preparing youth part 1
TRANSCRIPT
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Ellen Condon, Project Director
University of MT, Rural Institute
Marc Gold & Associateshttp://ruralinstitute.umt.edu/transition
Preparing Youth for Community
Employment – Part 1Transition to work for all students.
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The goal of Transition is that
students seamlessly transition fromschool to adult life with the skills
and supports in place for them to
succeed in their desired
post-school outcomes.
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• What will their day look like when they
no longer come to school?
• Will they work?
• Where will they live?
• What will they do for fun?• Will their day be full?
• Who will provide supports that the
school provided before?
Think of a student whom you work with now who has
ongoing support needs….
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Part of the challenge in planning for the future
Is understanding the expectations of
the future environment and how
supports are delivered.
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Challenges of Transition …
School Services Post-School Services
• Entitlement
• Case manager & all
services work as a
team
• School follows the
same definition of
disability
• Based on eligibility and
availability (waiting list)
• Parent or youth may need
to piece services together
from various agencies
• Various agencies have
differing eligibility
requirements
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Challenges of Transition …
School Services Adult Services
• Services in school
may look verydifferent than post-
school
environments
• Special education
services in school vs.college
• School Work Experiences
vs. Adult SupportedEmployment
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What if we began with the visionthat everyone will work?
You need to opt out of work rather
than opting in or demonstrating that
you are ‘ready’ or able to work.
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Is Employment for Everyone?
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TEAM-Legislation
To obtain copies of the bills and track their
progress, go to http://thomas.loc.gov/ and
search for bill numbers HR 602, 603, or604. See also
http://harper.house.gov/news/2011/feb/idleg
.html. See also www.house.gov.
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Customized Employment
According to DOL:
Customized employment means individualizing
the relationship between employees andemployers in ways that meet the needs of both.
It is based upon an individualized determination
of the strengths, needs and interests of the
person with a disability, and is also designed
to meet the specific needs of an employer.
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U.S. Department of Labor
Office of Disability Employment Policy
www.dol.gov/ odep /categories/workforce/
CustomizedEmployment /
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Customized Job Development
Job Seeker initiates
• Job seeker’s skills, tasks &
contributions are emphasized
• Employers are contacted
because their needs might
match what the job seeker
brings
• Job seeker or representative
presents a proposal
• A position is negotiated
Employer Reacts
• Considers proposal
• Reviews their unmet
needs or allows developer
to identify unmet needs
• If a match is identified, anew job description is
created
Marc Gold & Associates 12
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Features of Customization
• One person one job
• All employers contacted and tasks offered
initiate with the person not the labor market
• Wages are minimum wage or above
• In the community alongside workers
without disabilities
• Contribution trumps competition
Marc Gold & Associates 13
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Features of Customization
• Discover and describe instead of measure,
compare or evaluate
• Focus on discreet tasks instead job titles or
existing positions
• Identify unmet needs of specific employers
to match to skills and contributions of jobseekers
• A position is negotiated14
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Two Distinct Approaches
Labor Market Job Development: Responding to the needs of employers withapplicants who are “qualified” to meet those
general needs.
Customized Job Development:
Discovering the “strengths, needs and interests”of applicants and proactively negotiating a jobdescription that meets both the applicant’s andemployer’s specific needs.
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Discovery allows us to determine who the applicant is,
their complexities as well as their potential
contributions to employers.
Discovery
Process
Responsibilities
Challenges
Transportation
Complexities
Hobbies
Skills
Interest Areas
Education
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When developing a job for Patrick the main factor was his
list of conditions to be successful. It included preparation,
environment, support on the job, and types of tasks.
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He works best with a variety of physical tasks
with concrete endings.
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What does this mean for youth or adults with
significant needs?
• We presume that everyone can work in their
community
• There are many ways to earn a living andcontribute;
• We can define “work” in many ways
• We look for strengths, support needs,interests, factors that motivate each person,
WHAT WORKS
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Recognize that some job seekers have
ongoing support needs
• That will need to be met in order for them to
work in the community;
• They can be met in various different ways:natural supports, paid supports,
accommodations or adaptations to the
workplace;• And they may be minimized by increasing
the quality of a job match.
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Developing a Plan for Discovery
• What is the intended outcome of
Discovery?
• Timeframe?
• Who?
• Where?
• What?
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What does this mean for youth or adults
with significant needs?
• Focus on skill building in school AND supporting
each person to make a contribution and maximize
their participation in all activities;
• Eliminate readiness and the need to compete;
• A vision of employment guides transition
activities.
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When work in the community is not the clear outcome for
transition, curricular content can get muddied.
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IDEA 2004
• Age Appropriate Transition Assessment
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Discovery Exercise
• Where are you most who you are?
• Where are you at your best?
• What helps you to be at your best?
• What is an activity that you spend time
doing more than once a week?
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Strategies for Facilitated Discovery
• Conversation
• Interview
• Time together
• Observation
• Participation with
the student in
activities both
familiar and novel
• Finally, review of records
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The “Who” of Discovery
• The person of concern
• Their family and loved
ones• Close and trusted
friends
• Neighbors with good
relationships
• Professionals who care• Counselors
• Teachers
• Case managers
• Service providers
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The “Where” of Discovery
• Home/Living Context:
Discovery starts where
relationships start – where we live
• Neighborhood
• Local Community
• Ethnic group/peer
group
• School• One-stop center
• Church
• Places where the person is “most who
they are”
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Gathering information from
someone’s home…
At home,
Carley
cooks mealsfor herself
and her
little sister,
whom shebabysits
when their
mom is at
work. 31
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During Wroudy’s Discovery process hisfamily shared information about hisinterests and skills with kids.
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The “What” of Discovery
• Routines
• Relationships
• Responsibilities
• Challenges
• Associations
• Friendships
• Shops and
Services
• Tasks
• Solutions• Connections
• Education
• Location• Life performance
• Community inventory
The relevant aspects of the person
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Observe & describe how people get tasks done…
Carley dials frequently calledphone numbers from memoryor references a list of phone
numbers posted near herphone. She uses her deltatalker and the speaker phone tochat with friends, arrangetransportation, or contact hersupport staff when needing
assistance at home.
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Look for support or teaching strategies that work for the
person. Look for interests, contributions and skills.
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Rule of Thumb for Asking
It’s more important to look at what people do
than it is to simply follow what they say.
Of course, we always listen, but it’s necessary
to get well beyond listening to verbal
answers, into people’s lives.
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Interview Questions
• Routine
• Responsibilities
• Informal tasks performed at home
• Tell me what that looks like?
• Describe that so I can visualize it.
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Anders rides his bike around the
neighborhood looking for people to help.
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Ideal Characteristics
• Ideal conditions for success in employment
• Student’s contributions
• Tasks the student can perform now or with
training
• Interest areas
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Are we using work experiences as an opportunity for
Discovery and training in independence?
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Performance changes in well-
matched positions.
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Setting youth up for success
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Th d l f k i i
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The end goal of work experience is a
well-matched, paid job
• Pays the property
management bills online,
• Uses QuickBooks toaccount for the bills paid,
• Sorts mail for staff,
• Collates disclosure
paperwork for new clients.
Mathalia works for Prudential Missoula
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Questions?