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The Buck STARTS Here
Encouraging Employment and Improving Post-School Outcomes
Eileen Easterbrook & Sara MurphyTransCen, Inc.
December 4, 2013
Everyone Deserves the
Dignity of Work
We define ourselves by what we do
One of the goals of education is to prepare people to become productive members of society
Only 14% of adults with I/DD served by the regional center are employed in the community(ARCA, 2010)
Who Are You?
Integrated, community based Direct hire Minimum wage or better First option in the adult service system
WE ALL NEED TO ASSUME EMPLOYABILITY
CA Employment First Policy
TransitionA Parent’s Perspective
Finding a Path to Employment
The Trauma of Transition
I can’t envision a future job. What can she do? What is
realistic? What should she be working
on at school? What can we work on at
home? Who will find her a job? How can she be successful? I’m so busy with work and
other family responsibilities, what do I need to do now?
Allison At TransitionCan She Work?
Speech unclear and receptive/expressive language processing disorder
Short attention span: car wash, bake brownies and dancing in under 20 minutes
Irritable with changes to her schedule
Gives up easily Likes to lead i.e. bossy Grooming challenges Able to read site words General goofiness
Socially appropriate, motivated employees
who are passionate about their business and want to work
Hiring is a business decision – not a charitable cause
Employees must add value Help increase revenues Help decrease costs
What Employers Require
People with disabilities have the right to choose a path toward education and employment. However, while freedom of choice is given, the right to work is earned. Earning the right to work is dependent upon the student's preparation.
Simon, Stephen, ADA Quarterly, Fall 1998.
The BUCK Starts Here
Transition is the time to switch hats and shift gears.Start with reframing how we perceive our students.
See “Disability” as “Human Variance”
Not aberrant or broken. Let’s reframe our perceptions of
people.
Help Wanted
Company looking for individual with developmental disabilities, autism and history of aggressive behaviors. Extensive history of hospitalization preferred. Drug problems, poor social skills and delusional behaviors OK. Supportive co-workers and movie day on Fridays. Call for an application.
“Successful Employment” is a mutually beneficial
relationship. It’s a two-way street.
It’s about adding value, not charity.
A Skills NOT Deficits Approach
Reframes our perceptions of students with disabilities
Focuses on what a person can do, not what they can’t
Shifts emphasis to adding value, not what needs to be fixed
Targets employment settings where job seeker’s unique characteristics and skills will be assets- where they will fit in and make friends
Discovery Process
Building a Profile to Develop Vocational Objectivesand Prepare for Post School Success
Build a Solid Profile
Living document Use it to develop work-related IEP goals and job
sites Revise and update during the year Move it with the student year to year Share it with the regional center and service
provider
Positive Personal Profile
Dreams and goals Talents Skills and knowledge Learning styles Interests Personality traits
(Remember: quirks can be assets)
Environmental preferences
Dislikes Work experiences Support system Challenges Solutions
(accommodations) Values Temperament
Positive Personal Profile
19
Targeting Employment SettingsWhere Will She Sparkle?
Allison’s Profile
Pets or food
Assemble or organize
things
Social environme
nt
HOPE
“You have given me hope for the first time that my daughter could become employed.”
Discovery
Imagine the possibilities
“What needs to be done?”
Motivation Hard Skills Soft Skills
Keys to Success
Money Status Friends Learn something new Want to be helpful Like doing my job Get out of the house My mom and dad said I had to go to work
Why Do People Go to Work?
What Motivates You?
They are not a deal breaker. Employers are willing to train and expect to for entry level jobs.
Hard Skills
“85% of employers surveyed said
“soft skills”, not technical skills, are the critical factor in job success.”
Stanford Research Institute
Soft Skills
Manners/attitude
“Can I help you with that?” Sharing & caring about others- “Ladies first” Team work- “Gotta get the job done”
Initiate greetings- teach smiling/handshake Voice volume NO HUGGING Age appropriate behavior, professionalism at
all times
“Sandbox” Skills
Consistent, structured schedules
Predictable, opportunities to learn Not just field trips
Error-free learning, positive instructional strategies Checklists (whiteboards) Let’s Get Lost Give students opportunities to be leaders Build-in Choice and self-determination
What do you want to do first? Math or Science? What do you want to make in cooking group? What do you want to wear?
Build stamina and endurance– 4 hour shift possible?
