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Workforce Centers and WIA Youth Programs
One-Stop Workforce Centers are the centerpiece
of the Workforce Investment Act of 1998 (WIA). The One-Stop system operates through a network of centers in each state. These
workforce centers provide job training, education, and employment services at a single neighborhood location. States are required
to have at least one center located in each local service delivery area. Any city or county with a population of 500,000 or
more is automatically approved as a local workforce investment area.
Every individual, including people with disabilities,
has the right to access the basic services offered by a Center. These services include skill assessments; information on employment
and training opportunities; and unemployment services, such as job search and placement assistance and up-to-date information
on job vacancies.
People with disabilities have more choices in the workforce
center system than they had in the past. Individuals who need more than the basic services offered by Workforce Centers can
also access vocational rehabilitation services for people with disabilities through their workforce center.
WIA also provides a variety of youth development programs
that help eligible youth prepare for and find employment. Youth activities are provided to low-income youth. To be eligible,
low-income youth between the ages 14 and 21 must also be:
- a high school dropout
- in need of basic literacy skills
- homeless, runaway, or a foster child
- a pregnant mother or a parent
- an offender
- someone who needs help in completing an educational program or securing
and holding a job
While young people with disabilities can qualify under the same criteria
as any other youth, WIA incorporates the following provisions to ensure that youth with disabilities can participate.
- Low-income youth with disabilities who need additional assistance
to complete an educational program or to secure and hold employment are eligible for youth services.
- WIA considers only the personal income of youth with disabilities
-- not the income of their family -- when determining income criteria for eligibility.
- Youth who have already qualified to receive cash payments from any
Federal, state, or local public assistance program (such as SSI benefits from Social Security), are automatically eligible
for youth services.
- Finally, up to five percent of youth program participants do not
have to meet income criteria, as long as they are from specific populations, one of which is youth with disabilities.
One significant reform of the 1999 WIA was the consolidation of federally
funded year-round and summer youth programs. Under WIA, each local workforce area must have a year-round youth services strategy
that incorporates summer youth employment opportunities as one of ten required program elements. Required youth support services
include tutoring, study skills instruction, support leading to high school completion (including dropout prevention), alternative
school services, adult mentoring, paid and unpaid work experiences (including internships and job shadowing), occupational
skills training, leadership development opportunities, follow-up services for not less than 12 months as appropriate, and
comprehensive guidance and counseling.
Workforce Centers and WIA Links:
PLANNING FOR THE FUTURE ~ Special
Needs Trusts
What is a Supplemental Needs Trust?
Individuals with mental retardation and/or developmental disabilities who have assets over approximately $2,000 are ineligible to receive state and federal services
and must spend their money down to this amount first.
However, the government does allow "special needs trusts" to be set up
for children with disabilities. These are irrevocable trusts in
which a guardian decides how to spend the money on the
child. They are the best way for relatives to leave funds to the child, as they do not count
against the child when determining their eligibility for government services.
Generally, need-based government benefit programs allow a person
to keep no more than $2,000 (SSI limit) in resources.
This is what is known as the "subsistence level." Any additional income beyond the
subsistence level will reduce or eliminate the availability of public benefits. Without the Supplemental
Needs Trust, a person would be forced to choose between keeping a limited public benefit
and having adequate private funds to improve his or her quality of life.
Now families can plan for the future of their disabled family member.
Families no longer need to fear that their son or daughter
will live at a subsistence level. Families can provide housing and other services
which have come to be considered fundamental to the concept of "quality of life." The disabled
are no longer left subject to the constraints of the Federal and State budgets, and open to the
curtailment of the bare minimum existence that government programs allow.
The Supplemental Needs Trust can meet many of the concerns of family
members and secure their family members with a home
of their own.The New York State Developmental Disabilities
Planning Council (DDPC) has developed at no charge,
"A Guide for Families and Friends of People with Developmental Disabilities" to help families better
understand the many important facts and information on issues involved in planning for the future.
To request your copy of "A Guide for Families and Friends of People
with Developmental Disabilities" contact:
New York State Developmental Disabilities Planning Council (DDPC)
155
Washington Avenue, 2nd Floor
Albany, NY 12210
(800) 395-3372
Ask for their recent copy of Planning for the Future: A Guide for
Families and Friends of People with Developmental Disabilities.
___________________________________
Letter of Intent
A Letter of Intent is intended to describe the life of your
loved one and express your hopes and wishes as parents
and caregivers, particularly in the event of your death or inability to continue in the care
giving role.
What is the Letter of Intent?
Simply put, the Letter of
Intent is a document written by you (the parents or guardians) or other family members
that describes your son or daughter's history, his or her current status, and what you hope for
him or her in the future.
You would be wise to write this letter today and add to it as the
years go by, updating it when information about your
son or daughter changes. To the maximum extent possible,
it is also a good idea to involve your child in the writing of this Letter, so that the Letter truly "presents" and represents your child. The Letter is then ready at any moment
to be used by all the
individuals who will be involved in caring for your son or daughter,
should you become ill or disabled yourself, or when
you should pass away.
Even though the Letter of Intent is not a legal document, the courts
and others can rely upon the Letter for guidance in
understanding your son or daughter and the wishes of you, the parents. In this way,
you can continue to "speak out" on behalf of your son or daughter, providing insight and knowledge
about his or her own best possible care.
Why is it Important to Write a Letter of Intent?
A Letter
of Intent serves many purposes. First, it spells out in black and white your son or daughter's background
and history and his or her present situation. It also describes your wishes, hopes, and desires
for his or her future care and, where possible, describes your child's feelings about the present
and desires for the future. While you are still living, the Letter can be used by your lawyers and
financial planners to draft the proper legal documents (wills and/or trusts) to ensure your wishes
are carried out.
Once you are no longer able to take care of your son or daughter,
due to death or illness - and this is the most important
reason to write a Letter of Intent - the Letter gives your son or
daughter's future caregivers some insight into how to care for
him or her. It provides advice on possible alternatives
for his or her care. If your child has a severe disability, caregivers will not have to
waste precious time learning the most appropriate behavior or medical management techniques to use.
