Florida Partners in Transition 1 Why should the people with - - PowerPoint PPT Presentation
Work-based Learning Experiences & Employment Supports for Youth with Significant Disabilities Florida Partners in Transition 1 Why should the people with significant disabilities work? Its natural to work (most people do) As
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It’s natural to work (most people do) As wage earners, people gain more control
Being employed at a quality job and
Employment expands people’s social
Duh! For the Paycheck!!!
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A coordinated set of activities for a student,
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Most individuals with severe intellectual
(Brown, Shiraga & Kessler, 2006). In many states (including Florida), “waiting
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Paid work experiences during High School Parent Involvement A network of family & friends Community-based instruction A good job match Rusch & Chadsey, 1998
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So, Jay Nolan Employment Services got
He has worked there for over 15 years and
He also has time for hobbies like
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I MOP THE FLOOR I TAKE OUT THE BOXES
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THROW OUT THE
CLEAN THE WAREHOUSE
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Assist eligible students with disabilities to transition
Vocational Guidance and Counseling occurs while
The Individualized Plan for Employment (IPE) is
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Students that have an IEP Students that have a 504 Plan Students or Youth that don’t need academic or physical
Students or Youth that have disabilities should be encouraged
Youth at High Risk of Dropping Out of School
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VR should be involved when any student is at high risk for
**even if only in an advisory capacity**
Emphasis is placed on encouraging students to remain in
Provide information about their options that will help them to
Be a Resource, whether or not the student can go through VR VR cases can travel with participants anywhere in Florida
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At least two years prior to HS exit Referral should be made at the end of the
Two to three years before graduation or exit for
At age 16 and older if the student is or will be
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
Success after High School in:
In Addition to Paid Work:
Establish References Expand the Resume
School & the Individual Educational Plan:
Need for Work Experience on the IEP Work Experience Provides Class Credit
Centers Serve All of Florida
Youth & Social Clubs
Career Center Training:
Summer Youth Technical Training Programs
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
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
down menu or type “transition” in the key word search
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Alan at Weber’s Mfg.
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Whether she’s going
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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.
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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.
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Heather has had jobs
She now works at
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Heather is a classic
If she was still there,
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How are people (including families and self-advocates) involved in identifying and finding potential jobs? Ask families and friends for their business cards, job connections & resources)
What services & community supports are available to people AFTER work? (Related to recreation, education, etc.) When people get part-time jobs, what else can fill their days? (Gym, college classes, a 2nd job, etc.)
Find out what has and hasn’t worked in previous work experiences the person has had.
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How will having a job make a significant difference in the persons quality of life? (Are the right motivations in place? Make sure the person is able to notice a significant difference in their spending habits or be able to save for something they want)
a persons career. Help the person think about career goals and opportunities 5 and even 10 years down the road.
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Help people to develop an Employment
Find out what people want to do:
Look at what has worked and what hasn’t worked in
Do they enjoy working indoors or outdoors? Around lots of people or not too many people? Noisy or quiet environment? A job where they can move around or be in one place? What skills are they good at? (Fine and/or gross motor
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Talk to friends, family members and others
People we support may not be able to
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Dress sharp when you pick up
Don’t wear shorts/sloppy clothes. Remember that first
Help people sign in and search for
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Get your State I.D. card! Get your transit I.D. for persons w/disabilities Apply for SSI/SSDI as needed Identify other state and local generic resources
Begin visiting Adult Service agencies
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Practice your interviewing skills! Plan and
Identify any assistive technology, visual aides or
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-Workability (there are pros & cons) -EDD / Worksource Centers -Tax Credits & other Employer benefits -Social Security work incentives & Ticket to
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-IEP’s must focus on providing instruction & real work
experiences that prepare the student for later educational experiences, post-school activities, employment & independent living
-Teach and practice public transportation skills &
destination travel training, as appropriate.
-Select courses of study that are meaningful to the
student’s future and that will motivate the student to complete his or her education.
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Social Security Work Incentives
Apply for SSI by age 18 It is ALWAYS more financially beneficial to WORK once you turn
You must report all monthly earnings over $65 to SSA PASS (Plan for Achieving Self Support) & Ticket to Work IRWE (Impairment Related Work expenses) that the student pays for
TWP (Trial Work Period) & Subsidies for those receiving
Changes in SSI will occur 2 months AFTER wages are reported Remember to report ALL changes in work activity and earnings Earnings are counted based on when PAYDAYS fall, not work
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Scott Shepard CSU Northridge & Avenues Support Services shepard6 @pacbell.net Kirk.Hall@vr.fldoe.org ( 8 5 0 ) 2 4 5 -3 3 6 0 or ( 8 0 0 ) 4 5 1 -4 3 2 7