Meaningful Work: Improving Employment Outcomes for Youth ...rwjms.rutgers.edu/boggscenter/dd_lecture/documents/CarterAMpacket10-2-15.pdfOct 02, 2015 · Erik Carter, PhD . Professor

Rutgers, The State University of New Jersey Liberty Plaza, 335 George Street, New Brunswick, NJ 08901

http://rwjms.rutgers.edu/boggscenter p. 732-235-9300 f. 732-235-9330

Erik Carter, PhD Professor

Vanderbilt University Nashville, TN

Meaningful Work: Improving Employment Outcomes

for Youth and Young Adults with IDD

October 2, 2015 The Hotel Woodbridge at Metropark, Iselin, NJ

The attached handouts are provided as part of The Boggs Center’s continuing education and dissemination activities. Please note that these items are reprinted by permission from the author. If you desire to reproduce them, please obtain permission from the originator.

Erik Carter, Ph.D. [email protected]

Professor of Special Education Vanderbilt Kennedy Center

Improving Employment Outcomes for Youth and Young Adults with IDD

1

What do you want to be when you grow up?

Watch this at: www.tennesseeworks.org/success-stories

2

Individuals with Disabilities Education Improvement Act

...to ensure that all children with

disabilities have available to them a free appropriate public education that

emphasizes special education and related services designed to meet their unique needs and prepare them for further

education, employment, and independent living...

To Read IDEA: http://idea.ed.gov

3

Our Charge“Improving educational results

for children with disabilities is an essential element of our national policy of ensuring equality of opportunity, full

participation, independent living, and economic self-sufficiency for individuals with disabilities.”

#ADA254

The Individuals with Disabilities Education Improvement Act

Transition is a “coordinated set of activities for a child with a disability that is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities, including...

• post-secondary education• vocational education• integrated employment (including supported employment)• continuing and adult education• adult services• independent living• or community participation”

5

We All Work in Tandem to Promote Successful Transitions

Age

Early Childhood

Elementary School

Middle School

High School

Adult Services

Enviable lives

6

Opportunities for Meaningful Work

Read more at www.tennesseeworks.org/success-stories

7

Raising Expectations Among Families

8

Employment Status After High School (up to 4 years)

Source: NLTS2 Wave 3 Parent and Youth Interviews

Learning Disability

Other Health Impairment

Speech/Language

Emotional Disturbance

Autism

Visual Impairment

Hearing Impairment

Traumatic Brain Injury

Multiple Disabilities

Intellectual Disability

Deaf-blindness

Orthopedic Impairment 39%39%

44%46%

56%57%58%61%64%67%70%72%

25% of people with a

cognitive disability are employed

Source: http://www.statedata.info

9

StateData: The National Report on Employment Services and Outcomes • 201420

National Trends in Employment

IDD Agency National Survey of Day and Employment Services (FY1999–2013)The data reported here are the core elements of the Institute for Community Inclusion’s IDD Agency National Survey of Day and Employment Services. These data focus on participation in integrated employment, community-based non-work, and facility-based services. Data are solicited from all 50 states and the District of Columbia. The number of reporting states varied from 37 to 46 over the time studied (1999–2013).

The researchers calculated national estimates for the total number of people served by state IDD agencies, as well as the total number of people who received integrated employment services. For some states, data reported by service setting represent duplicated counts because individuals were served in multiple settings. For these states, the percentage served across settings may add up to more than 100%. Other services, including services for individuals who are elderly, are not reported.

Major findings include:

• National estimates suggest that there has been modest growth in the number of individuals in integrated employment since 1988.

• The estimated percentage of individuals participating in integrated employment services was 18.6% in FY2013.

• Growth in supported employment primarily occurred between the mid-1980s and mid-1990s, and there has been a decline in the percentage of people with IDD in integrated employment since 2001.

• Growth in community-based non-work services has continued for states that report offering this service.

• There is large variation across states in participation in integrated employment.

