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Transition, Placement, and Community Resources

Transition, Placement, and Community Resources. Cindy Daniel The Arc of Northern Virginia. Introduction.

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Transition, Placement, and Community Resources

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  1. Transition, Placement, and Community Resources Cindy Daniel The Arc of Northern Virginia

  2. Introduction • Keep in mind career transition activities for students with disabilities are the same as that of all students. However, issues in each area of transition (e.g., housing, transportation, interviewing) may be different. • Transition is not a separate activity but a constant process of change, therefore, career transition staff (CTS) should become active member of interdisciplinary team prior to start of career transition phase.

  3. Role of Career Transition Staff • Educate student • Educate employers • Develop transition plan

  4. Educating the Student • Make student confident, comfortable discussing his/her disability • How? • Specific training • Literature • Self-advocacy groups/other community resources • Topics • Disclosure • Workplace rights (interviews, applications, medical forms/examinations) • Social Security benefits/work incentives

  5. What Students with Disabilities Need to Know • Know thyself • Committed to lifelong change • Be computer literate • Update resume often • Be your best • Be organized • Expand your network • Research job trends and companies • Have a positive attitude • Disclose a disability only as needed • Be prepared to conduct an effective interview

  6. What Students with Disabilities Need to Know • Discuss with students the importance of working • Simply because he/she can and should not squander talents • Great way to meet new people and develop lasting friendships • An active role in life will make him/her less susceptible to depression • To set an example for others with disabilities • The Americans with Disabilities Act (ADA) and technological advances make job sites and tools more accommodating • Builds self-confidence and increases sense of self-worth • For structure, working forms a routine that is productive and rewarding • Working will give the confidence to try new things • To learn valuable lessons in overcoming everyday hurdles

  7. What Students with Disabilities Need to Know • Discuss disclosure The only reason to disclose a disability is if accommodation required for an interview or to perform the essential functions of a particular job. A student’s resume and cover letter should focus on the abilities he/she brings to the job, not on the disability.

  8. What Students with Disabilities Need to Know • Push the student to go the extra mile in the job search and to find the right opportunity • Encourage student not give up if he/she does not get a job immediately and to look upon each interview as a learning experience

  9. What Students with Disabilities Need to Know Interviewing • Help student prepare for and practice different types of employment interviews (patterned, non-directive, group) • Provide interview tips • Be enthusiastic • Be yourself • Be prepared • Know the organization • Be honest • Look your best

  10. What Students with Disabilities Need to Know • Provide basic information on Social Security benefits/work incentives • 1619b 1619(a) and 1619(b) of the Social Security Act, lets people who receive SSI and go to work keep their Medicaid coverage even when they are not getting an SSI check, this is the money that comes on the first of each month in the mail or to the student’s bank account.

  11. Social Security Benefits/Work Incentives • Discuss with student how to keep Medicaid • Go to SSA first. Get a letter signed by SSA and take it to local department of social services Or • Ask case manager or employment specialist about letters that will help keep your Medicaid

  12. Educating Employers • Involve employer’s in the center’s programs and activities • Include disability organization representatives on the center community relations and business industry councils • Provide employers with information on hiring individuals with disabilities through discussion and literature

  13. Educating Employers • Explain benefits to business • Investment in future • Sends employees a message that employer cares • Creates positive attitude changes in corporate culture • Makes good business sense

  14. Educating Employers • Provide information about tax credits available to assist with workplace accommodation • Disabled Access Tax Credit—This is a tax credit available to an eligible small business in the amount of 50 percent of eligible expenditures that exceed $250 but do not exceed $10,250 for a taxable year. • Architectural Barrier Tax Deduction—Businesses may deduct up to $15,000 of the costs incurred each year to remove physical, structural, or transportation barriers in the workplace.

  15. Transition Plan/Self-Determination • What does self-determination mean to self-advocates and their transition plan? • It is MY dream! • Nothing about me without me • Choice • Control • Working together • Finding new ways to do things

  16. Transition Plan • Accommodation Needs—The CDD and CTS should work together to conduct an accommodation needs assessment. • Does the student have all accommodations necessary to conduct job searches? • Does the student have the necessary supporting documentation to secure accommodations in the workplace, in institutions of higher learning, or for state certification examinations?

  17. Transition Plan • Support Services—Students with disabilities will typically need the same support services as students without disabilities, but they may have additional issues to consider. For example, all students need to consider how they will get to work, but a student who is a wheelchair user who plans to use public transportation needs to ensure the transportation is accessible. Like all students, this student needs to find housing but also needs to consider accessibility issues.

  18. Transition Plan • Transfer of Services—If the student has accepted employment outside of the area where he/she is currently receiving services from a disability provider, CTS should work with the student and service providers to ensure coordination and continuation of services. If the student will continue to receive services from a local disability service provider after graduation, the student and CTS should notify the service provider of any change in needs for service as a result of exiting the program.

  19. Resources/Partnerships • Vocational rehabilitation agencies • Local disability and social service providers • Centers for Independent Living and other self-advocacy organizations • Social Security Administration • One-Stop centers • Office of Disability Employment Policy • Other placement and independent living resources on Job Corps disability website

  20. Resources • Transition Planning for Adolescents with Special Health Care Needs and Disabilities: Information for Families and Teens—Provides information, ideas, tools and resources to help prepare young adults with special health care needs or disabilities for transition to adulthood. • Transition Planning for Adolescents with Special Health Care Needs and Disabilities: A Guide for Health Care Providers—Provides information, resources and strategies needed by health care providers to help adolescents and their families prepare for employment, independent living and other activities of adult life. Both available online at http://www.communityinclusion.org

  21. ResourcesJob Corps Disability Website • Use website for resource information, sample forms, existing practices, to ask questions • Contains information on how Job Corps staff can meet the needs of students with disabilities • Contains general disability information and specific information on Job Corps disability-related issues http://www.jobcorpshealth.com/disability

  22. Resources • Access Board 800-872-2253 (voice) 800-993-2822 (TDD) http://www.access-board.gov/ • Disability and Business Technical Assistance Centers 800-949-4232 (Voice & TDD) http://www.icdi.wvu.edu/tech/ada.htm • Disability Rights Education Defense Fund (DREDF) ADA Hotline 800-466-4232 (Voice & TDD) • Internal Revenue Service (IRS) 800-829-1040 (Voice) 800-829-4059 (TDD) http://www.irsustreas.gov • Job Accommodation Network (JAN) 800-526-7234 or 800-232-9675 http://www.jan.wvu.edu/english/homeus.htm

  23. Resources • Office of Disability Employment Policy 202-376-6200 (Voice) 202-376-6205 (TDD) http://www.dol.gov/odep • U.S. Census Bureau 301-763-8300 http://www.census.gov/hhes/www/disable.html • U.S. Department of Justice (DOJ) 800-514-0301 (Voice) 800-514-0383 (TDD) http:// www.usdoj.gov/crt/ada/adahom1.htm • U.S. Equal Employment Opportunity Commission 800-669-4000 (Voice) 800-669-6820 (TDD) http://www.eeoc.gov/

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