GSU Transition Planning for Secondary Students with Disabilities Questions

Chapter 12

1.Describe the history of employment for persons with disabilities. What kinds of things were right or wrong with respect to the various aspects of employment services?2..    What is a career path and how can students with disabilities successfully navigate through such a process?3.    What social service programs exist and to what degree can people with disabilities make use of such programs?

Chapter 13.

What are the advantages of having services provided in a person’s own home rather than a residence owned by a service provider?

2.    How do social skills affect the ability to participate in community activities and how can deficits in social skills be addressed in transition planning?3.    What are some of the key agencies and community programs that provide community participation and leisure opportunities for students with disabilities?4.   How would you address barriers such as transportation and lack of finances in planning community activities?  Transition Planning for Secondary
Students with Disabilities
Fourth Edition
Chapter 12
Transition to Employment
Copyright © 2012 Pearson Education, Inc. All Rights Reserved
Learning Objectives
• Describe the careers and job experiences of transition students
• Explain the role of the labor market in preparing for and
obtaining employment
• Identify major employment options
• Describe the career possibilities for the visions of students and
families
• Describe the school and postschool services and programs for
preparing for employment
• Explain the differences in major approaches to mediating
supports for employment
• Describe model practices for supporting students in obtaining
employment
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Chapter Organizer (1 of 3)
Big Question
How can we support students in identifying and achieving various employment
outcomes?
Key terms
A D A, Supported employment, competitive employment, job markets, employer
incentives, career-tech, tech-prep, work study, internships, cooperative education,
service learning, rehab services, D D services, W I A, natural supports,
entrepreneurial models, mobile work crews, enclaves
The Key Concepts
•
Employment Outcomes and Options
•
Developing Opportunities for Employment
•
Preparation for Employment
•
Resources for Customizing Employment
•
Model Employment Practices
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Chapter Organizer (2 of 3)
Self-test Questions
1. Make a list of the various service providers that could assist an
individual with a disability in getting a job. Then list the services that
the individual might need. How might you as a school transition related
teacher or specialist work with those respective agencies and
services?
2. Describe the history of employment for persons with disabilities. What
kinds of things were right or wrong with respect to the various aspects
of employment services?
3. What is a career path and how can students with disabilities
successfully navigate through such a process?
4. What social service programs exist and to what degree can people
with disabilities make use of such programs?
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Chapter Organizer (3 of 3)
5. How can one use the relative plethora of employment
supports to facilitate competitive employment for persons
with disabilities?
6. What is community-based vocational training and how
does it differ from traditional vocational training?
7. Describe supported employment and how it differs from
the more traditional methods? Are there advantages to
either? Which model appears to be better for students that
you have encountered? Why?
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Transition to Employment (1 of 3)
• Approximately two out of three people with disabilities are
not employed, and this has changed very little from the
1980s.
• The current focus of employment programs emphasizes
providing customized employment services.
• Vocational Options for Individuals with Disabilities in a PreAmericans with Disabilities Act Era
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Transition to Employment (2 of 3)
• Historically, the continuum of employment options for
people with disabilities has ranged from segregated
settings to competitive employment in community-based
businesses
• More recently, much has been learned about the abilities
of individuals with severe disabilities to work in competitive
employment, with job coaches in supported employment,
or with adaptive aids, compensatory strategies, and
rehabilitation engineering at job sites.
• Customized employment services have been promoted
due to structural changes in the economy, legislation,
diversion of funds to community-based alternatives, and
an increased focus on consumer choice.
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Adult-day Programs and Sheltered
Workshops – during the 1960s and
1970s:
• Adult-day programs included activities of daily living, training,
prevocational training, “make-work” vocational activities, field
trips, recreational activities, and curricula related to special
education.
• Sheltered workshops specialized in work training and provided
individualized environments to habilitate individuals with
disabilities.
• Outcomes for people with disabilities were that few moved from
segregated settings to community employment – public policy
makers, disability advocates, individuals with disabilities began
to push for such programs being phased out from the continuum
of services.
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Transition to Employment (3 of 3)
• Defined within the supported employment regulations of
the 1992 and 1998 Rehabilitation Act Amendments as a
series of temporary job placements in competitive work in
integrated settings with ongoing support services for
individuals with the most significant disabilities due to
mental illness – went on to become a vocational option for
individuals with physical and sensory disabilities.
• Employment support providers, or rehabilitation
counselors, provide specialized help on job sites with the
understanding that there will be limited follow-up (usually
two weeks to three months) – often work with employer to
identify support needs and secure accommodations at job
site.