If your child is used to doing things independently and only requires
occasional assistance, the Letter can spell out exactly
what is needed. The Letter of Intent can describe this very concrete information
and much, much more, including valuable information about the personality of your son or
daughter - his or her likes, dislikes, talents, special problems, and strengths. Thus, the Letter is a crucial part of any life or estate plan, because it speaks both for and about
the person with a disability
and his or her family.
When Should Parents Write the Letter of Intent?
The answer
is a simple one. Start now. Start today. Procrastination is easy, when your health is good, the
future looks bright, and there are a hundred other pressing tasks to be done. But none of us can predict
the future. What will happen to your son or daughter, if something happens to you? Will your
relatives, friends, lawyer, or the police know where to contact
your son or daughter - and will that person know enough
about your loved one to know what kind of care is needed and how best to provide
it?
Writing the Letter of Intent now is a way to protect your son or
daughter from unnecessary chaos and turmoil when he
or she must depend upon someone other than you for the care and support that is necessary.
The Letter of Intent helps pave your son or daughter's transition by giving future caregivers
the information about him or her that they so vitally need.
Preparing the Letter is often an emotional experience for parents
and their children. You will need self-discipline and
motivation to work past the many painful questions and issues that must be
addressed when considering your son or daughter's future.
What Information Goes Into the Letter of Intent?
How can
you summarize the life of a person you have watched grow and develop over many years? What
can you say that will give insight into and perhaps touch the heart of a care provider who must suddenly
assume some measure of responsibility for your son or daughter?
Basically, the procedures for developing a Letter of Intent are
fairly simple. You can write the Letter out longhand,
or you can use a computer or typewriter. Don't worry about perfect spelling or grammar;
your major concern is that anyone who reads the Letter in the future can understand exactly
what you meant and what you would like to see happen in your son or daughter's life.
Begin by addressing the Letter to "To Whom It May Concern." In
the first paragraph list the current names, addresses,
and telephone numbers of the people who should be contacted if anything should
happen to you (i.e., other children, case manager, your son or daughter's school principal or
employer, lawyer, financial planner, priest, etc.).
You might then briefly state the family history; include names, birthdates, and addresses of family members. The Letter will then need to focus in upon seven potentially major areas of
your son's or daughter's past, present, and future life.
Depending upon your child's needs, these areas may be:
housing/residential care, education, employment, medical history
and care, behavior management, social environment, and
religious environment. You might begin by summarizing your son's or daughter's
background and present status in each of these areas.
Then summarize your wishes, hopes,
and desires for his or her "best" future, listing three or four options in each of these areas. Be sure
to discuss your ideas with your son or daughter and to take into consideration his or her feelings
on the future (more is said about this below). The worksheet shown at the end of this article is
useful for this "future planning" step, which may require much thought and planning before you actually
begin to write information into the Letter of Intent.
Take a brief look at the example below (marked "An Example for
Writing a Letter of Intent"). This example focuses on
only one of the major life areas - Housing/Residential Care - and illustrates how a person
named Mrs. Sanders went about writing this section of her Letter of Intent for her son named Chris,
a 35 year old man with developmental disabilities.
How Do I Involve My Son or Daughter in Writing the Letter?
How
much you involve your son or daughter in writing the Letter of Intent will depend in large part upon
his or her age and the nature and severity of the disability. It is only fitting that young adults and adult children be involved in planning their own lives to the maximum extent
possible. Many individuals have disabilities that do
not prevent their full or partial participation in the Letter-writing process.
Before involving your child, however, you, as parents, might want
to talk first among yourselves about the content of
the Letter and your ideas regarding your child's future. When you've
agreed upon the basic information you feel should go in the Letter,
discuss each area with your son or daughter. Ask for
your child's input about his or her favorite things to do, what type of education has
been enjoyable and what might be pursued in the future, what type of employment he or she enjoys
or envisions.
Equally crucial to discuss are your child's future living arrangements:
How does your child feel about the options you are considering
listing in the Letter of Intent? It's important that
your child realize that the Letter is not a binding, legal document; it is written to give guidance,
not edicts, to all those involved in care giving in the future. If you fear that your child will be upset by talking about a future that does not involve you as parents, then
you may wish to make the discussion simply about the
future - what will happen when your child leaves high school or a postsecondary
training program, what your child wants to be or do in the next ten years, where he or
she wants to live.
You may be surprised to find that discussing the future actually
relieves your child. He or she may very well be worrying
about what will happen when you are no longer there to provide
whatever assistance is needed. Involving
your child in discussing and making decisions about the future may be more difficult if the individual
has a disability that severely limits his or her ability to communicate or to judge between a
variety of options. You, as parents, are probably the best judges
of how much - and how - you can involve a son or daughter
with a severe cognitive disability. For these children, the Letter is especially critical;
it will serve to communicate the vital information about themselves that they cannot.
An Example For Writing a Letter of Intent
Titling a section
of her Letter "Housing/Residential Care," Mrs. Sanders writes that Chris has always lived
at home and had a room to himself. She briefly describes the family home and the articles in the home
that give Chris special pleasure, such as his portable radio.
She then describes his daily and weekly routine, including the
fact that Chris finds great joy in going to dances each
week at the local Arc. She briefly lists his favorite clothing, food, games, and so on. She also
mentions that each year Chris visits his sister for a week in the summer.
Mrs. Sanders then considers what future living arrangements might
be suitable for Chris, and she uses the worksheet at
the end of this article ("Letter of Intent Worksheet") to jot down three options. Before
she transfers these options from the worksheet to her Letter of Intent, she discusses each one
with Chris. She does so because he needs to be a key member of
the team planning his future life.
Following her talk with Chris, Mrs. Sanders lists the agreed upon
information in her Letter of Intent.
The first option she lists is the possibility that Chris might
live with his sister. As a second possibility, he might
live with an old family friend. The third option is residence in a group home. Because this last
option may indeed be the one that is finally selected for Chris, Mrs. Sanders takes care to describe
the type of group home she thinks he would enjoy. As a mother and lifelong friend to Chris, she
sees past his limitations to his strengths, and she notes these down in some detail. Lastly, she
expresses her desire that the group home will give him room to
grow and build upon those strengths.
