TRANSITION AND SUPPORTED EMPLOYMENT

Transcription

1 Health Sciences Center NEW ORLEANS School of Allied Health Professions Human Development Center University Center for Excellence in Developmental Disabilities TRANSITION AND SUPPORTED EMPLOYMENT Sue Killam, M.Ed., CESP Employment Initiatives Coordinator LASARD Winter Institute Monroe, LA February 25, 2013

2 WHAT CAN YOU DO TO ENHANCE THE TRANSITION PROCESS? Provide community-based instruction Involve Louisiana Rehabiliation Services Involve Metropolitan Human Services District Provide information about Social Security benefits and the impact of employment Involve the parents and family Work on Predictors of Success Exit students with a Student Profile

3 STUDENT PROFILE Provides critical information on the student s unique and specific: Skills Interests Abilities Support needs Things that work/things that DO NOT work Provides a record of your hard work!!!!

4 WHAT IS THE MOST CRITICAL INDICATOR OF SUCCESS FOR TRANSITIONING STUDENTS YOU!!!!

5 QUALITY TRANSITION PREDICTORS Career Awareness Community Experiences High School Test Scores/Diploma Status Inclusion in General Education Interagency Collaboration Occupational Courses Paid Work Experience (continued) Division on Career Development and Transition-National Secondary Transition and Technical Assistance Center

6 QUALITY TRANSITION PREDICTORS Parental Involvement Program of Study Self-advocacy/Self-determination Self-care/Independent Living Skills Social Skills Student Support (self, family, friends) Transition Program Vocational Education Work Study Program

7 WHAT IS SUPPORTED EMPLOYMENT? Competitive employment in integrated settings with ongoing supports Collaboratively funded service Opens the door to employment for people with high support needs Individualized package of services Place and train model

8 KEY ELEMENTS OF SUPPORTED EMPLOYMENT Integration. Paid work. Individualized services. Ongoing supports. Comprehensive supports such as transportation, money and time management, advocacy, and strategies for managing social and communication issues must be available for each person who needs them. Adapting or restructuring a job to suit an individual may also take place. Callahan, 1986

9 REHABILITATION ACT SECTION 7(36) SUPPORTED EMPLOYMENT SERVICES The term "supported employment services" means ongoing support services and other appropriate services needed to support and maintain an individual with a most significant disability in supported employment, that-- (A) are provided singly or in combination and are organized and made available in such a way as to assist an eligible individual to achieve competitive employment; (B) are based on a determination of the needs of an eligible individual, as specified in an individualized plan for employment; and (C) are provided by the designated State unit for a period of time not to extend beyond 18 months, unless under special circumstances the eligible individual and the rehabilitation counselor or coordinator involved jointly agree to extend the time in order to achieve the employment outcome identified in the individualized plan for employment.

10 HISTORICAL NOTES Expanded SE to individuals with disabilities other than mental retardation: brain injury, physical, autism, mental illness 1990: ADA enacted 1992 Rehab Act amendments: supports and services must be available to achieve employment

11 MARC GOLD 'A lack of learning in any particular situation should first be interpreted as an inappropriate or insufficient use of teaching strategy, rather than an inability on the part of the learner' (Gold, 1980, p. 3).

12 SE COMPONENTS Assessment Job Development Job Placement Job Site Training On-going Follow Along

13 GOALS OF SUPPORTED EMPLOYMENT Improved quality of life Wages Benefits Independence Social Connections

14 SE MODELS Individual Placement Enclave Mobile Work Crew Small Business/Micro-enterprise

15 SKILLS EMPLOYERS WANT: Soft Skills Attendance Punctuality Teamwork Work Ethic Ability to Follow directions

16 SKILLS EMPLOYERS WANT: Hard Skills The specific physical and mental skills that an individual needs to perform his or her job. Performing the essential functions of the job (ADA)

17 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

18 QUESTIONS TO ASK Is the building well-maintained and accessible? How do staff members keep up with trends in the field? Do most of the people who come to you for employment get a job? What happens if I lose my job? How would you help me obtain training or postsecondary education? What makes you different from other agencies?

19 THE END Thank You!