Employment as a key factor in PSE Programs

Amy DwyreTransCen, Inc.

The Vision of PSE Programs• Social connections with family and friends• Living as independently as possible• Paid employment in an integrated

community setting with appropriate supports

• Connected to adult support systems• Increased independence & responsibility• Access to postsecondary education or adult

learning

•Know your students•Know your campus connections•Know the local businesses•Negotiate to win

Student groups Campus activities Extracurriculars Peer mentors Coursework

MANY DIFFERENT ENVIRONMENTS

In PSE settings In General

Career Center Colleges or

Departments Work Study Campus internships Student groups

Yellow Pages/Google In your neighborhood Industrial parks; strip

malls; office buildings Places where you are

a customer Carpools/elevators/

dinner parties Your own PERSONAL

NETWORK

Old Marketing New Marketing

Hire the Handicapped Charity orientation Selling disability

We represent… Motivated employees who are

excited about working Candidates with skills sets that

add value to their workforce. Business solutions that

improve the company’s productivity and/or workflow.

Customized Employment: It Works! 6

Case Study of Employment Training Interventions and positive outcomes

General Employment Outcomes for People with Disabilities

• 30% of people with disabilities report being employed full or part-time, compared to 70% of those who do not have disabilities (NOD/Harris, 2004)

• Youth with MR exiting high school are the only disability category not experiencing an increase in earnings above minimum wage (NLTS2, 2004)

• 34% of individuals with disabilities say they are satisfied with life, compared to 61% of individuals without disabilities

Employment of Youth with Intellectual Disabilities in their last year of Secondary

School:

• 50.9% earned less than $5.15 per hour• Only 15.2% earned over $7.00 per hour• 43.8% worked 5 hours per week or less• Only 17.6% worked 15-20 hours per week

NLTS2 Wave 3 (2005) Parent/Youth Survey

Employment of Youth with Intellectual Disabilities in their last year of Secondary

School:

17.6% work in janitorial or maintenance jobs O% worked in clerical/computer jobs 23% worked in food service 0% worked in retail sales

NLTS2 Wave 3 (2005) Parent/Youth Survey

The purpose of the PERC Project was to demonstrate and research exemplary practices supporting students with intellectual disabilities ages 18-21 in postsecondary settings.

Project 2005-20102 States3 School Systems5 Program Sites36 High Schools112 students

91 of 112 students were employed in 122 different paid jobs during their PSE program

After exit, 83% of students in CT and 72% of students in MD were engaged in paid work

Variables that contributed:◦ Expectation of work◦ Trained job developers w/dedicated time◦ Flexible staff scheduling◦ Person-centered career discovery

Grigal, M & Dwyre, A. Employment Activities and Outcomes of College-Based Transition Programs for SWID. Insight Issue #3, October 2010. ThinkCollege.

PERC Students work more hours PERC Students make more money 22.5% of PERC Students worked in retail

sales, compared to 2% NLTS2 data Only 2.9% of PERC Students worked in

cleaning jobs, compared to 8 &16% in NLTS2 data

11.6% of PERC Students worked in clerical jobs, compared to 4 & 6% in NLTS2 data

NLTS2 Wave 3 (2005) Parent/Youth Survey

Connecting college experience with employment

Providing access to college coursework

Connecting the experience to real outcomes

• Paid work is the goal from day one • Hire dedicated, trained staff person for job

development• Practice customized employment strategies

where appropriate• Include in job developer job description

specific duties and flex time• Ensure that students understand and can

communicate their support needs.

Ability to access adult learning opportunities

Expanded social networks Opportunity to connect learning to personal

desired outcome Individualized and Enhanced Employment

outcomes Socially valued roles and experience

TOPS: Transition Options in Postsecondary

Settings

Margo Vreeburg Izzo, Ph.D.