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Supported Employment
• Defined as competitive work in integrated work settings or employment
in integrated work settings in which individuals are working towards
competitive employment – with ongoing support services for
individuals with the most significant disabilities.
• Provision of long-term supports is primary feature and can include
one-to-one placements as well as group placements (enclaves, mobile
work crews, and cluster placements).
• Based on “place and train” approach instead of “train and place” of
segregated models – individuals with disabilities benefit from training
in the environment in which they will work.
• Positive outcomes of supported employment have been documented
in areas of employee satisfaction, job placements, wages and benefits,
favorable employer perceptions, and effective support strategies.
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Emerging Vocational Options for
Individuals with Disabilities (1 of 3)
• Customized Employment is based on an individual
determination of the strengths, needs, and interests of
individuals with disabilities – employment may be
developed through job carving, self-employment,
entrepreneurial initiatives, or restructuring strategies that
result in job responsibilities being customized and
individually negotiated to fit the needs of the individual with
a disability
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Emerging Vocational Options for
Individuals with Disabilities (2 of 3)
• “Supported” Self-Employment is an outgrowth of supported
employment and includes small businesses and
entrepreneurial initiatives – examples include cleaning and
vending machine businesses.
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Emerging Vocational Options for
Individuals with Disabilities (3 of 3)
• Competitive Employment with Supports is for individuals who may lack
the basic skills (job seeking, interview, and ability to represent self) to
find a job and may result in limited career advancement and low
paying positions.
• Business Advisory Councils are placement and employment programs
that involve employers in their development and oversight –
relationships with employers foster the implementation aspects of
programs and services.
• Job Clubs are programs that use group dynamics and mutual supports
to enhance employment prospects – focus is on job-seeking skills with
the participants strongly involved in seeking and finding job leads.
• Mentoring programs involve matching the individual with disability with
a person who is knowledgeable and skilled in work and job-getting
strategies – mentors can council the individual or mentor in the
workplace.
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Resources for Customizing
Employment (1 of 4)
• Agency-mediated Supports – originated through human
service agencies and include vocational rehabilitation
programs, mental health programs, employment and
training programs, and community and health service
programs.
• Job coach assistance, specialized assistance,
compensatory strategies, assistive technology, counseling,
substance abuse services, counselor
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Resources for Customizing
Employment (2 of 4)
• Government-Mediated Supports
• Social security work incentives, employer tax credits,
Medicaid waiver, Ticket to Work, and Work Incentive
Improvement Act
• Consumer/Family/Community-Mediated Supports
• Personal care attendant, peer mentors, family members as
job developers, friends, and neighbors used for
transportation
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Resources for Customizing
Employment (3 of 4)
• Business-Mediated Supports
• Job restructuring, workplace accommodations (including
environmental modifications, assistive technology, task
modification, schedule modification), co-worker mentoring,
job creation, employee assistance programs
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Vocational Rehabilitation (VR)
Agencies
• Each state has a VR agency that is funded jointly by state
(25%) and federal (75%).
• Eligibility requires a mental or physical impairment that
results in a substantial barrier to employment.
• Primary purpose of VR programs is employment, and it is
suggested that students be referred within two years of
graduation (services may start earlier if needed).
• Services include career counseling and job placement,
physical and mental restoration, and occupational, school,
and on-the-job training.
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Visual Impairment (VI ) Rehabilitation
Programs
Roman numeral Six
• Services for the visually impaired are authorized under the
Rehabilitation Acts.
• In various states, VI programs may be part of VR
agencies or separate.
•
VI services tend to be broader than VR services and
include greater emphasis on independent living and
mobility.
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Developmental Disabilities (DD)
Agencies
• The Developmental Disabilities and Assistance Act
provided funding to each state and created DD councils in
each state.
• Funding flows from the state level to provide a range of
services.
• Eligibility requires disability onset before the age of 22 and
substantial impairments in 3 of 7 life activity areas
(language, independent living, economic self-sufficiency,
self-direction, self-care, learning, and mobility).
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Mental Health Agencies
• Funded through a variety of funding sources including
Medicaid, health insurance, and Social Security.
• Services generally focused on persons with “serious and
persistent mental illness” (e.g., schizophrenia, bi-polar
disorders, psychosis).
• Community services are provided through Community
Health Care Centers including: Psychiatry, psychology,
social work, case management, day treatment, protective
services, and family supports.