Figure 3: Trend Line for Estimated Total Number of People Served by State IDD Agencies and Estimated Number Served in Integrated Employment

Integrated Employment

0

100,000

200,000

300,000

400,000

500,000

600,000

700,000

1988 1990 1993 1996 1999 2001 2004 2007 2008 2009 2010 2011 2012 2013

Total Served

Source: http://www.statedata.info/sites/statedata.info/files/files/statedatabook_2015_F.pdf

11,901 served in New

Jersey

11% integrated

employment

22% facility-based

work

63% facility-based

non-work

10

Indicator 14To Learn More Visit: www.psocenter.org

11

A Few Free Evidence-Based Guides

• Evidence-Based Practices and Predictors in TransitionNational Secondary Transition Technical Assistance Centerwww.nsttac.org

• Guideposts for SuccessNational Collaborative on Workforce and Disability/Youth www.ncwd-youth.info

• National Standards & Quality Indicators National Alliance for Secondary Education and Transitionwww.naset.org

12

Rigor Relevance

Relationships

Sources: Carter & Draper (2011); Wagner & Davis (2006)

13

1. Access to the General Education Curriculum

2. High Expectations for Students

3. Youth Leadership in Educational and Transition Planning

4. Self-Determination Skills and Opportunities

5. Early Career Development and Work Experiences

6. Extracurricular Involvement

7. Friendships and Supportive Peer Relationships

8. Collaboration and Systems Linkages

9. Parent and Family Involvement

10.Caring Teachers and Mentors

11.Natural Supports and Partners in the Community

A Sampling of Influential Practices

Rigo

rRe

levan

cRe

latio

nship

s

14

Rigor

15

Individuals with Disabilities Education Improvement Act

16

Trends in Educational Settings: Intellectual Disability

0%

20%

40%

60%

80%

100%

2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

Mosly General EducationGeneral and Special EducationMostly Special EducationSeparate Settings

Inside Regular Class 40% to 79% of Day

Inside Regular Class Less Than 40% of Day

Inside Regular Class 80% or More of the Day

Other Settings

www.ideadata.org

17

Where Do Students with Disabilities Spend Their School Day in New Jersey?

27%

34%

15%

24%

Mostly General Education Classes Both General and Special EducationMost Special Education Classes Elsewhere (Separate Schools)

www.ideadata.org (2012)

17%

56%

22%

5%

Autism Intellectual Disability

18

Delivering Evidence-Based Instruction

19

Trends in Paraprofessionals

Special EducatorsParaprofessionals

www.ideadata.org

457,000 Paraprofessionals

Nationally 15,172 Paraprofessionals

in New Jersey

20

See this video and others at: https://vimeo.com/tennesseeworks

21

Relevance

22

IDEA (2004) and the Transition Mandates

The coordinated set of [transition] activities must:

(a) be based on the individual child’s needs;

(b) take into account the child’s strengths, preferences, and interests; and

(c) includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and when appropriate, acquisition of daily living skills and functional vocational evaluation.

23

Involvement in Transition PlanningPercentage of Students Who...

Source: NLTS-2 Wave 1 School Program Survey

3%

30%

45%

23%

Do Not Attend MeetingsAre Present But Participate LittleAre Moderately ActiveAre Leaders in Planning

12%

57%

25%

6%

Students with Autism

All Students with Disabilities

www.nlts2.org

24

Who Does the Talking?

Percentage of 10-second intervals that IEP team members talked during traditional educator-directed IEP meetings at the secondary level

Source: Martin, Van Dycke, Greene, et al. (2006)

No One2%

Student3%Multiple Conversations

5%Support Staff

6%

Administrators9%

General Educators9%

Family15%

Special Educators51%

25

Parents

Youth

GOALS

Teachers

26

http://www.waisman.wisc.edu/naturalsupports/pdfs/FosteringSelfDetermination.pdf

Self-Determination Skills and Opportunities

• Choice-making• Decision-making• Problem-solving• Goal-setting• Self-management strategies• Self-advocacy and leadership• Self-awareness & self-knowledge

27

Sources: Carter, Austin, & Trainor (2011, 2012)

The Power of Early Work Experiences

2.5 times

more likely

28

Providing Career Exploration Experiences

Start early...

• Career awareness activities

• Vocational education courses, clubs, and programs

• Volunteer activities or service-learning

• Community-based instruction

• Internships or apprenticeships

• On-campus work experiences (school-sponsored)

• Off-campus work experiences (school-sponsored)

Source: http://tn.gov/education/cte

29

Summer Employment and Community Opportunities...