Ohio State University

Nisonger Center

Izzo.1@osu.edu

Transitions Options in PSE Settings (TOPS) Pilot Sites

Xavier University

University of Toledo

Ohio State University

Kent State

OSU’s TOPS Model

Interdisciplinary TeamSpecial Educators, Occupational Therapists, Physical Therapists, Rehab Counselors, Speech Language Therapists, Social Workers, Assistive Tech. Specialist

Pilot Sites

Ohio State University University of Toledo Xavier University

Services Planned Through

Transition Assessment Person-Centered Planning Academic Advising

Services Planned ThroughTransition Assessment

Person-Centered PlanningAcademic Advising

Pilot SitesOhio State UniversityUniversity of Toledo

Xavier University

TOPS (con’t)

Inclusive Postsecondary Campus Experience

Self-Determination

Health, Wellness & Independent

Living skills

Enroll/Audit College Courses

Project SEARCH Internships

Residential Campus Experiences

Individualized Supports

Peer Support Mentoring Family Support Educational/Job

Coaching

E-Portfolio

Each student exits the program with an e-portfolio that documents academic

employment and independent living skills through digital pictures, video and documents.

Individualized SupportsMentoring

Family SupportEducational/Job

CoachingPeer Support

E-PortfolioEach student exits the program with an e-portfolio that documents academic employment and independent living skills through digital pictures, video and documents.

College Courses

• Audit Classes at OSU: Disability Studies; PE classes; freshman seminars, etc.

• Supports: Student Learning Community; Advising; Study Buddies; Educational Coaches

What I liked and learned in my classes

• English 277– I took English 277 to learn about different disabilities and how people

overcome challenges and barriers to be successful in their personal and professional lives.

– This class has helped me in many ways. It gave me a better understanding of different types of disabilities. I am glad I decided to take this class because I liked learning about different disabilities

• University Survey 100- This class helped me learn about OSU- Exploring different college majors- How to register for classes- Learning how to use Carmen- Learning how to go for advising- Attended two first year experience seminars:

- International Perspectives on No Impact Man- Keys to Strategic, Confident Test Taking

Plans for Winter Quarter 2011• Potential Internships:

– RPAC Student Wellness Center-Katye Miller– RPAC Fitness Attendant– RPAC Welcome Center– Office of Academic Affairs, Office Assistant; Drake Union– Assist Mentor Coordinator with mentors (5 hours per week)

• Classes and activities:

– RPAC Student Wellness Center-Katye Miller– Enroll in English 597.01– Enroll in ASC 600 – Photovoice– RPAC Workouts

Internships • Cornerstone of the program

• Competitive, marketable,

transferable skills

• 4 – 5 hours of day

• Work/ Social Skills

• 10 weeks/Flexible

• 360 degree evaluation

Employment

• Employment for each Project SEARCH intern– 20 hours a week or more

– Minimum wage or better

– Integrated Setting

– Non-Seasonal

• Culture Change at the host businesses – Recognize gifts and value of young interns

– Open to hiring people with disabilities

Dental Clinic Assistant

Research

• Work Based Learning

promotes :

– Problem Solving

– Critical Thinking

– Team work

– Social relationships

Braided Funding Approach

Federal, State & Private Funding

1. Project Plus: 8/99 – 5/10

2. AUCD Mini Grant: 9/09 – 8/10

3. Go To Work: 2/10 – 9/10

4. Project SEARCH: 8/10 – 5/11

5. VR - PSE Project SEARCH: 10/10-9/11

6. TOPS: 10/10 – 9/15

7. TOPS Development Fund

My Accomplishments• Used my Buck ID to purchase food

• Used RPAC pass to workout

• Completed my internship successfully

– Student Assistant at Moritz College of Law Library

• Completed University Survey 100

• Completed English 277

• Independently navigates from internship to classes, meetings, and the RPAC.

• RPAC- Met Robin to setup workout schedule routine

• Friends made on campus

• Questions

Call to Action

• All team members and partners are important including the student, teacher, job coach, family, VR, host business and others to reach the goal of the program.

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Future Goals

• Expand interdisciplinary postsecondary options for students

• Create transition assessment program

• Conduct high impact research

• Provide training for students, families and service providers.