"Residential Care" is just one important area for Mrs. Sanders
to cover in her Letter of Intent. It takes her a week
to complete the other sections. She finds that describing the past is not nearly as difficult as
considering the future, but she methodically and systematically works her way through each area, using
the worksheet when planning is necessary. The end result is a Letter of Intent that is twelve pages
long, handwritten. She feels comfortable that anyone picking up this Letter of Intent will have a head
start in getting to know and care for Chris.
What Happens Once the Letter of Intent Is Written?
Once
you've written the Letter of Intent about your son or daughter, the first, most important thing to do
is to let people know that there is a Letter of Intent available to be consulted. This might mean telling
your other children (or relatives, neighbors, friends, workshop director, pastor, or case manager)
why you have written the Letter, what type of information it contains, and where the Letter can
be found. Put the Letter in an easily accessible place, and make it clearly identifiable. Many
parents also make copies of the Letter and give it to their other
children (or persons such as a neighbor).
Secondly, you should update the Letter on a regular basis. Select
one day out of each year (such as the last day of school
or perhaps your son's or daughter's birthday) where you will review what you have
written and add any new information of importance. Talk with your child each time and incorporate
his or her ideas. After each addition, sign and date the Letter. Should something change in
your son or daughter's life, such as his or her caseworker or the medication he or she is taking, update
the Letter immediately.
In Conclusion...
Will your Letter of Intent overcome all
of the obstacles to your son or daughter's transition into someone
else's care? No, of course not. However, the Letter is of immediate usefulness in coping with
your child's changed situation and, in the long term, will certainly help care providers understand
and care for your loved one.
__________________________________
Letter Of Intent Worksheet:
Considering Your Child's Future
For each applicable area below, consider your son or daughter's future. List 3-4 options to guide future caregivers in decision making and interaction with your child. Draw
upon what you know about your son or daughter, through
observation and through discussion with your child, and share what
you've learned.
Residence:
If something should happen to you tomorrow, where
will your son or daughter live?
Education:
You have a lifelong perspective of your son or daughter's
capabilities. Share it!
Employment:
What has your son or daughter enjoyed? Consider
his or her goals, aspirations, limitations, etc.
Medical Care:
What has and has not worked with your son or daughter?
What should future caregivers know?
Behavior Management:
What consistent approach has worked best
in your absence during difficult transition periods in your son's
or daughter's life?
Social:
What activities make life meaningful for your son or
daughter?
Religious:
Is there a special church or synagogue or person
your son's or daughter prefers for fellowship?
Additional Considerations
Advocate/Guardian:
Who will look after, fight for, and be a friend to your child? (List 3-4 options.)
Trustee(s):
Who do you trust to manage your son or daughter's
supplementary funds? (List 3-4 options.)
________________________________________
Medicaid Waivers
The National Association of State Medicaid Directors provides a
listing of all Medicaid waivers by State on their website.
Learn what services are available for your child or loved one in your state.
Home and Community-Based Medicaid Waiver Information
You can view the latest summary report of all home and community-based
services waivers and a broad overview of programs organized
by target groups.
_____________________________________
Adults with an Autism Spectrum Disorder
Some adults with ASD,
especially those with high-functioning autism or with Asperger syndrome, are able
to work successfully in mainstream jobs. Nevertheless, communication and social problems often
cause difficulties in many areas of life. They will continue to need encouragement and moral support
in their struggle for an independent life.
Many others with ASD are capable of employment in sheltered workshops
under the supervision of managers trained in working
with persons with disabilities. A nurturing environment at home, at school,
and later in job training and at work, helps persons with ASD continue to learn and to develop throughout
their lives.
The public schools' responsibility for providing services ends
when the person with ASD reaches the age of 22. The
family is then faced with the challenge of finding living arrangements and employment to
match the particular needs of their adult child, as well as the programs and facilities that can provide
support services to achieve these goals. Long before your child finishes school, you will want
to search for the best programs and facilities for your young adult. If you know other parents of
ASD adults, ask them about the services available in your community.
If your community has little to offer,
serve as an advocate for your child and work toward the goal of improved employment
services. Research the resources listed in the back of this brochure
to learn as much as possible about the help your child
is eligible to receive as an adult.
Preparing for Employment
To successfully transition to adulthood, all youth should be exposed
to a range of work-based exploration experiences such as site visits, community service, job shadowing, and paid and unpaid
internships. Unfortunately, it is estimated that only one-third of young people with disabilities who need job training receive
it.
To adequately prepare youth for real-world employment, career and
technical education should be based on state or industry standards, and youth should be taught using varied learning strategies
that are appropriate to each individual.
In order to help youth make informed choices, youth should undergo
a career assessment that includes, but is not limited to, interest inventories, and formal and informal vocational assessments.
They should also be exposed to job training and career opportunities that provide a living wage.
Parents also play an important role in providing invaluable career
guidance and support to young adults with and without disabilities. Parents help teenagers prepare for adult work by providing
positive adult models to follow; exposure to careers and occupations; clear expectations -- neither too high nor too low;
contacts and networks in the community; and values and attitudes such as discipline, concentration, and a willingness to take
on challenges.
Finding a job may seem like a daunting task for someone with a disability.
People with disabilities are often uncertain as to what kinds of jobs are available to them and whether they are qualified
to do those jobs. In fact, it is common for persons with disabilities to underestimate their own skills and abilities when
looking for a job. While it is natural to have fears about entering the workforce, remember this: no matter what your disability,
there is a job out there for you. It may take more time and effort to find that job, but it can be done!
- State Rehabilitation Services (www.deed.state.mn.us/rehab/) - This agency
offers comprehensive vocational services to persons with disabilities. Services can include job training and placement, assistance
with college tuition, and assistance with obtaining appropriate assistive technology.
- State Services for the Blind (www.mnssb.org) - This agency
provides vocational services to individuals with substantial visual impairments. The services offered by SSB are very similar
to those offered by Rehabilitation Services.
