Work-based Learning Experiences & Employment Supports for Youth with Significant Disabilities Florida Partners in Transition 1
Why should the people with significant disabilities work? It’s natural to work (most people do) As wage earners, people gain more control over their lives (less dependency on SSI/SSA) Being employed at a quality job and becoming a tax payer has a valued role (valued by self, family, society) Employment expands people’s social networks 2 2 Duh! For the Paycheck!!!
IDEA definition of Transition Services A coordinated set of activities for a student, designed within a results-oriented process and focused on improving academic and functional achievement, that facilitates movement from school to post-school activities, including postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, independent living and community participation. 3
Most individuals with severe intellectual disabilities are capable of working and participating in typical activities in their communities as adults, but only when accompanied by long-term support (Brown, Shiraga & Kessler, 2006). In many states (including Florida), “waiting lists” for adult services continue to be an issue 4 4
Factors that Promote Successful Student Outcomes Paid work experiences during High School Parent Involvement A network of family & friends Community-based instruction A good job match Rusch & Chadsey, 1998 5
Sharing a bit about Aaron’s Career 6 6
Aaron graduated from Saugus High School in 1992. The Hart School District helped him to get a job at Six Flags Magic Mountain before he graduated from school. 7 7
But, in the winter months, Six Flags is only open on Weekends, so Aaron only worked on Saturdays. He needed another job to keep him busy once he graduated! 8 8
So, Jay Nolan Employment Services got Aaron a second job at the SANTA CLARITA FOOD SERVICE He has worked there for over 15 years and makes good money! He also has time for hobbies like his bowling league 9 9
SOME OF AARON’S JOB DUTIES I MOP THE FLOOR I TAKE OUT THE BOXES 10 10
THROW OUT THE TRASH CLEAN THE WAREHOUSE 11 11
What are Transition Services in VR? Assist eligible students with disabilities to transition from HS to postsecondary training, education, or directly into employment upon exit Vocational Guidance and Counseling occurs while the student is still in HS The Individualized Plan for Employment (IPE) is coordinated with the student’s Individual Educational Plan (IEP) and in place prior to the student’s exit 12
Who Should Be Referred to VR? Students that have an IEP Students that have a 504 Plan Students or Youth that don’t need academic or physical accommodations can still be provided information about VR Transition Students or Youth that have disabilities should be encouraged to apply for VR services Youth at High Risk of Dropping Out of School 13
AT RISK VR should be involved when any student is at high risk for drop-out **even if only in an advisory capacity** Emphasis is placed on encouraging students to remain in school Provide information about their options that will help them to become engaged in transition services Be a Resource, whether or not the student can go through VR VR cases can travel with participants anywhere in Florida 14
When Should a Student Apply ? At least two years prior to HS exit Referral should be made at the end of the Sophomore or early in the Junior year… or Two to three years before graduation or exit for those students staying until age 22 At age 16 and older if the student is or will be involved in a community work experience 15
What Activities Support Transition? DVR Counselors support student efforts to attain work skills and social behaviors needed to maintain employment. Encourage Students to Obtain Paid Part-time and Summer Employment Support Community Based Work Experiences & Internships Consider Apprenticeship and On-the-Job training programs Make Business Connections for Employer & Professional Mentoring Support Job Shadowing and Volunteerism Florida High School/Hi-Tech and Project Search Centers for Independent Living & Career Centers Youth and Social Clubs
Paid Employment Indicator Success after High School in: Independent Living Employment Development of Work/Social Skills Reference and Resume Building Introduction to Assets/Budgeting
Volunteer and Community Service In Addition to Paid Work: Establish References Expand the Resume Community Service for Scholarships Identify Possible Barriers to Employment Exposure to Potential Employers Raises Self-Esteem by Helping Others
School Based Work Experiences School & the Individual Educational Plan: Need for Work Experience on the IEP Work Experience Provides Class Credit Project Search High School/High Tech Vocational Exploration Academic Enhancement School Based Enterprise
Independent Living Programs Centers Serve All of Florida Transportation Training Assistive Technology for Independent Living Budgeting & Financial Literacy Work Readiness Programs High School Transition
Other Activities Youth & Social Clubs Job Shadowing Professional Mentoring Applying for Scholarships Benefits Review Self-Assessments
Workforce Career Centers Career Center Training: Summer Youth Technical Training Programs Disability Program Navigator Federal Bonding Program Resource Room Computer Skills Training Employment Referral
Transition Web Sites for Students with Disabilities, Families and Professionals www.facts23.facts.org Florida’s academic counseling and tracking site www.fyitransition.org Fully interactive transition site with an avatar that explains information found there www.myfloridayouth.com Transition site emphasizing youth resources available through federal and state agencies www.project10.info Comprehensive site for transition resources and technical assistance
Resource Materials for Transition www.labormarketinfo.com/pubs Brochures, posters and information sheets on skills, careers and wages www.apd.myflorida.com/publications Decision Making Options brochure and various other materials www.advocacycenter.org Transition Guide for Children in the Foster Care System www.fsapubs.org Handbooks, guides and forms to assist students, families and professionals understand and obtain financial aid www.rehabworks.org In the lower left-hand section of the homepage you will find Search functions. Select “Transition Services” from the consumer drop- down menu or type “transition” in the key word search
Alan at Weber’s Mfg. 25 25
The importance of Co-Workers 26 26
Alan & Tom 27 27
Reggie forwarding shelf items at the market 28 28
Remember about Natural Proportion when Placing Students 29 29
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Student Enclave at the Marriott Hotel 32 32
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Heather’s Story 43
Heather loves to keep busy! Whether she’s going to church (pictured), visiting her family, or going to work, Heather LOVES to stay busy. 44
Brief History: Heather attended a school for kids with autism in Newhaven, Connecticut before moving to California with her family in 1986. She attended the “Calypso” Adult Day program and the Saturday Community Rec Program when she moved to California. 45
Heather’s History (continued) It took a while to notice that Heather enjoyed spending time in the community as opposed to a classroom or program setting where she gets trapped in some compulsive routines. Heather had a blast on Saturdays when she was in the community, but had challenges at the segregated Day Program. 46
So….Heather began to work! Heather has had jobs at Foster’s Freeze and Carl’s Jr., and has attended C.O.C. when time permits, taking courses in swimming, aerobics & dance. She now works at Edwards (Regal) Cinemas twice a week 47
Washing windows at the Cinema 48
Heather has been on the job at Edwards (now Regal) since 1998. 49
Heather’s 2nd job (Yes, she works at two jobs!) 50
Heather works 3 to 5 days per week at Marshall’s hanging Lingerie 51
Heather has support from a job coach from JNCS 52
Heather receiving her 5 year pin from Marshall’s! 53
“Dependable & hard working” Heather is a classic example of a person whose skills were underestimated in a SDC and a segregated environment. If she was still there, they still might not think she was “ready” to work. 54
Chris at one of MANY jobs he has had 55 55
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