Join the Conversation for Change

Join the Conversation for Change

Help shape federal agency strategies for helping youth and young adults with disabilities successfully transition from school to work

Overview

To examine the impact of existing federal regulations and legislation on the successful transition from school to work of youth with disabilities, a free, public online dialogue will be held May 13-27, 2013. The U.S. Departments of Labor, Education, Health and Human Services and the Social Security Administration will host the event and invite policymakers, service providers, advocates, youth with disabilities and others to join this online dialogue to improve transition outcomes for youth with disabilities.

Why is this happening?

The four host agencies want to ensure that all youth benefit from collective federal resources to achieve economic empowerment and maximize independence. Your input in this conversation is extremely important because studies and reports have shown that, compared to their peers without disabilities, students with disabilities are less likely to receive a regular high school diploma; twice as likely to drop out of school; and half as likely to enroll in and complete postsecondary education programs. Up to two years after leaving high school, about 4 in 10 youth with disabilities are employed, compared to 6 in 10 same-age, out-of-school youth in the general population (National Center for Education Statistics, 2000; National Longitudinal Transition Study-2 [NLTS-2], 2005).

Why participate?

Your input can help these agencies identify federal legislative and regulatory barriers and opportunities to improve transition outcomes for youth with disabilities. It will also facilitate their working together strategically on an interagency basis to foster the alignment of policies, programs and practices that support the successful transition from school to work of youth with disabilities. Once the dialogue has closed, a summary report will be made public.

Who Should Participate?

Anyone with a personal or professional stake in supporting the aspirations of youth and young adults with disabilities to live, work and thrive in their communities is invited to register and participate.

How to Participate

Online registration will begin May 7, 2013. You will be able to provide input from May 13 until May 27, 2013. (Instructions for registering are available at http://fptepolicyworks.ideascale.com/. Once registered, participants may submit ideas, submit comments about ideas, and rate those ideas they think are the most important. The dialogue will be facilitated to ensure participants experience a robust and productive exchange.

Office of Disability Employment Policy, U.S. Department of Labor
1-866-ODEP-DOL (633-7365) TTY: 1-877-889-5627 www.dol.gov/odep/

TASH Pushes for Administrative Actions to Reduce Reliance on Sheltered Workshops

Disability advocacy group TASH recently sent recommendations regarding disability employment policy to Senator Harkin (D—IA), Chair of the Health Education Labor and Pensions (HELP) Committee in the US Senate, Michael Yudin, Assistant Secretary of the Office of Special Education and Rehabilitaion Services (OSERS) in the Department of Education (ED), and Barbara Edwards, Director of Disabled and Elderly Health Programs Group (DEHPG) at the Centers for Medicare and Medicaid Services (CMS).  The recommendations, titled “Non-Legislative Changes to Improve Integrated Employment Outcomes,” recognizes the “importance of work in the lives of all people as an element of full participation and inclusion in society” and “affirms the right of all people with significant disabilities to full participation in community life with supports tailored to individual abilities and needs.” The document offers a set of policy recommendations to achieve “rapid and immediate development of individualized and integrated employment for all people with disabilities” and “the rapid and permanent replacement of segregated activity centers and sheltered workshops.” TASH describes their set of proposals as “a tempered approach that moves the system to a point where sheltered, sub-minimum wage work becomes the employment option of last resort rather than the most common employment option and where integrated employment becomes what we expect first and plan to achieve first.”

TASH makes the following recommendations, which the organization points out “do not need congressional approval,” for Medicaid Home and Community Based Services (HCBS) waivers:

  1. Through regulatory change, eliminate sheltered work as a covered form of prevocational services under the Medicaid HCBS waiver for all youth and other new entrants.
  2. Create a time limit on prevocational services, only if an individual is not otherwise working in integrated employment (ideally, at least an average of 15 hours per week) or actively pursuing an integrated job (ideally of at least 15 hours per week) with assistance funded by VR, Medicaid, Ticket to Work or the Workforce Investment system.
  3. If necessary, compromise by not applying the time limit described in (2) above to people already in prevocational services at the point of the change.
  4. Modify regulation/guidance for Day Habilitation/Day Services to reflect an expected focus on helping people explore and advance toward community employment.