30

Sources: Brock & Carter (in preparation); Kleinert et al. (2007); Wagner et al. (2004)

Extracurriculars, Athletics, Service-Learning Activities

31


32

School and Community Mapping

33

Relationships

34

Indicators of Friendships and Peer Relationships During Adolescence

www.nlts2.com

22% 14% 6%

Frequently sees friends outside of school:

Intellectual Disability Multiple Disabilities Autism

42% 63% 84%

Never or rarely receives phone calls from friends:

Intellectual Disability Multiple Disabilities Autism

25% 43% 50%

Have NOT been invited to other youth’s social activities during the past year:

Intellectual Disability Multiple Disabilities AutismWagner, Cadwallader, & Marder (2003)

35

Disability category Never visits with friends

Rarely or never receive telephone calls from friends

Not invited to other youth’s social activities

during the past year

Autism 44% 84% 51%Deaf-blindness 27% 64% 35%

Emotional disturbance 11% 26% 17%Hearing impairment 8% 41% 12%Intellectual disability 16% 42% 25%Learning disabilities 7% 19% 11%Multiple disabilities 30% 63% 44%

Orthopedic impairment 20% 47% 30%Other health impairment 6% 24% 12%

Speech/language 9% 22% 11%Traumatic brain injury 8% 34% 20%

Visual impairment 15% 33% 22%

36

Other Indicators of Belonging

• ...she can call (or text or “Facebook”?) in the evening if she has a problem to discuss or exciting news to share?

• ...will invite her to a sleep-over?• ...know when her birthday is and will make sure it is

celebrated well?• ...notice when she is not present at school or a social

event and follow-up to find out why?• ...take the initiative to call her and initiate a shared

activity?

37


38

Where Can You Learn More? (for free)

http://www.pattan.net/category/Educational%20Initiatives/Inclusive%20Practices/page/Starting_Points_and_Possibilities_Promoting_Inclusion_Learning_and_Relationships_for_Students_with_Complex_Needs.html

http://inclusiveeducationpdresources.com/peer-mentoring/

39

Relationships Beyond the Classroom

40

Improving Collaboration and System Linkages

School Services

Adult Services

Transition Services

School Services

Adult Services

Transition Services

or

41

With Parents and Families

3.4 times

more likely

42

Things our Families Wonder About...

• Supporting strong transition planning• Understanding the impact of working on benefits• Teaching skills and attitudes leading to employment• Connecting their child to a job in the community• Helping their child prepare for college• Understanding the adult service system• Selecting an employment provider• Understanding different types of employment

experiences• Accessing waiver programs for long-term services

and supports• Receiving support from vocational rehabilitation • Applying for legal conservatorship

To Learn More Visit: http://www.pacer.org/publications/ncsetbriefs.asp

43

With Employers

44

Chambers of Commerce as Natural Supports?Youth with Disabilities

Youth

…co-sponsor a job fair 35.6% 55.4%…co-sponsor a job shadowing day or career exploration event for youth 50% 58.4%…help match youth to job openings in the community 27.1% 46.3%…create a directory of employers with jobs or internships available to youth 35% 51.4%…provide feedback to teachers on their career development/vocational programs 43.1% 55.9%…offer mock interviewing or resume writing practice for youth 40% 53.8%…include information about the school’s vocational program on our website/newsletters 71.9% 76.5%…help raise funds for the local high school(s) to expand their employment programs

22% 20.6%…invite guest speakers from the high school to talk about the employment needs of youth at one of our meetings

59.3% 63.6%…offer “job shadow” experiences to youth 56.9% 75%…provide paid or unpaid work experiences for youth 38.7% 52.9%…speak to other employers about their positive experiences hiring youth 50.9% 58%…meet with schools to talk with youth about what businesses are looking for in employees

43.1% 63.2%…develop on-the-job training programs 22.8% 26.1%…the benefits of hiring youth 55% 54.4%…tax incentives for hiring youth 45.8% -…ways to recruit youth as employees 48.3% 51.5%…supports provided by schools to employers who hire youth 50% 46.3%

aSomewhat or very feasibleSource: Carter eet al. (2011)

45

With Natural Community Partners

46

Two Promising Pathways

47

Putting Faith to Work

48

Hmmmm... I should probably ask

Operates a day care

Is a frontline supervisor

Works at the university

Owns a landscaping business

Is a vocational rehab counselor

Works in a law firm

Coordinates a non-profit network

Does odd jobs around town

Works at the municipal offices Owns a nursery

Runs a local bank

Leads her HR department

Works at a restaurant

Is a construction contractor

Works at a grocery store

Runs a temp agency

Family Dental Center

Byron Orthodontics

Forest River Dental

Southeastern Dental

Castle Dental

49

From a prominent family in town

Volunteers with Habitat

Garden club member

In a book club (Jane Eyre)

Serves on the city councilRotary club member

Involved in a running club

Is a Chamber member

Golfs with the VP of Big CompanyAlways “knows a guy”

who...