Preparing for Employment Links:
- "Q & A on Customized Employment: Addressing Parental
Concerns", a June 2004 fact sheet from Virginia Commonwealth University that
answers questions asked by parents of individuals with significant disabilities who are concerned about whether customized
employment options - working in the community for competitive pay rather than in a sheltered workshop setting - are appropriate
for their son or daughter.
- Preparing for an International Career: Pathways for
People with Disabilities, a new publication from Mobility International USA and the National
Clearinghouse on Disability and Exchange (NCDE), highlighting a range of international occupations and job prospects, tips
on preparing for an international career, insights from role models with disabilities, and resources on international exchange
and fellowship programs
- Frequently Asked Questions on Career Guidance and Exploration from the National Center on Secondary Education and Transition
- "Supporting Community Employment", a fact sheet for families and service providers from the RRTC on
Workplace Supports.
- PACER Center's Children's Mental Health Network Youth
Advisory Board
- U.S. Dept. of Labor website aimed at increasing awareness of Federal and State rules concerning
young workers
- Employment tips from the National Coalition for Students
with Disabilities
- Career Voyages
- Essential Elements of an Effective Job Search, suggestions from the US Department of Labor Office of Disability Employment
Policy
- Flexible Funding for Job Success: A publication from the Institute for Community Inclusion that provides
ideas for how consumers control how their agency dollars are spent with "flexible" or "consumer-directed" funding.
- Work-Based Learning - Youth and Family Section
- PACER's Perkins Project Web Site
- PACER article, Family Roles in the Transition from School to Work
- "Disclosing a Disability in a Job Interview," a PACER newsletter article from Point of Departure, Vol.2,
No. 2
- "Family Network is Important in Job Success of People with
Disabilities," a PACER newsletter article from Point of Departure, Vol.2,
No. 2
- "Parents as Job Developers," a PACER newsletter article from Point of Departure, Vol. 4,
No. 2
- "Teens Say Job Training Their Top Need," a PACER newsletter article from Point of Departure, Vol. 4,
No. 2
- PACER article, What is Tech Prep?
- Call to Parents
- National Collaborative on Workforce and Disability for
Youth
- Technical Assistance Guide: Helping Students with Cognitive
Disabilities Find & Keep a Job, from the National Information Center for Children and Youth with Disabilities
(NICHCY)
- NICHCY Guide, Vocational Assessment: A Guide for Parents and Professionals (Out of Print)
- More Than Just a Job: Person-Centered Career Planning, from the Institute On Community Inclusion, Boston
- Starting With Me: A Guide to Person-Centered Planning
for Job Seekers, from the Institute On Community Inclusion, Boston
- Minnesota Careers website
- Quality Employment Services: Will You Know It When
You See It?, from the Institute On Community Inclusion, Boston
Source: http://www.pacer.org/swift/employment.htm
Resources for Teen Job Hunters
Summer jobs are a great way to get experience and prepare yourself
for a successful career. For young people with disabilities, finding the right summer job can take some additional time and
effort. However, don't get discouraged. With a little planning, you will find the right job for you. Here are some tips to
help you get started with your search:
- Ask yourself what your interests are. Do you like working outside?
Maybe you can find a job at a park or a beach. Do you like animals? The local zoo or animal shelter might have a job for you.
- Talk to your parents and relatives. They might know of summer job
opportunities at their places of work. Your friends may also have some ideas about where to find good summer jobs.
- If you are in high school, talk to your teachers and/or guidance
counselor. If you are in college or technical school, visit your career guidance office. These people might be able to assist
you with your job search by connecting you with employers who are looking for summer workers and interns.
- Think about volunteering. Many community service organizations need
more volunteers, especially during the summer. Some places that might need volunteers are libraries, hospitals, food banks,
and daycare centers.
- Call or write to different employers and ask them if they have any
jobs available. Many employers are happy to respond to such inquiries. They might even give you an interview if you can tell
them why you are interested in working for them.
- Think about starting your own business. For example, you could mow
lawns or walk your neighbors' dogs. You could also give computer lessons or design web pages for a small business or non-profit
agency.
- Search the Internet for summer job listings. Visit on-line job banks
and do a search with the keyword "summer." Check the job listings in your local newspaper. You never know what you might find!
Looking for a job can be a time-consuming and emotional process,
especially for people with disabilities. A job search can last for several weeks or months and it is easy to become discouraged.
There are many things that you can do to keep your spirits up and make a job search more effective. Below are a few suggestions.
- Many people find jobs through networking. Networking means talking
to friends, family members, former employers, and other people you know. They might be able to direct you to other people
who might be able to tell you of job openings. You can start networking by calling or e-mailing ten friends and tell them
that you are looking for a job. You will be surprised at how quickly your network grows.
- Send your résumé to employers that really interest you, even if
they do not have any positions available at the moment. They will be sure to keep you in mind for any future openings once
they know of your interest.
- Follow up on résumés that you have sent to an employer. If you have
not heard from an employer after two weeks, it is perfectly acceptable to call and ask if they have received your application.
This shows the employer that you are definitely interested in the position.
- While you are looking for a job, try to keep yourself occupied.
It can be frustrating to sit around the house all day and wait for the phone to ring. Use your free time to do something that
you enjoy, like writing or going for walks. You might also think about doing volunteer work in your community. By staying
busy and doing things you enjoy, you will feel less stressed about your job search.
- Don't beat yourself up if you can't find a job. Looking for a job
is never easy. It is natural to start feeling depressed. People without disabilities often have similar feelings when job
hunting. But don't give up. You will find something that is right for you. It will take time and lots of work, but it will
happen if you keep trying.
- ISEEK - Minnesota Internet System for Education and Employment Knowledge
- Career Connections - a web page of the Fairfax County Public Schools (VA) with links to
some great on-line resources and activities
- Career Development Strategies - information for youth from the Wisconsin Workforce Development Career
Center
- Career Information for youth from the US Bureau of Labor Statistics
Text version http://www.bls.gov/k12/
- Career Voyages - information for youth from the US Departments of Labor and Education
- Jobland - information for youth from the Tomkins Workforce Center New York.