Regarding the Department of Labor’s (DOL’s) 14(c) program, TASH suggests:

  1. Establish a moratorium on new sub-minimum wage licenses for sheltered workshops or similar segregated facilities that do not currently hold a license.
  2. Allow no new youth (age 16-26) to be covered under a sub-minimum wage license unless the youth is employed at (and the license is held by) a mainstream employer (not a sheltered workshop or similar facility, or an entity legally related to a sheltered workshop or similar facility).

TASH recommends that the Rehabilitation Services Administration (RSA) take the following administrative actions “as soon as possible:”

  1. Issue policy guidance to state Vocational Rehabilitation (VR) directors, clarifying expectations regarding application of the “presumption of benefit” provisions in existing federal law. In particular, clarification should be provided on “clear and convincing evidence” standards that must be met in order to determine a VR applicant unable to benefit from VR services. The law states that prior to determining that a person with a disability is incapable of benefiting from VR services because of the severity of the person’s disability, the state VR agency must explore the individual’s work potential through a variety of trial work experiences, with appropriate supports, that must “be of sufficient variety and over a sufficient length of time” to determine whether the individual is eligible. RSA should provide guidance that clarifies what constitutes a “sufficient variety” and “sufficient length of time” (we suggest at least forty hours for each work trial). RSA should also require states to utilize best and evidence-based practices by adding Discovery as a required step in meeting the “clear and convincing evidence” standard; and trial work experiences with the intent of identifying a path to employability for each individual, rather than using these services with the intent of proving a person is incapable of benefiting from VR services.
  2. Require every state VR agency to conduct a review of their data on closures of VR applicants/consumers with most significant disabilities before the development of an IPE. A determination of the reasons for these closures should be done and a plan to reduce the number of these closures by 50% within two years should be put into place immediately by each state VR agency.
  3. Through policy guidance to state VR directors, clarify that every state VR agency is expected to have effective policies and procedures in place to fully and successfully serve individuals with the most significant disabilities even if they may have access to Medicaid HCBS waiver funding to prepare them for entry into VR services and to sustain the competitive employment outcomes that the state VR agency helps them achieve. The guidance memo should clarify the intent of existing Payer of Last Resort regulations when a VR applicant/consumer is also receiving services through a Medicaid HCBS waiver.
  4. Facilitate capacity building by temporarily lifting the maintenance of effort requirement for state match, allowing state VR agencies to utilize innovation and expansion funds to increase supported employment provider capacity by targeting investments to facilitate expansion by existing supported employment providers demonstrating best performance to date, and allowing state VR agencies to apply for partial waivers of performance standards if it is making sufficient commitment to develop service provider capacity in best and emerging practices.
  5. Through targeted technical assistance, offer state VR agencies support for updating and strengthening state policies, regulations, service standards, provider standards and rate/reimbursement strategies in order to support and incentivize supported employment services and outcomes for individuals with the most significant disabilities.

FMI: The recommendations document is available at http://tash.org/wp-content/uploads/2013/03/Final-TASH-Recommendations-for-Incremental-Change-to-Improve-Employment-Outcomes.pdf.

 

What works for adolescents with disabilities

Understanding the Needs of Adolescents with Disabilities

The transition from high school to post-school life is difficult for any student let alone a student with a disability. Findings from the National Longitudinal Study-2 show that students with disabilities are less likely to attend postsecondary education, be employed, and live independently compared to their peers without disabilities.25 There are many questions that require attention for this vulnerable group. NCSER researchers have documented important correlates of postsecondary success and are moving toward testing interventions.
NCSER-funded researchers demonstrated that there is a strong association between high school work experiences and postsecondary outcomes for students with severe disabilities.26 Another factor that appears to be important to post-school outcomes is students’ self-determination, which reflects the capacity to self-advocate, problem solve, and set and attain goals. NCSER researchers reported that self-determination can be increased through intervention27 and that it is causally linked to other positive outcomes including school engagement and performance.28
NCSER’s current research investments address the efficacy of school- and community-supported transition intervention programs, peer-supported interventions for high school students with severe disabilities, and interventions designed to improve reading achievement and persistence for secondary students with severe reading difficulties. Findings from these studies will represent important steps toward the goal of improving outcomes for adolescents with disabilities.

 

From p. 7 of  a new report entitled NCSER Summary of Research Findings 2006-2012 (March 2013) published by the National Center for Special Education Research (NCSER), one of four centers within the Institute of Education Sciences. The report highlights findings from NCSER’s program of research that targets infants, toddlers, children, and youth with disabilities or who are at risk for developing disabilities.

Age and severity of disability influence a person’s requests for accommodations.