Increasing Independence and Self-Confidence
Make sure the Expectations/Goals are clear and
understood Reward and Acknowledge good work behavior and
initiative Wall of Fame- “Worker of the Month”, employment
outcomes Events/trips earned through hours or wages
Use Checklists or graphs to track accomplishments and reinforce progress
Teach them “I’m done- what’s next?” Teach money & budgeting
Work Ethic, Motivation and Initiative
Build-in problem solving to work activities
Set up task/work process “how do we do this?” Running out of materials
Let them fail (“Oh no! Now what?”) Let’s get Lost
Problem Solving Skills
Lead, speak for themselves, self advocacy Think for themselves Problem solve Take initiative Dress and act their age in public Be realistic - admit failure and try again Understand disability (limitations) and how to
manage
No More Ducklings
Raise the BAR - What would a neuro-typical young
adult do or look like? Grooming Responsibility & self confidence
Making choices Chores lists with consequences
Work ethic – tangible and intangible rewards Money concept and skills – budgeting Time management - calendar, scheduling Organization skills – what do you need for the day Leverage technology
What Can Families Doto Support Employment
Goals?
White BoardIndependence and
Responsibility Gives responsibility Improves behavior Time management Sequencing Learn how to use a
list Fabulous Job Aid for the Future
Can go high tech Innately rewarding
Allison Today
Vocational training in work-based setting
Improved soft skills, stamina, focus and work behavior
Taking public transportation
Grooming
Still working on that goofiness ;-)
She can’t even apply or job search. Can anyone give me an overview and make sense of the
adult system? There is no one person to go to for all the answers She needs extra training and support – Who does this? How
long will it be provided? What are service providers? Where are they? Is there a
choice? What does the Department of Rehabilitation do that a
Regional Center doesn’t? Why two agencies? When will I find the time? I work. How does a Certificate of Completion vs. a diploma impact
post school options
Turning 22 - Now What?Parent Concerns
Adult Service System
Navigator Needed
A Chaotic System
Regional Center?
Department of Rehabilitation?
Community Service Provider (Adult Service Agency)
Other Services:
Housing, IHSS,
Transportation
Social SecurityAnd
Healthcare
Name of Service
Day ProgramLimited Focus
on Work
Integrated Work
Day Program
Supported Employment
Competitive Employment
Service Description
Can be activities on-site or community-based activities No work objectives or only minimal focus
Day program services
that can include activities in work
settings (volunteer and paid)
Job developer assists with placement and learning
new skills. Job coach then provides follow along
support.
Assistance with
training, placement and retention
services. Short term job coaching is
available, if needed.
Funding Agency
Regional Center
Regional Center
Dept of Rehabilitation, then Regional Center
Department of Rehabilitation
Group or Individual
NA
Small Group (enclave)
Group & Individual
Placements
Individual
Level of Support
100%
100% on-going
Individual = Long term. Starts with DOR, once placed, supports fade to 30% or less as employee learns job ( up to 18 month to stabilize), then case moves to Regional Center for on-going support.Group/Enclaves=On-going, 100%
Short term support (ave. 90-120 days)
Average Range hours
0
3 to 15 hours/week
10-40 hours/week
15-40 hours/week
Anna’s LifeIntegrated Work Program
Employed over 10 yrs at GAP Takes MUNI/BART
independently Volunteers and is
learning to cook at Project Open Hand
Works out and swims at YMCA
Taking city college classes (ASL & computer)
Goes out with friends to a bar
Alvin’s LifeSupported Employment
Program Works full time for
Prologis, a REIT Loves to “tinker”
and draw Helped him to
volunteer in the shop of the Exploratorium
Helped him to sign up for “drafting” class at Adult-Ed City College
Robert’s LifeCompetitive Employment Program
B.A. in Journalism , SFSU Employed at Viz Media - writes reviews
- manages chat room- judges monthly art contest- trademark enforcement
Learned to use public transportation system
Plays Dungeons and Dragon,
Sings Karaoke Writes a comic strip with
his co-workers
No Dabbling. Refer families to expert advisors Basically earn more by working than not working Medical insurance can continue but wage and
time limits need to be understood Personalized advice via Community Work
Incentive Coordinators – free, trained benefits advisors found by calling the local Independent Living Resource Center
Department of Rehabilitation offers free trainings Online Information Sources (see next slide)
Impact on SS Benefits
Online Sources of Additional Information
Disability Benefits 101 (with calculators) www.disabilitybenefits101.org
Social Security’s “Red Book” http://www.socialsecurity.gov/redbook/eng/main.htm
Social Security’s Web Page http://www.ssa.gov/
Good information needs to be shared to be
useful Send to regional center, families and/or chosen
service provider. Profile Resume Assessments: Functional skills, vocational and psychological
Keep the hard work you and the student have done GOING!
Passing the Baton
Start early on employment skills (hard and soft ones) Give hope to student and families of employment –
via discovery and work-based experiences Profile students in a positive manner Involve families to help develop employment skills Convey transition information to parents early and
REPEAT– time to absorb, digest and take action Summarize and share information with families and
adult service providers
Lessons Learned
Contact Information
Eileen EasterbrookAimHIRE Program Manager(415) 979-9520eeasterbrook@transcen.org
Sara MurphyDirector, WorkLink/TransCen Inc.(415) 979-9520smurphy@transcen.org
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