Click on "Full Youth Integration Website" and then "Jobland"
- Kids as Self Advocates
- Minnesota Statewide Family Network - Online favorites of the MSFN Youth Advisory Board
- National Youth Leadership Network
- Partners Online - This program connects youth with disabilities to adult mentors and
peers with similar disabilities in a safe online community.
- What Job Seekers with Disabilities Need to Know, tips from the US Department of Labor Office of Disability Employment
Policy
- Students.gov - a comprehensive information portal providing answers to questions
on education, financing education, career development, government, military service, travel, community service, and more.
- US Department of State's Workforce Recruitment Program for College Students with Disabilities
- The Work Site - Information for Youth with Disabilities from the Social Security
Administration
- Youth at Work, a website created by the Equal Employment Opportunity Commission (EEOC
to help all youth learn what their rights are in the workplace, what constitutes employment discrimination, and what to do
if discrimination has occurred
- Youth Corner - information for youth from the US Department of Labor
- Youth Jobs (Canada)
- Zigawhat! a web site with links to numerous Internet sites for teens with disabilities
maintained by the National Dissemination Center for Youth with Disabilities
Job Postings & Job Banks
The sites below, many of which are targeted at persons with disabilities,
list job openings in many different fields with employers that are located here in Minnesota and across the nation. Many of
these employers are actively looking for employees with disabilities.
After looking at some of the resources on this page, you might consider
sending your resume to an employer or setting up an appointment with a rehabilitation counselor. The road to a satisfying
career may seem like a long and time-consuming process, but every journey begins with the first small step.
- America's Job Bank - is the nation's largest database of job openings by individual state
and occupation areas.
- Careers & the disabled - A list of corporations and government agencies who are actively recruiting
persons with disabilities.
- Job Links - is a nationwide listing of employers who seek to recruit and hire
qualified job candidates with disabilities for open positions in their organizations. Included in each entry is a link directly
to the company's career opportunities and job listings.
- JobAccess - A collaboration between CareerMosaic and Ability Magazine. Visitors
to this site can browse job listings and post their resumes online.
- Monster.Com - A general employment site that contains a broad array of job postings
from across the nation.
- Minneapolis Star Tribune Work Avenue - Job listings from the newspaper's Sunday Employment section.
- Minnesota Job Bank - An extensive listing of public and private sector jobs across Minnesota.
- USA Jobs - A database of job openings in various branches of the federal government.
The vocational services listed on this page are agencies that work
with persons with disabilities to help them find jobs that match their individual interests and abilities. These agencies
employ rehabilitation counselors and job coaches who have a great deal of experience in helping persons with disabilities
assess their abilities and find appropriate job placements.
- State Rehabilitation Services
(www.deed.state.mn.us/rehab/) - This agency offers comprehensive vocational services to persons
with disabilities. Services can include job training and placement, assistance with college tuition, and assistance with obtaining
appropriate assistive technology.
- State Services for the Blind
(www.mnssb.org) - This agency provides vocational services to individuals with substantial
visual impairments. The services offered by SSB are very similar to those offered by Rehabilitation Services.
There is a whole world of opportunities open in the international
affairs, development and exchange fields. This can include working in U.S. embassies overseas or the U.S. Department of State
in Washington, DC. It can mean working in an international consulting firm, college or university study abroad office or international
refugee organization either in the United States or abroad. Even in difficult economic climates, international affairs graduates
can find exciting careers because of the strength and versatility of this type of degree. As the Association of Professional
Schools in International Affairs 2002 graduates reported, 88% found work within six months after graduation, which is a competitive
placement rate in comparison to professional degrees in law or business. The largest percentage of graduates (42%) found work
in the public sector with about a quarter each working in the nonprofit and private sectors.
Many people go into international affairs, development or exchange
fields to make a difference in the world or explore other cultural perspectives. Most have had international experiences that
made an impact on their own life choices. Since positions are low to middle range salaries until one increases to consulting
or senior level positions and responsibilities, they find motivations other than money to attract them to this field of work.
International travel will entice some students to international careers, although travel opportunities will vary with positions.
Some positions involve administrative, research or policy level work, while others may be doing direct assistance, marketing
or advising.
If students can dedicate themselves to learning a foreign language
through an international exchange program, it will open more doors for them and get their foot in the door. "The U.S. government
alone requires 34,000 employees with foreign language skills, and American business increasingly needs internationally and
multi-culturally experienced employees to compete in a global economy and to manage a culturally diverse workforce," reports
the Alliance for International Educational and Cultural Exchange.
Source: http://www.pacer.org/swift/jobRes.htm
Natural Supports
in the Workplace
Natural supports in the workplace can be any assistance, relationships,
or interactions that allow a person to work in a job of his or her choice in ways similar to other employees. Use of natural
workplace supports allows consumers to direct their own careers and choose the type and amount of assistance they want to
receive.
Natural supports are based on ordinary social relationships at work
and in the community. They may occur spontaneously, although school or human service agency staff often facilitate natural
support relationships. Examples of natural supports include co-workers who provide job training for the supported employee
or mentoring relationships between the supported employee and others. An individual's family and friends or volunteers from
the community can provide natural supports. Individuals providing natural supports may do so with or without compensation.
Although a natural supports approach makes the most of normal social
relationships, job coaches or employment specialists may continue to play an ongoing role for many supported employees. They
can play a variety of roles acting as consultants, trainers -- to either the supported employee or to individuals providing
natural supports, advocates, evaluators, problem solvers, and job accommodations specialists.
Natural Supports Links
Source: http://www.pacer.org/swift/supports.htm
Post Secondary Education
Completion of a postsecondary degree has been linked to higher employment
rates and higher income in the general population. At the same time, individuals with disabilities are less than half as likely
to obtain a postsecondary degree, and thus are less likely to be employed or to have a similar income, as are individuals
without disabilities.
Going to college today can mean attending a 4-year college or university,
a 2-year community college, or a technical institute or trade school. It can mean working toward a bachelor's degree, an associate's
degree (A.A.), or a certificate showing you've mastered the skills needed for a technical career. It can mean studying full-time
or part-time, or living at school or commuting from home. It can even mean going to a community college to learn a new skill
after you've gotten a degree and worked for a while.