Knows the mayor

Is a regular at Tamp Coffee Co.

Is the “real” mayor of Woodbridge

50

Is a incredible “asker”

Interviews people everyday

Can keep just about anyone encouraged

Knows what its like to be out of work

Has connections to disability agencies

Writes beautiful resumes

Loves helping people find their calling

Great at making introductions

Knows every doctor in town

Will mentor someone interested in her field

Could hire someone at the church

Would be great at leading a “job club”

Could hire someone at their business

Could drive someone to an interview

51 52

53

How likely would you be to draw upon the support of your faith community for help connecting to employment?

Very likely37%

Somewhat likely27%

Not at all likely19%

54

55

www.puttingfaithtowork.org

56

Intellectual disability is “a disability

characterized by SIGNIFICANT LIMITATIONS

both in intellectual functioning and in adaptive behavior, which covers many everyday social and

practical skills.” AAIDD definition (2010)

Autism spectrum disorder is characterized by... • DEFICITS in social-emotional reciprocity, ranging, for

example, from abnormal social approach and failure of normal back-and-forth conversation; to reduced sharing of interests, emotions, or affect; to failure to initiate or respond to social interactions.

• DEFICITS in nonverbal communicative behaviors used for social interaction, ranging, for example, from poorly integrated verbal and nonverbal communication; to abnormalities in eye contact and body language or deficits in understanding and use of gestures; to a total lack of facial expressions and nonverbal communication.

• DEFICITS in developing, maintaining, and understanding relationships, ranging, for example, from difficulties adjusting behavior to suit various social contexts; to difficulties in sharing imaginative play or in making friends; to absence of interest in peers.

DSM-V Definition

Rethinking our Introductions57

Happiness

Enjoyment

Humor

Kindness

Caring

Thankfulness

Empathy

Courage

Resilience

Forgivness

Self-Control 52%63%

68%74%

78%79%82%

85%86%86%

93%Somewhat-Extremely A Little Not at All

Selected Items from the Assessment Scale for Positive Character Traits-Developmental Disabilities (Woodard, 2009)

How much ! each trait characte"#ic of y$r child?

58

Two Promising Pathways

59

Launching New “Community Conversations”

60

A Pressing Need

87% of parents in

Tennessee want paid, community

employment

61

A Compelling Call

19% of people in NJ have disabilities

32% of New Jersey

families have at least one relative with a

disability

62

An Asset-Focused Conversation

63

What can we do to as a community to increase meaningful employment

opportunities for people with disabilities? Round 1

64

What can we do to as a community to increase meaningful employment

opportunities for people with disabilities? Round 2

65

How might we work together in compelling ways to make this happen

here in Lawrenceburg? Round 3

66

What are the best ideas you heard this evening? Whole-Group Harvest

273 ideas

generated that night

67

A Creative Crowd

1556 ideas

generated

393 citizens

contributed

2000+ more ideas generated

606 more citizens contributed

68

See this video at https://vimeo.com/128290120

69

Inviting the Community

70

71

Who Might You Invite?

• Advocacy Agency• Arcs• Boys and Girls Club• BSA/ GSA• Business Owners/ Leaders• Center for Career Development• Chamber of Commerce• City Civic Organizations/Agencies• Clergy and Faith Communities• Community Arts• Community Non-Profits/Disability

Agencies• Department of Intellectual Disabilities• Director of Education Services• Disability/ Medical Centers• Down Syndrome Association• Employment Specialists and Job Coaches• Epilepsy Foundation• Families• Family Support Centers

• Habitat for Humanity• Job Developers• Job Training and Tech Centers• NeighborsFriends• Newspapers/ Radio• Recreation programs• Residential Support Providers• School Administrators• School and Community Recreation

programs• School Board• School District Directors• Social Workers• SSA• State Representatives• Supported Employment Providers• Teachers and staff• Time Banks• Transition Specialists• Transitional/Independent Living Centers

72

Tracking Attendance

• Splashthat

• Evite

• Eventbrite

http://germantowncommunityconvo.splashthat.com73

Setting the Atmosphere

74

Structuring Engaging Conversations

6:00-6:15 WelcomeAttendees settle into seats (perhaps after getting food and/or drinks).