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Resources for Customizing
Employment (4 of 4)
Mental Health Employment Service Delivery Options – may
be provided through VR (may contract with independent job
development vendors); may create businesses to employ
individuals with mental illness; and may also operate “prevocational” or day activity programs.
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State Bureau of Employment Services
• Has been around since the early 1900s and has state and
local offices for tracking available jobs, centralized
advertising, and referrals.
• Has no eligibility requirements, and may also provide
training programs to meet specific labor market needs,
training to specific groups of people, G.E.D programs, and
job-seeking skill classes.
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One-Stop Career (OSC) Centers
• OSCs are primary element of The Workforce Investment
Act of 1998.
• Three levels of services available from OSCs include: core
services (i.e., job search training, interviewing technique
workshops, resume development, work exploration, and
referrals for job openings); intensive services (i.e., case
management, career counseling and individual career
planning for youth and low socioeconomic individuals);
and training services (i.e., occupational skills training, adult
education, on-the-job training, and customized employer
training for individuals unable to be employed through core
and intensive services).
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Social Welfare, Social Entitlements
and Work Incentives
• Social Security/Disability Insurance (SSDI) – provided to
persons with disabilities who have paid into Social Security
or whose parents who have paid into Social Security (after
they retire).
• Supplemental Security Insurance (SSI) – provided to
persons with disabilities with limited income and assets –
Medicaid often tied to SSI (provides medical, rehabilitation,
residential, and social services).
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Model Employment Practices (1 of 3)
• Job Design – job carving (or job negotiation) may be used
to develop a position (employer and job developer work
collaboratively to eliminate barriers) and job sharing
agreements for individuals working part-time.
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Model Employment Practices (2 of 3)
• Person-Centered job selection – uses non-traditional
assessment exercises (invests time in knowing individual
dreams); avoids slotting individuals into job sites based on
disability; uses self-friend-family networks and involves
them in the job development process; and delineates what
individuals do for themselves and what type of support is
needed in seeking a job.
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Model Employment Practices (3 of 3)
• Natural Supports – often can be used in lieu of
professional supports (job coaches) and can be less
stigmatizing; uses generic employer training and supports
whenever possible; and may need to be supplemented by
professional supports when coworkers change.
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Conclusion
• Professionals must be effective in disseminating needed
information and linking students and their families to
workplace supports.
• By identifying the appropriate services needed – students,
parents, and potential employers can be informed of
resources available.
• Students and families may be more inclined to access
services and supports if provided with specific contact
information including agency name, contact person, phone
number, and eligibility requirements for adult service
programs.
Copyright © 2012 Pearson Education, Inc. All Rights Reserved
Copyright
This work is protected by United States copyright laws and is
provided solely for the use of instructors in teaching their
courses and assessing student learning. Dissemination or sale
of any part of this work (including on the World Wide Web) will
destroy the integrity of the work and is not permitted. The work
and materials from it should never be made available to
students except by instructors using the accompanying text in
their classes. All recipients of this work are expected to abide
by these restrictions and to honor the intended pedagogical
purposes and the needs of other instructors who rely on these
materials.
Copyright © 2012 Pearson Education, Inc. All Rights Reserved
Transition Planning for Secondary
Students with Disabilities
Fourth Edition
Chapter 13
Independent Living and
Community Participation
Copyright © 2012 Pearson Education, Inc. All Rights Reserved
Learning Objectives (1 of 2)
Identify the social factors that contributed to deinstitutionalization
and institutional reforms.
Identify how normalization contributed to deinstitutionalization and
institutional reform and why this concept was revised to include
social role valorization.
Identify how the independent living movement contributed to the
development of supported living options and Medicaid waiver
programs.
Learn how the history of residential services can be observed in
today’s residential system.
Describe the limitations inherent in older models of residential
services such as institutions, ICF/MR programs, and group homes.
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Learning Objectives (2 of 2)
Describe the factors that should be considered in developing a vision of adult
residential options for a student with disabilities.
Describe the requirements, skills, and supports that need to be considered in
developing a transition plan for residential services.
Identify the key agencies for collaboration in developing linkages to adult
residential services.
Describe the factors that should be considered in developing a vision of adult
community participation and leisure options for students with disabilities.
Describe the skills and supports critical to developing casual and intimate
interpersonal relationships.
Describe some of the key agencies and community programs that provide
community participation and leisure opportunities for students with disabilities.
Copyright © 2012 Pearson Education, Inc. All Rights Reserved
Chapter Organizer (1 of 3)
Big Question
How can we support students in identifying and achieving various community
living outcomes?