Earning and learning go hand-in-hand. The more years of schooling
you complete, the higher your income is likely to be -- and the less likely you are to be unemployed. A graphic image developed
by Postsecondary Education OPPORTUNITY dramatically illustrates the relationship between years of education, employment rates,
and income.
Post-Secondary Education Links:
PACER Resources:
Resources from other Organizations:
- To contact a state's AHEAD (Association on Higher Education and Disability,
a professional organization of Disabled Students Support Service professionals) organization
- Association on Higher Education and Disability (AHEAD)
- Best Practices in Postsecondary Settings for Students
with Severe Disabilities
- College Students and Disability Law, The Journal of Special Education
- Creating Options: A Resource on Financial Aid for Students
with Disabilities 2003 Edition
- Disability Coordinators of Minnesota State Colleges and
Universities
- ERIC Clearinghouse for Community Colleges
- Financial Aid FAQ's for Students with Disabilities
- Financing Your Education: Options for Students Who
Are Deaf of Hard of Hearing, Northeast Technical Assistance center (NETAC)
- HEATH Resource Center, a national clearinghouse on postsecondary education for individuals
with disabilities
- Help Prepare Your Child for College
- Higher Learning = Higher Earning; What You Need to
Know about College and Careers, a guide for middle and high school students from the American Youth
Policy Forum
- Hot Links to College Education, from Minnesota Transfer
- Improving Postsecondary Options and Outcomes for Students
with Intellectual Disabilities: An Interagency Collaboration
- Is College for Me? (Section of an excellent on-line guide to preparing for post-secondary
education developed by the WNY Collegiate Consortium of Disability Advocates)
- Making Accommodations: The Legal World of Students
with Disabilities, ACADEME
- Minnesota Higher Education Services Office
- Minnesota State Colleges and Universities, including a free guide to all Minnesota Colleges and Universities
- Minnesota's Tech Prep College Partners
- Moving On: Planning for the Future -- Post Secondary Education
section, a publication from the Institute on Community Inclusion
- National Coalition for Students with Disabilities
- Opening Doors for Postsecondary Education, a handbook for students, parents and professionals developed by
the Wisconsin department of education
- PEPNet Resource Center, a federally funded consortium of four regional centers providing information
on postsecondary issues of interest to students who are deaf or hard of hearing. One page handouts and other resources on
postsecondary accommodations and issues for students who are deaf and hard of hearing are available on the web site of the
Northeast Technical Assistance Center affiliated with PEPNet
- Postsecondary Innovative Transition and Technology (Post-ITT), a web site offering a collection of resources and activities
to aid students, parents, educators and Disability Services coordinators in the task of planning for a student's transition
from secondary to postsecondary education.
- Preparing for College: An Online Tutorial, from the DO-IT
Program at the University of Washington
- Section 504: The Law and It's Impact on Postsecondary
Education, the American Council on Education
- Serving Students with Disabilities at the Community College, 2002 Eric Digest
- Social Security Work Incentives and Postsecondary Students
with Disabilities
- Students with Disabilities in Career and Technical Education, ERIC Digest No. 230
- Students with Disabilities Preparing for Postsecondary
Education: Know Your Rights and Responsibilities, a booklet from the U. S. Dept. of Education
- Requesting Academic Accommodations, an article from LDOnline
- The Right Stuff: A Professor's Primer on the Rights of
College Students with Learning Disabilities, National Center for Learning Disabilities
- Transition Guide to Post-Secondary Education from the Wisconsin Department of Education
- Transition to Postsecondary Education Community of Practice -- a web-based forum hosted by the National Center on Secondary Education
and Transition
- University of MN Disabled Student Cultural Center
- U.S. Department of Education, Office of Civil Rights (complaints about access and accommodations are handled by the OCR)
- Virginia Department of Education web site of College Planning Resources for Students with Disabilities
- Virginia's College Guide for Students With Disabilities
- What is a "Reasonable" Accommodation?, Jane E. Jarrow, Ph.D.
Source: http://www.pacer.org/swift/postSecondary.htm
Vocational Rehabilitation (VR)
Every state has a federally funded agency that administers vocational
rehabilitation (VR), supported employment, and independent living services. Some states have separate vocational rehabilitation
programs for individuals who are blind or visually impaired, and a few states have separate programs for individuals who are
deaf or hard of hearing. State VR programs provide services that enable individuals with disabilities to pursue meaningful
employment that corresponds with their abilities and interests.
Although VR is considered an adult service agency, VR counselors
can join the transition team and attend Individualized Education Program (IEP) planning meetings before a student leaves high
school. State Vocational Rehabilitation agencies offer important programs that can be of service to students with disabilities
who may be leaving high school without employment skills, or who are already out of school and finding it difficult to find
or keep a job without additional training.
VR counselors first assess a student's eligibility for VR services.
Once it is determined that a young person is eligible to receive VR services, a counselor is assigned to work with them. Together,
students and their counselors will develop an Individual Plan for Employment (IPE) that identifies needed VR services. Family
members can participate in this process - although youth who have reached their state's legal age of adulthood must give their
written permission for parents to be involved.
The services available through VR programs vary widely depending
upon the state. They can include assessment to determine the extent of your son's or daughter's disability; vocational evaluation,
counseling and guidance; referral to services from other agencies; vocational and other types of post-secondary education
and training (including self-determination and self-advocacy training); interpreter and reader services; rehabilitation technology
services and other job accommodations; placement in suitable employment; employer education on disability issues -- such as
the ADA and job accommodations; post-employment services; services to family members; and other goods or services necessary
to achieve rehabilitation objectives identified in the IPE.
Vocational Rehabilitation Links:
- PACER's Project PRIDE is staffed by advocates who assist Minnesota families by providing
information, training, telephone assistance, and one-on-one consultation. Project PRIDE offers workshops on a variety of subjects
related to vocational rehabilitation, employment, independent living, and the Americans with Disabilities Act to individuals
with disabilities, their family members and professionals throughout Minnesota.