The facilitator/host introduces purpose of event and outlines the conversation process.

75

Structuring Engaging Conversations: Context

76

Posing Your Questions

• Pose only one or two questions

• Ask questions that push people to think about what they can do to elicit change

• Avoid questions that explore barriers or clarify values (why or should)

• Choose questions that will resonate with you community

• Write the questions in a way that encourage action and commitment (What can we do…? How might we…?)

77 78

79 80


6:15-6:35 Round 1: Conversation about question #1The facilitator poses question to group and encourages attendees to participate in discussion with others at the table.

This question is designed in advance by the facilitators to elicit solutions, strategies, and resources that address the topic.

The designated “table host” initiates the conversation and writes down key points made during the discussion.

This discussion lasts 15-20 minutes.

81

Structuring Engaging ConversationsThis discussion lasts 15-20 minutes.

6:35-6:55 Round 2: Conversation about question #1After 15-20 minutes of discussion, everyone except the table host moves to a different table and continues the discussion about the same question for another 15-20 minutes.

82


6:55-7:15 Round 3: Conversation about question #2The facilitator poses a new question that encourages attendees to consider what they might do to resolve the issue, or what the group can do to create change in their communities.

After the three rounds of discussion, each participant will have personally met and shared ideas with as many as 12-18 other people.

7:15-8:00 Harvest

83


7:15-8:00 HarvestA large-group discussion of the best ideas, resources, and strategies is held. Ideas are posted on a large poster-sized piece of paper for the group to see.

In most situations, the facilitator or another organizer shares the key points of the conversation via e-mail with the attendees at a later date.

84

85

www.tennesseworks.org

86

Ideas to Consider

The following ideas were shared and discussed as

possible “next steps” to consider:

•Mayor Dean could do a public service announcement

(PSA), challenge employers, and implement local

hiring incentives.

•We could provide education and training to employers

regarding:

•Modifications, strategies, and other resources to

support them with hiring new--or supporting

existing--employees with disabilities

•Creative strategies such as job sharing

•Benefits of hiring people with disabilities, including

tax incentives

•Disability awareness

•Identifying and overcoming attitudinal barriers to

employment

•Provide education and training to people with

disabilities regarding;

•“Strategic self-disclosure” – when and how to share

about their disability

•Pathways and strategies for getting hired and/or

promoted

•Important job-readiness skills

•Navigating insurance and benefits issues (e.g., how

to get and/or keep health insurance)

•Provide education and training to parents and youth

regarding:

•The transition process and how to leverage this

toward employment

•Community resources available to support

employment

•Communicating high expectations and holding

high aspirations for employment

•Advocating for strong transition services in schools

•Transportation solutions shared at tables included:

•Faith communities could use existing buses and

possibly get volunteer support for driving (need to

creatively address liability issues)

•Enlist Hands On Nashville for volunteer driving

support

•One-Stop Career Solution (www.doleta.gov/disability/

onestop.cfm), which exists as part of the Department of

Labor’s Employment and Training Administration

Successful Models

The following successful organizations or ideas represent

efforts after which our “next steps” could be modeled:

•Alignment Nashville, a local example of successful

collaboration

•Best Buddies, which has a model for mentoring

employees with disabilities

•Business with success stories, which would enable us

to showcase employers doing innovative things

•Best practices from other cities, but learning from other

locales that are “getting it right”

Potential Partners:

The following organizations were discussed as potential

partners to help implement “next step” efforts.

Developing existing relationships, or forming new ones,

could go a long way to expand Nashville’s economic

and workforce capacity.