In practical terms, managers need to not only be supportive of disability
accommodation requests but also recognize that some employees, such as young persons with disabilities, may need even more support, and support in a form that affirms or minimizes threats to their other salient identities, such as their youth. Additional implications for management research and practice are discussed. Continue reading

2013 Tennessee Disability MegaConference

11th Annual – May 30-31, 2013, Nashville Airport Marriott  – The Tennessee Disability MegaConference is Tennessee’s largest disability-specific conference for individuals with disabilities, families, and professionals. At the conference, people share the latest information and innovations on many topics including housing, employment, education, health care, recreation and leisure, mental health, and others. Continuing education credits are offered in many categories. People attending make new friends and important connections as everyone works together to encourage the full participation of all people with disabilities in their own lives! ONLINE REGISTRATION IS NOW OPEN! Go to: http://www.tndisabilitymegaconference.org and click the Registration link. If you need help completing the online registration, please call 1-800-835-7077, ext. 22.

Keynote Presenters confirmed:

Lisa Mills

Fiona Hawks

Lynne Seagle
http://lynneseagle.com/
http://www.hope-house.org/what-we-do/consulting.php

Jennifer O’Toole
Jennifer’s Bio
http://asperkids.com/
www.Facebook.com/Asperkids

Employment related topics scheduled for the program include:

Thursday: BO1 9:00 am ‐10:00 am
2nd Annual Tennessee Employment Idol Contest
Lynnette Henderson, PhD

Thursday: BO1 9:00 am ‐10:00 am
LifePlan Research
Christopher Myers, MBA, International Marketing; BA Political Science/Business

Thursday: BO2 1:00 pm – 2:00 pm
Understanding the Role of Vocational Rehabilitation in Transition from School to Work
Roger Boeving, MS Counseling; Jennifer Shilling Collins, BS Sociology

Thursday: BO3 2:15 pm – 3:15 pm
Understanding the Role of Schools in Transition from School to Post‐Secondary Life
Kashonda E. Babb, BS Psychology / Masters Counseling Psychology; Jennifer Shilling Collins, BS

Thursday: BO3 2:15 pm – 3:15 pm
How to Make it Work to Work
Diana Gallaher,Master of Theological Studies, Vanderbilt Divinity School; Dylan Brown, Bachelor of Science in Political Science, Middle TN State University

Thursday: BO3 2:15 pm – 3:15 pm
Our College Experiences
Tammy Day,M.Ed.; William McMillan, Graduate of Pope John Paul II and Next Steps at Vanderbilt, Carly Snidow, graduate of UT FUTURE, student‐ TigerLIFE University of Memphis

Friday: BO4 9:00 am‐10:00 am
So You’re Turning Eighteen ‐ Now What?
Loria Hubbard Richardson; Cindy Gardner, J.D., Susan Moss, MEd

Friday: BO5 2:45 pm – 3:45 pm
Learning to Spread Our Wings by Leading Our Own IEP Meetings
Loria Hubbard Richardson; Treva Maitland, MS, FCS, Quenton McSparren, Shaun McGinnis

Friday: BO5 2:45 pm – 3:45 pm
You Are The Key To Deep Roots, Broad Branches and Strong Wings
Jason Oliver, B.S. Organizational Mgmt, Masters of Special Education candidate

Friday: BO5 2:45 pm – 3:45 pm
Let’s Get Mikey to Try It: Working together across generations
Mark Rottero, Masters Vocational Rehab Counseling; Juliann Mathis, Masters Degree and Certified Rehabilitation Counselor

US alleges Olmstead Applies to Sheltered Workshops

Participation by the United States in Olmstead Cases

The United States filed a Motion to Intervene in a pending class action lawsuit against the State of Oregon. The United States’ accompanying Complaint in Intervention alleges violations of Title II of the ADA and Section 504 of the Rehabilitation Act for unnecessarily segregating individuals with intellectual and developmental disabilities in sheltered workshops when they could be served in integrated employment settings.   Prior to requesting intervention the United States filed a Statement of Interest in Support of Plaintiffs Regarding Defendants’ Motion to Dismiss.  The United States argued that Title II and the integration regulation apply to all services, programs, and activities of a public entity, including segregated, non-residential employment settings such as sheltered workshops.

Read more here.

Connecting to the Future: Employment and Disabilities

This video presented by the Tennessee Developmental Disabilities Network and produced by the Vanderbilt Kennedy Center, highlights two advocates with intellectual disabilities who are meaningfully employed.