- Minnesota Vocational Rehabilitation Services
- Frequently Asked Questions About Rehabilitative Services
available to Minnesota Youth
- Contact information for State vocational rehabilitation programs
beyond Minnesota is available on the web at http://www.jan.wvu.edu/SBSES/VOCREHAB.HTM
- The ADA, the Rehabilitation Act and the Job Interview, a PACER article
- Client Assistance Programs (CAPs); A National Network
of Advocacy in Rehabilitation. CAP agencies provide information and assistance to individuals seeking
or receiving vocational rehabilitation services under the Rehabilitation Act
- Fact Sheet on the State Vocational Rehabilitation Services
Program
- The Family as a Critical Partner in the Achievement
of a Successful Employment Outcome
- Developing the Individualized Plan for Employment (IPE), tips from the TILES Project, a project of Family Network on
Disabilities of Florida
- Getting the Most from the Public Vocational Rehabilitation System,
a 2004 publication from the Institute for Community Inclusion Boston:
(Tools for Inclusion, December 2004, Order #TO19)
- The Individualized Plan for Employment, a fact sheet from the Minnesota Disability Law Center
- Negotiating with Your VR Counselor, a PACER newsletter article from Point of Departure, Vol. 4,
No. 2
- The Rehabilitation Act and the ADA Connection, a PACER article
- Rehabilitation Services Available for Youth with Disabilities, a1996 Parent Brief from the National Transition Network
- Self Determination, fact sheet
- State Vocational Rehabilitation Programs
- Using Social Security or Vocational Rehabilitation for
International Exchange Opportunities
- Vocational Rehabilitation Program - Public Law 105-220;
What the Law States, fact sheet from the National Collaborative on Workforce and Disability
for Youth.
- VR services to help Minnesota students transition from
school to work
- Who is Eligible for VR services from Rehabilitation
Services?, a fact sheet from the MN Disability Law Center
- Who is Eligible for VR services from State Services
for the Blind?, a fact sheet from the MN Disability Law Ctr
- Your Right to Appeal Any Decision Made by Vocational
Rehabilitation?, a 1996 Parent Brief from the National Transition Network
Source: http://www.pacer.org/swift/vr.htm
Supported employment is for persons
- with the most severe disabilities,
- who need intensive or ongoing job support,
- who have traditionally been excluded from competitive work settings,
or
- whose work has been interrupted or intermittent because of their
disabilities.
Supported employment is based on the principle that individuals with
severe disabilities have the right to be employed by community businesses where they can earn comparable wages, work side-by-side
with co-workers with or without disabilities, and experience all of the same benefits as other employees of the company. Supported
employment assists individuals with severe disabilities by providing individualized supports that enable them to choose the
kind of job they want and to become successful members of the workforce.
There are two aspects to providing supported employment services
-- purchase of the service, and delivery of the service. For high school students, the school usually both buys and delivers
supported employment services. In the adult system, the organizations that buy the services are different from the organizations
that deliver the services. Adults should be able to choose the type of community and workplace supports that will help them
maintain employment.
In the Minnesota adult service system there are two vocational rehabilitation
organizations that buy supported employment services -- the Division of Rehabilitation Services (DRS) and State Services for
the Blind (SSB). Organizations that deliver supported employment services help an individual find a job and stay employed.
Organizations that deliver supported employment services include Day Training and Habilitation agencies (DT&H), Community
Rehabilitation Programs (CRP), and Community Support Programs (CSP).
Supported Employment Links:
- www.foremployers.com; ForEmployers.com helps businesses tap into a growing workforce that
has emerged as a result of rapid and innovative developments in technology-- a workforce that includes people with disabilities...
- Supported Employment, a concise description of Supported
Employment and its key features is provided on this web page from a joint Virginia Commonwealth University
(VCU) and the Community Inclusion (ICI) at the University of Massachusetts Boston project.
- "Quality Indicators in Supported Employment: Core Values
Underlying Supported Employment," another web page developed by VCU and ICI, presents nine values that
have guided supported employment efforts from the early 1980's and a brief description of each.
- The Association for Persons in Supported Employment (APSE), a membership formed to improve and expand integrated employment
opportunities, services, and outcomes for persons experiencing disabilities
- Follow up Supports, tips from the TILES Project, a project of Family Network on Disabilities
of Florida
- Preparing for the Transition from School to Supported
Employment: Information for parents about the adult service system
- Supported Employment, a fact sheet from the Office of Disability Employment Policy, U.S.
Department of Labor
- Supported Employment for People with the Most Significant
Disabilities, a fact sheet from the Office of Disability Employment Policy, U.S.
Department of Labor
- Supported Employment Resource List from WorkSupport.com
- The Supported Employment Model, a fact sheet from the National Collaborative on Workforce and Disability
- Supported Employment tips from the TILES
Project, a project of Family Network on Disabilities of Florida
- Transition and Natural Supports in the Workplace
- Workplace Supports,
a fact sheet from Virginia Commonwealth University addressing common questions about the kinds of workplace supports that
individuals with disabilities may need to obtain and maintain employment.
Source: http://www.pacer.org/swift/supportEmp.htm
Social Security/Work
Incentives/Ticket to Work
Supplemental Security Income (SSI)
Supplemental Security Income (SSI) is a program of the Social Security
Administration. It provides monthly benefits to individuals with disabilities who have limited income and resources. SSI provides
eligible individuals with a monthly check, and access to services such as food stamps and Medicaid. SSI can be a valuable
resource to transition-aged students.
Work Incentives
Students who qualify to receive SSI benefits may also use the SSI
program's work incentives. Work incentives allow students to have paid work experience during and after their secondary education
experience. SSI work incentives available to transition-aged students include Earned and Unearned Income Disregards, Student
Earned Income Exclusion (SEIE), Impairment-Related Work Expense (IRWE), Plan for Achieving Self Support (PASS), Blind Work
Expense (BWE), and Property Essential to Self Support (PESS).
These incentives can be helpful in designing community-based, paid
employment transition programs for students without decreasing the cash assistance benefits provided by the SSI program.
