources Funded by a Grant from the US DOE #: H235F From Sheltered to Customized: The Shift to Personalized Employment Transition to Employment: Ensuring Success Laura A. Owens, Ph.D. Executive Director APSE: The Network on Employment Why is Work Important? What Young Adults Aren t Saying. I want to work in a segregated work environment, make $4/day for 8 hours of work, ride a disabled van for 2 hours one way, and stay there for 30 years with no vacations or retirement. 1

2 Major Public Policies/ Recent Legislation Rehabilitation of 1973 (as amended) Individuals with Disabilities Education Act (IDEA) Americans with Disabilities Act of 1990 (ADA) Entitlement vs Eligibility Key differences: Entitlement versus Eligibility Funding Individual Responsibility Workforce Investment Act of 1998 (WIA) Ticket to Work and Work Incentives Improvement Act (1999) Funding Voc Rehab (VR) School District County Social Security Work Incentives PASS IRWE Ticket to Work Private Pay Combination Current Knowledge Continuum of services (readiness model) does not work. Evidence-based practices not being implemented. Research & development strategies continue to evolve. Individuals with disabilities and their families have higher expectations for integrated employment than at any other time. Shift in Thinking & Focus Traditional Planning Person-Centered Planning Top down Bottom up Deficit driven Interest/strength exclusion driven Blueprint planning Interactive & adaptive Programs designed & planning people must fit within Supports designed to them individual Individual has voice Transition from School to Work Public schools are foundation Preparation to be interdependent in marketable job skills Provide updated information to students and parents regarding services after graduation Advocating for services needed 2

3 It s never too early to start Awareness of Employment (K-5) Discuss what work is & what jobs you know about Participate in career day at school Take part in household chores (sorting laundry, setting table, cleaning your room, etc.) Take part in neighborhood jobs (delivering the paper, mowing the lawn, shoveling snow, etc.) It s never too early to start Awareness of Employment (K-5) Make decisions & choices at home (what to wear to school) & at school (what classes to take) Learn basic academic skills (reading, math, writing) Share hopes & dreams for the future (jobs you like) Practice explaining what supports you need to get your work done Explore Employment Options (Grades 6-8) Volunteer for school jobs (office monitor, guidance assistant, mail attendant) Volunteer in community (neighborhood / religious groups) Job Shadow (observe employment environments & tasks) with parents/family/friends Learn about careers through Career Center / Library / Internet to find job/career options Tour businesses to see work they do and jobs they offer Explore Employment Options (Grades 6-8) Talk to adults about what they do for work Identify interests and skills Develop basic academic skills at higher level (speaking & writing) Learn about and be able to explain what accommodations /modifications you need Begin career portfolio (resume, job apps, letters of reference, career research findings, practice interview results) Planning & Preparing for Employment (Grades 9-10) Continue taking courses in area of need Practice completing job applications Identify ypeople p classes that will help pyou with your career goal Take classes that relate to career or job options Make copies of work-related documents (social security card, birth certificate, work permit) Planning & Preparing for Employment (Grades 9-10) Contact Division of Voc Rehab (DVR) four semesters prior to graduation Complete work experiences based on interests Participate in career exploration/preparation p p classes offered by HS Learn about resources & make connections with community agencies Complete interest inventories and self-directed searches at the high school or on Internet Continue to revise your career portfolio 3

4 Exploring Employment / Career Options (Grades 11-12) Re-examine your needs preferences, & interests in careers based on work experiences Learn about training reqs in career area of interest Research labor market & find jobs by going to the Bureau of Labor Statistics website Develop transportation strategies (drivers license, independent travel skills training, public or paratransit with or without attendant) Exploring Employment / Career Options (Grades 11-12) If appropriate, apply for SSI. Identify work incentives to utilize (PASS, IRWE, Ticket to Work) Participate in school to work program with your high school (apprenticeship, work study, co-op) Participate in paid work experiences in the community (ask each employer for a letter of reference describing your skills and attitude on the job) Continue to revise your career portfolio Sheltered Workshops (Train, Place, & Pray) 12% annual placement rate from sheltered work to community jobs 3% chance of community yplacement if in sheltered work more than 2 years Average wages hours/week $1.54/hour $1,677/year Sheltered Workshop Pros & Cons Pros Goal is preparation to work in community Provides door-to-door transportation Cons Boring/repetitive work Low pay/no benefits Low chance of transferring skills to community Not LRE Integrated Employment Options Competitive Employment Supported Employment / Customized Employment Individual Job Sharing Cluster Mobile Work Crew Enclave Supported / Customized Employment Non-exclusionary No such thing as job ready Focus of attention from disability to employment Person-centered based on interests & preferences Self-Employment/Micro Enterprise Systematic training 4

5 Supported Employment Pros & Cons Pros Higher wages Quality of life Savings to society Higher self-esteem Inclusion/Integration Reduces entitlements Productive member of community Cons Expensive to transition from segregated to integrate employment Initial expense may be high SE/CE Approach Initial assessment of interests, strengths, & preferences Plan development Job placement Initial training Ongoing support Periodic assessment Success stories Success stories Success stories 5

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7 Choosing a Provider Key Issues to Consider Transportation Staff certification and training Staff turnover rate Accreditation Types of disabilities served Types of jobs obtained Length of time to obtain job Average hours and wages Questions to Ask How many staff work in your agency? How long does it generally take to assist someone in getting a job? Does your agency provide support after before 9 am and after 5 pm? On weekends? Questions to Ask Does your agency look at advancement in jobs beyond entry-level work? How do you obtain input and maintain communication with the client and family What happens if I lose my job? How does your agency determine what a good job is for clients? What makes you different from other agencies? In sum Students and their families must take an active role in the community. Students must learn authentic, community- referenced skills during their educational years Services must be designed to prepare supports, not people In sum All necessary connections with adult services and funding agencies must be established and maintained Each student should graduate into paid community employment or be enrolled in a post secondary educational opportunity Transition planning should result in employment experiences that allow each student to attain an improved quality of life 7

8 In sum Final Thought The role of business must be emphasized and encouraged Participation in postsecondary institutions of higher education should be expanded When you reach for the stars you may not quite get one, but you won t come up with a handful of mud either. -Leo Burnett ( ) Websites APSE: The Network on Employment US Business Leadership Network - Websites Employment Support Institute VCU WI Department of Public Instruction Opening Doors to Employment - Websites WI Dept of Public Instruction Opening Doors to Post Secondary Education Job Accommodation Network Websites National Organization on Disability National Rehabilitation Information Center for Independence - 8

9 PEATC Toll Free Fax PEATC Headquarters 100 N. Washington St. Suite 234 Falls Church, VA (Voice/TTY) Richmond Regional Office 3600 Centre, Travelers Bldg 3600 West Broad St. Ste 397 Richmond, VA (Voice/TTY) 9