The video was developed for Developmental Disabilities Awareness Month (March) with the goal of raising the aspirations, expectations, and capacities of people with disabilities and their families, service systems, employers, and communities regarding competitive and meaningful work as a viable option.

Agencies in the Tennessee Developmental Disabilities Network work together to promote principles of independence, integration, self-determination, inclusion, and productivity in the lives of individuals with developmental disabilities and their family members.

Click here to watch the video

For more information on employment of people with disabilities in Tennessee, see Tennessee Works

Apps for Users with Visual Impairments

BrailleTouch

BrailleTouch is a smartphone app that allows blind and visually impaired people to type on a touchscreen. It is based the familiar six-key braille keyboard found on the Perkins Brailler and many electronic braille notetakers. Find more information at:

  • The Wireless Rehabilitation Engineering Research Center (RERC) website
  • The BrailleTech, LLC website

AccessNote

AccessNote is an iOS app that enables users who are blind or visually impaired to take notes, create documents, and access applications. In addition to being a low-cost alternative to traditional notetakers costing $2000 or more, AccessNote allows users to combine efficient notetaking with many other features and functions of the iPhone, iPad, and iPod touch. This app was developed by the American Foundation for the Blind (AFB) in conjunction with FloCo Apps, with support from the Wireless RERC. Find more information at:

The IDEAL Group Reader

The IDEAL Group Reader (IGR) App, developed by Apps4Android with support from the Wireless RERC’s App Factory, was showcased at the 2013 International Consumer Electronics Show in January. The app is a fully-accessible eBook reader that operates like an audio book by reading text aloud and allows users to highlight text as it is being read.  Find more information at:

Smartphone for Blind Individuals

SciDev.Net – the Science and Development Network – reports that a designer in India is developing a smartphone with tactile text that can be used by blind or visually impaired people. Sumit Dagar’s prototype Braille smartphone is expected to be ready by the end of February and the first model could be on the market within a year.

A more sophisticated version of the phone could even make images tactile, he says. But he expects such a phone to emerge only towards the end of the five-year project which began in 2009.  Continue reading more at SciDev.Net New Technologies: ICTS.

Learning to Respect People’s Dreams

Learning to Respect People’s Dreams

 
“Really, an astronaut?” Sometimes dream jobs expressed by job seekers with disabilities, especially those entering the employment arena for the first time, can be challenging for professionals to hear. But an element of good career planning includes the ability to be open to possibilities and what they might mean, even those that seem obviously “unrealistic.”
As I explain in this brief video, when people reveal personal information, it always can teach us something. Dreams, however seemingly unreachable, must be treated with respect. This doesn’t require us to accept a mission of pursuing every lofty goal a job seeker has. We cannot promise to make someone an astronaut. But helping people to approach their dreams is always possible. And learning what we can from their desires can help guide us in their job search. Watch the 2-minute video to get an idea.

This clip is from “Let’s Get Everyone to Work,” sponsored by the
Florida Developmental Disabilities Council and produced by Diane Wilkins and Camry Greenwood.

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Next Steps Approved as Title IV-Eligible

Next Steps at Vanderbilt, a 2-year certificate program for students with intellectual and developmental disabilities, has been awarded status as an approved Comprehensive Transition and Postsecondary program by the U.S. Dept. of Education. The approval, which has been given to only 15 programs nationally, makes Next Steps a Title IV-eligible program.

Eligible participants enrolled in the Next Steps who apply for financial aid will receive consideration for funds through certain Title IV Federal Student Financial Aid Programs. “We are excited that we will soon be able to provide increased financial aid opportunities for eligible students,” said Tammy Day, Next Steps program director. Changes to the Higher Education Opportunity Act made it possible for students with intellectual and developmental disabilities to take advantage of federal financial aid.

Young adults seeking admission to Next Steps at Vanderbilt should be between 18 and 26 years old, have completed their high school studies, and have a strong desire to go to college and learn skills that will enable them to live more independently. They need to have families who support this goal.

Deadline for Fall 2013 applications (ALL parts of the application, including updated assessments) will be Feb. 15, 2013.

Fall 2013 Applications are now available. Click here for an application (pdf).

A $50 processing fee is required for each application, payable to the Vanderbilt Kennedy Center.

Once complete application packets have been received and reviewed, selected candidates will be contacted to schedule an interview.