Information concerning the potential use of SSI work incentives can
be incorporated within the transition IEP plan to help young people achieve meaningful employment outcomes. In doing so, special
education personnel will need to assume responsibility for ensuring that SSI work incentives are discussed and potentially
incorporated within students' IEPs.
The Ticket to Work and Work Incentives Improvement Act
The Social Security Administration has found that many young people
with disabilities entering the Supplementary Security Income (SSI)/Social Security Disability Insurance (SSDI) rolls are likely
to remain on the program rolls for their entire lives. The Ticket to Work and Work Incentives Improvement Act, signed into
law in 1999, was designed to help SSI beneficiaries who want to work to join the workforce without losing their Medicaid benefits.
The Ticket to Work program provides a "Ticket" to SSI and SSDI beneficiaries
that they may use to obtain rehabilitation and employment services. Most adult beneficiaries between the ages of 18-65 will
get a Ticket, including transition-aged youth 18 or older.
Service providers, called Employment Networks, work with Social Security
and SSI beneficiaries to provide assistance designed to help with the transition to work. The Ticket Program is voluntary.
People with disabilities who receive a Ticket are not required to work, but may choose to use their Ticket to attempt to work.
Likewise, Employment Networks are not required to accept Tickets.
The Ticket to Work program is being phased in nationally over a three-year
period; all states will be included by January 2004.
Social Security/Work Incentives/Ticket to Work Links:
- Alaska's Working Disabled Medicaid Buy-In. Information on Alaska's Medicaid buy-in program.
- Comparison of State Medicaid Buy-In Plans. A good comparison of the Medicaid buy-in programs that have been enacted
by various states. Please note that other states have passed Medicaid buy-in legislation, but have not yet implemented the
programs. Be aware that this information will change rapidly as states modify their plans. If you are aware of specific changes
to a state's Medicaid buy-in program (or the passage of a new Medicaid buy-in plan), please e-mail me and I will post updates
on this page.
- Medical Assistance for Employed Persons with Disabilities, A summary of Minnesota's MA-EPD program. It explains how the program
works and who is eligible.
- Minnesota Work Incentives Connection
- Oregon Employed Persons with Disabilities Program. Information on Oregon's Medicaid buy-in program.
- Parent Briefs: Promoting effective parent involvement
in secondary education and transition
- PassPlan
- Supplemental Security Income (SSI): Put It To Work For
You, a PACER newsletter article from Point of Departure, Vol. 4,
No. 2
- Ticket to Work and Work Incentives Improvement Act
of 1999 - Public Law 106-170; What the Law States. Fact sheet from the National Collaborative on
Workforce and Disability for Youth
- Ticket to Work. Information on the Ticket to Work Program.
- Ticket to Work National Employment Network Directory
- Using Social Security or Vocational Rehabilitation for
International Exchange Opportunities
- Wisconsin Medicaid Purchase Plan. Information on Wisconsin's Medicaid buy-in program.
- Work Incentives Fact sheet from SSA. This fact sheet, written by the Social Security Administration, describes
all of the work incentives available to SSI and SSDI recipients.
- Work Incentives Transition Network publications
- The Work Site, An excellent site created by the Social Security Administration. It
contains a wealth of information on work and work incentives with specific sections for youth with disabilities, adults with
disabilities, employers, service providers, and advocates.
Source: http://www.pacer.org/swift/socialSec.htm
SUPPORT GROUPS
http://health.groups.yahoo.com/group/autisticspectrumtreehouse
AutisticSpectrumTreeHouse
This is a place for all autistic spectrum adults (Asperger's Syndrome, High-Functioning Autism,
PDD-NOS, et cetera) to say whatever is on their minds. There will be no censorship or moderation, but personal attacks are
off-limits. This list/group is for people on the spectrum only, not for normal parents of autistic children.
** IMPORTANT **
If you would like to join this group, follow the link "Join this group,"
and then send an email to AutisticSpectrumTreeHouse-owner@yahoogroups.com and let me know you are on the spectrum. If you
just follow the link and don't send the mail, it can take me several weeks before I get around to sending a mail to you. Thanks!
http://health.groups.yahoo.com/group/AS-PEOPLE
AS People
This is an ADULT list (over 18 please) of Autistic Spectrum (Asperger Syndrome, Autism, PDD,
PDD-NOS, etc.) people connecting with each other. A list for AS adults and friends, those affected by the autism spectrum
and those who love them, for the free exchange of ideas, and information sharing. Feel free to express yourself. This
group is about caring and support, and being there for each other. Open hostility, aggression and attack on any other member
will not be tolerated. Additionally we sometimes talk about sexuality and intmacy issues, feel free to bring up any issues
bothering you. Look forward to seeing you soon !!
AS-PEOPLE-subscribe@yahoogroups.com
http://health.groups.yahoo.com/group/AS-and-Proud-of-it/?yguid=171933824
AS-and-Proud-of-it
This is a list for people on the Autism Spectrum (Asperger's Syndrome, High Functioning Autism,
PDD, PDD-NOS, etc) or their families/friends. This list is to encourage us to look for the positives in our situations, learn
as much as we can above all SUPPORT one another through difficult times. NO personal attacks (name-calling, etc) will be tolerated!
AS-and-Proud-of-it-subscribe@yahoogroups.com
http://www.faaas.org/ - FAAAS - Families of Adults Afflicted with
Asperger's Syndrome
A support group that is aimed at the families of those
afflicted with Asperger's Syndrome. Especially those whose relative has not been correctly diagnosed until they are well into
adulthood.
Centers for Independent Living Web Sites
This site includes information and links for independent
living for every state in the US and several other countries.
Independent Living: disability resources and services
From the site: "Website of the Institute on Independent
Living. We serve self-help organizations of disabled people who work for equal opportunities, self-determination and self-respect.
We offer training materials, technical assistance and information on personal assistance, advocacy, access, legislation and
peer support."
Independent Living Centers
From the site: "Independent Living Centers are typically
non-residential, private, non-profit, consumer-controlled, community-based organizations providing services and advocacy by
and for persons with all types of disabilities. Their goal is to assist individuals with disabilities to achieve their maximum
potential within their families and communities." This site includes a long list of independent living centers from every
state in the US and also many other countries.
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