Workshop on Apprenticeship – Module 2

Preparing, Placing, and Supporting Youth and Young Adults with Disabilities in Apprenticeship

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Objectives

Understand entry requirements

Review options for preparing youth/young adults

Understand legal requirements, accommodations and support for youth with disabilities

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Why Focus on Youth and Young Adults with Disabilities?

More than 22 million people ages 21 to 64 have a reported disability

Incidence is particularly high for system involved youth – juvenile justice and foster care

30-40% of children in foster care are also in special education

Mental health issues are more prevalent among these groups

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Facts and Stats (continued)

10% - 12% of youth will have a mental health problem that requires short-term treatment

Over 50% of youth with mental health needs will drop out of school; only 5% - 20% will enter postsecondary education

5% of school children have some form of a learning disability and are served under special education, while 15% - 17% have reading difficulties; less than 8% go on to college

Two-thirds of those with learning disabilities have not been identified by the school system

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Facts and Stats (continued)

So-called “hidden disabilities” represent 60 – 70% of all disabilities

Over half of students in special education have a specific learning disability

Myths around disabilities and accommodations abound

Instructional approaches to supporting people with disabilities tend to benefit all learners

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Entry Requirements for Apprenticeship Programs

Spelled out in program standards Typically must be at least 18 years of age High school diploma or G.E.D. Able to perform the essential functions, with or

without accommodations Aptitude for occupation Clean drug test

Youth and Young Adults in Apprenticeship

Average apprentice age is 30 years old Youth and young adults ages 16 – 23 make up:

– 50% of electricians– 47% of bricklayers– 47% of carpenters– 44% of painters

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Steps to Preparation

Assessment of interests, skills, and abilities Completion of high school education Enrollment in preparatory program Pre-apprenticeship, school-to-

apprenticeship, youth apprenticeship, and other feeder programs.

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Assessment

Typical areas: academic performance/achievement, vocational interests, job aptitudes/skills, cognitive abilities, physical, and functional capacities

Myriad of resources and assessment instruments available, including “Career Planning Begins with Assessment”

Do not forget basic interviewing as an assessment tool

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Preparation for Apprenticeship

Gateway programs include school-to-apprenticeship, youth apprenticeship, and pre-apprenticeship programs

Programs operate in some but not all states – most prevalent in Ohio, Washington, and Wisconsin

Other opportunities for both in-school and out-of-school youth

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What is Available in Your Area?

One-stop career center Local school district Local community college Apprenticeship training representative YouthBuild --- www.youthbuild.org Job Corps – www.jobcorps.gov

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Supporting Youth in the Classroom and in the Workplace

Understanding the definition of disability Understanding the legal requirements Learning about accommodations Understanding the principle of universal

design

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Definition of Disability

American with Disabilities Act (ADA), which was amended in 2008, applies to employment, transportation, public accommodations, and activities of state and local government, includes public and private sector employment/training programs

ADA provides broadest definition:– A person who has a physical or mental impairment

that substantially limits one or more major life activities– A person who has a history or record of such an

impairment– A person who is perceived by others as having such

an impairment

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Requirements for the Workplace, Classroom, and Service Providers

Individuals with Disabilities Education Act (IDEA) applies to public schools receiving federal funds

Sections 504 of the Vocational Rehabilitation Act apples to programs that receive federal funds

Title I of the Vocational Rehabilitation Act spells out program eligibility

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Basic Requirements

Varies from Act to Act Common themes:

– Prohibition against discrimination based on disability

– Requirements for accommodations– Intent is for full inclusion of people with disabilities

in all aspects of society, including the classroom and the workplace

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Definition of Accommodations

Changes made in an educational setting, work site, assessment procedures or service delivery procedure that help people with disabilities learn, work or receive services

Not about lowering performance expectations in school or worksite – Does lessen the impact of the environment on the disability

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Typical Accommodations

Are tailored to the environment – i.e., classroom or work place

Involve presentation/understanding of materials and directions

Use of tools/equipment, including adaptive technology

Changes to physical environment for accessibility

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Workplace Accommodations

Governed by ADA Applies to businesses of 15 or more Introduces key terminology:

– Qualified persons with a disability– Essential job functions– Reasonable accommodations– Undue Hardship

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Review of ADA Terminology

Qualified person with a disability is an individual with a disability who can: Satisfy the required skills, experience, and

education for the position Perform the essential functions, with or without

reasonable accommodations Essential Job Functions are tasks that fundamental

and necessary to perform a given position; they do not include marginal duties

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Review (continued)

“Reasonable” accommodations are any change an employer makes that enables a qualified person with a disability to: – Have equal opportunity in the selection process– Perform the essential functions– Enjoy equal benefits and privileges of

employment

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Undue Hardship Considerations

Accommodations that would require significant difficulty or expense based on:– Size of business operation– Financial resources of employer– The disruption to other workers– Significant alteration to the employer’s business

or changes in the delivery of services

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Scenarios – What Would You Do?

A customer service rep for a financial institution lost his vision and could no longer read his computer screen

A medical transcriptionist was injured and became paraplegic

A CAD/CAM drafting specialist became quadriplegic and had limited use of extremities

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Scenarios (continued)

An employee who works in a manufacturing environment had a learning disability. The employee had difficulty remembering task sequences of the job

A saw operator with a learning disability had trouble measuring to the fraction of an inch

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Disclosure and Accommodations

Disclosure of disability is voluntary In employment situations, it is up to the individual to

disclose disability/request accommodations as there are restrictions on questions around disabilities

In a classroom/program setting, it is important to encourage individuals to disclose to ensure adequate supports

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Dos and Don’ts

Employers may not ask specific disability questions in the interview process, but may ask generally about physical ability to do the work – e.g., job requires lifting 50 pounds

May ask disability-related questions in both post-offer stage and after individual begins work

Post-offer questions must be the same for all All information must be kept confidential

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Universal Design

Universal Design (also called universal access) is the design of environments, products, communication, as well as the delivery of programs, services, and activities to be useable to the greatest extent possible by all individuals

Applies to learning environments as well as to the workplace

Tends to benefit everyone – not just people with disabilities

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Resources

Job Accommodation Network – www.jan.wvu Equal Employment Opportunity Commission –

www.eeoc.gov Office of Disability Employment Policy –

www.dol.gov/odep Comprehensive disability information –

www.disability.gov Resources and information – www.ncwd-youth.info

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Tips for Successful Placements

Follow-up with employer and apprentice to ensure success

Ask for feedback on job performance

Visit the worksite

Resolve small issues before they become big issues