Key terms
Deinstitutionalization, normalization, social role valorization, independent living
movement, supported living, Medicaid waiver, I C F/D D, group homes, family
consortium, D D services, Independent Living Centers, H U D, Section 8 Housing,
Circles of Support,
The Key Concepts
•
The Community Living Support System
•
Residential Living Transition Planning
•
Planning for Participation and Leisure
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Chapter Organizer (2 of 3)
Self-test Questions
1. Identify the social factors that contributed to
deinstitutionalization and institutional reforms
2. Identify how normalization contributed to deinstitutionalization
and institutional reform and why this concept was revised to
include social role valorization
3. Identify how the independent living movement contributed to the
development of individual living options
4. Describe the limitations in older models of residential services
such as institutions, ICF/M R programs and group homes
5. Describe how to evaluate individual preferences in regard to
adult residential options for a student with a disabilities
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Chapter Organizer (3 of 3)
6. Describe the skills, and supports that need to be considered in
developing a transition plan for residential services
7. Identify the key agencies for collaboration in developing
linkages to adult residential services
8. Describe the factors that should be considered in developing a
vision of adult community participation and leisure options
Describe the skills and supports critical to developing casual
and intimate interpersonal relationships
9. Describe some of the key agencies and community programs
that provide community participation and leisure opportunities
for students with disabilities
10. Describe three methods for developing integrated community
activities.
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A History of Community Residential
Programs (1 of 2)
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Deinstitutionalization and Active Treatment
Normalization and Integration
Person-Centered Planning
The Independent Living Movement
Supported Living
Medicaid Waiver Programs
The Residential Service System Today
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A History of Community Residential
Programs (2 of 2)
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Person-Centered Planning
Real Life, Not “Programming”
Commitment
Personal Advocacy
Empowerment and Choices
Flexibility and Creativity
Relationships
Gaining Access to Typical Community Resources
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Residential Transition Planning (1 of 12)
• Residential transition planning requires an understanding
of family and cultural beliefs about residential services and
the person with a disability
• Cultural issues may also affect how parents view
residential living alternatives
• It is important to realize that a vision of residential services
cannot be made in a single transition meeting
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Residential Transition Planning (2 of 12)
• Developing a Vision
• Addressing cultural and family concerns about residential
outcomes requires the identification of student needs,
interests, preferences, and strengths.
• After students have identified the characteristics of a
residential outcome through contrasting choices, it is
important to prioritize the choices systematically.
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Residential Transition Planning (3 of 12)
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Addressing Residential Needs Related to the Vision
Health and Safety
Self-Care
Home Management
Transportation
Budgeting and Finances
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Residential Transition Planning (4 of 12)
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Health and Safety
Addressing Residential Needs Related to the Vision
Avoidance of self-injurious behaviors
Avoidance of behaviors injurious to others
Recognition of illness and individual medical needs
Ability to call for help in an emergency
Self-management of routine medical visits and care
Self-management of medications and medical treatments
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Residential Transition Planning (5 of 12)
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Self-Care
Transfers
Toileting
Eating
Bathing
Dressing
Oral hygiene
Grooming
Good diet and exercise
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Residential Transition Planning (6 of 12)
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Home Management
Cleaning
Meal preparation
Laundering
Menu planning
Shopping
Routine home maintenance
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Residential Transition Planning (7 of 12)
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Transportation
Identifying local landmarks
Asking directions
Providing personal information, if lost
Reading maps
Reading bus schedules
Using disability transportation services
Using taxis
Using public transportation
Driver’s education
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Residential Transition Planning (8 of 12)
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Budgeting and Finances
Keeping money in a purse or wallet
Making routine purchases
Comparative shopping
Managing daily, weekly, and monthly allowances
Managing a checkbook
Developing weekly, monthly, and yearly budgets
Depositing and drawing money from bank accounts
Managing a credit card
Making major purchases
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Residential Transition Planning (9 of 12)
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Identifying Resources and Developing Supports
Developmental disability (DD) services
Alcohol, drug abuse, and mental health (ADAMH) boards
Rehabilitation services and independent living centers
U.S. Department of Housing and Urban Development
Local and state housing authorities
Local community affairs, development, or finance agencies
The Department of Job and Family Services
The Social Security Administration
The Federal National Mortgage Association
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Residential Transition Planning (10 of 12)
• Implementing the Residential Transition Plan
• The family may want to visit residential settings and rate
them according to the criteria of:
– How safe is the residential option?
– How physically accessible is it?
– What eligibility, skills, and supports are prerequisite to
entrance?
– Are staff available on-site or on-call?
– Are staff trained to work with persons with disabilities?
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Residential Transition Planning (11 of 12)
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Implementing the Residential Transition Plan
Is the facility licensed or regulated?
Are facility inspection reports available?
How are medical treatments and emergencies handled?
Is it in a neighborhood and setting desirable to the
individual?
• Is public transportation available?
• What community resources are nearby?
• Is the neighborhood friendly to pedestrians or
wheelchairs?
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Residential Transition Planning (12 of 12)
• Implementing the Residential Transition Plan
• What community resources can be accessed through
available transportation?
• What job opportunities are accessible to the place of
residence?
• How conducive is it for visits from family, friends, and
community supporters?
• Does the residence allow for roommates, spouses,
children, or pets?
• Is the residence affordable?
• Does the residence qualify for rental assistance or
purchase by public agencies?
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Planning for Community Participation
and Leisure (1 of 7)
• Developing a Vision of Community and Leisure Options
• The community vision does not need to identify specific
community participation and leisure activities. It can start
by addressing the basic questions of:
– Who does the individual like to be with?
– What types of activities do they prefer?
– Where do they prefer to go for activities?
– How will they pay for activities?
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Planning for Community Participation
and Leisure (2 of 7)
• Addressing Needs Related to Interpersonal Relationships
• The first step in addressing the community vision is to look
at who the individual would like to be engaged with as an
adult.
• A student who is peer-group focused will need skills and
supports related to functioning in groups and teams.
• A student who prefers individual activities will need skills
and supports related to pursuing individual interests.
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Planning for Community Participation
and Leisure (3 of 7)
• Addressing Needs Related to Interpersonal Relationships
• Addressing Needs Related to Casual Relationships -Some critical skills would
include:
– Greeting others
– Introducing self to others
– Conducting small talk
– Appropriate touching and talking to the opposite sex
– Dressing appropriately for activities
– Asking how to join an activity
– Listening and responding to verbal cues from others
– Sharing and taking turns in activities
– Learning to win and lose gracefully
– Thanking hosts and following up activities
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Planning for Community Participation
and Leisure (4 of 7)
•
Addressing Needs Related to Interpersonal Relationships
•
Addressing Needs Related to Intimate Relationships – Some additional skills related to
developing intimate relationships include information about:
– Personal space and appropriate touching
– How to introduce yourself to a person you care for
– Appropriate ways of showing affection
– Asking for a first date
– Proper dress and manners
– Understanding and managing sexuality
– Avoiding exploitation
– Abstinence and birth control
– Avoiding sexually transmitted diseases
– Love and lovemaking
– Considerations in raising children
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Planning for Community Participation
and Leisure (5 of 7)
• Addressing Needs Related to Specific Community
Activities
• Activities can be broken into categories that describe
features of the activity in terms of:
– Do you like quiet or noisy activities?
– Do you like team or individual activities?
– Do you like indoor or outdoor activities?
– Do you like to participate, help, or watch?
– What do you like to do now and why do you like it?
– What would you like to learn to do?
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Planning for Community Participation
and Leisure (6 of 7)
• Addressing Needs Related to the Location of Activities
(Where)
• For commonly chosen and school activities, the
coordinator should maintain a file that includes:
– The name of the activity
– The contact name, address, and phone number for the
activity
– Eligibility and prerequisite skill requirements for the
activity
– Availability of supports and accommodations
– Timelines for referral and participation in the activity
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Planning for Community Participation
and Leisure (7 of 7)
• Addressing Needs Related to Paying for Activities
• Costs will be a barrier for many students, especially when they
become adults living out-side of the home.
• DD and charitable agencies will sponsor individual participation in
events such as Special Olympics, bowling, and swimming, but these
activities can be segregated.
• Look to public recreational programs and consider non-recreational
forms of community participation such as volunteering and
membership in civic-minded clubs and organizations.
• Individuals should be encouraged to participate in some form of public
service, not only for the good of the community, but also to open the
door to recreational activities related with public service
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Copyright
This work is protected by United States copyright laws and is
provided solely for the use of instructors in teaching their
courses and assessing student learning. Dissemination or sale
of any part of this work (including on the World Wide Web) will
destroy the integrity of the work and is not permitted. The work
and materials from it should never be made available to
students except by instructors using the accompanying text in
their classes. All recipients of this work are expected to abide
by these restrictions and to honor the intended pedagogical
purposes and the needs of other instructors who rely on these
materials.
Copyright © 2012 Pearson Education, Inc. All Rights Reserved