•Access Ride

•Nashville Poverty Council

•Metro Nashville Public Schools (MNPS)

•Nashville Chamber of Commerce

•Campus for Human Development

•Tennessee Disability Pathfinder

•TN Business Leadership Network

Example Ideas and Strategies Shared at the Event

87

•The Nashville Community Conversations group now has a Facebook page

(www.facebook.com/NashvilleCommunityConversations)

•If you are interested in conducting your own Community Conversation, download

this free guidebook (“Launching Inclusive Efforts Through Community

Conversations: A practical guide for families, services providers, and

communities”) from www.waisman.wisc.edu/naturalsupports/pdfs/

Community_Conversation_Guide.pdf

•The following on-line resources may also be helpful in your work:

•Job Accommodation Network (http://askjan.org)

•Alliance for Full Participation (www.allianceforfullparticipation.org)

•Disability.Gov’s Employment Portal (www.disability.gov/employment)

•EEOC’s Info on ADA Amendments Act of 2008 (www.eeoc.gov/laws/statutes/

adaaa_info.cfm)

•Campaign for Disability Employment (www.whatcanyoudocampaign.org)

•National Collaborative on Workforce and Disability (www.ncwd-youth.info)

•Resources for hiring people with disabilities (www.thinkbeyondthelabel.com)

•Employment & Training Administration’s Disability Program (www.doleta.gov/

disability)

•Office of Disability Employment Policy (www.dol.gov/odep)

•Disability & Employment (https://disability.workforce3one.org)

•Other government-sponsored disability resources (www.doleta.gov/disability/

sites.cfm)

•Non-government-sponsored disability resources (www.doleta.gov/disability/

sites1.cfm)

Recommended Employment Resources:

88

Primary Themes

89 90

Families

• Increase parent participation• Educate families of work benefits• Inform families on postsecondary pathways• Apply early for adult services• Educate parents on realistic options• Educate parents on disability services• Educate families/people with disabilities on self-advocacy• Host family transition trainings• Teach independence to people with disabilities/families• Offer family training• Offer support groups for families and people with disabilities

91

Employers

• Educate employers on legalities• Educate employers on best practices• Develop long-term employment supports for people with disabilities• Improve employer disability knowledge• Provide employment networking opportunities• Improve job development• Publicize employment incentive programs to employers• Create job application alternatives• Utilize small businesses/entrepreneurs for hires• Develop jobs related to strengths/abilities• Publicly recognize willing employers• Inform of existing programs/resources• Seek employer commitment to hire• Accommodate workplace environment• Offer temporary trial period• Provide mentors for employers

92

Schools

• Provide work-based experiences• Offer employment preparation classes• Offer occupational diploma• Emphasize career goals in IEP• Provide earlier career development• Use vocational assessment tools• Provide alternative assessments in schools• Increase employment presence in schools• Provide intermediary between schools and employers• Create a student summary of skills• Develop soft skills• Create peer networks• Host family transition trainings• Use person-centered planning• Improve IEP planning and implementation • Offer additional diploma options • Offer vocational training

93

Engaging Communities

• Share success stories• Create employment portal (website) • Create central location for resources/info• Provide mentors• Inform of existing programs/resources• Educate on employability/value• Provide advocates• Share resources in community• Engage media outlets• Form employment task force• Foster stakeholder collaboration• Set high expectations• Engage faith-based communities • Set realistic expectations• Use person-centered planning• Increase community participation in disability events• Assuage fears/stereotypes

94

95

What Did People Think About Their Community?

Strongly Disagree Disagree Agree Strongly Agree

People in our community are generally receptive to employing people with disabilities.

96



Strong partnerships between employers, community agencies, and families currently exist in my community.

97



Members of our community need help learning how to support people with disabilities in meaningful jobs.

98



The conversation tonight improved my views of the capacity of our community to improve employment opportunities for people with disabilities.

99

What Did People Think About the Conversation?


I learned about resources, opportunities, or connections in my community that I previously did not know about.

100



I was able to identify things I could do to enhance employment outcomes for people with disabilities from this conversation.

101


Strongly Disagree Disagree Agree Strongly Agree I don’t know

I am leaving this conversation with specific steps I plan to do to increase employment opportunities for people with disabilities.

102



This conversation will contribute to increased employment opportunities for people with disabilities in our community.

103



This conversation was a good investment of my time.

104



I would invite someone I know to attend another event like this one in the future.

105



Follow-up events or actions on this issue are needed in our community.

106

Beyond the Conversation

• Document the event

• Share back your findings

• Bring together the planning team

• Identify 2-3 promising next steps

• Draw in volunteers

• Celebrate early successes

107

>50% said they would

do more

108

Questions to Consider

What makes your community unique?

Who is essential to

include?

What do you hope will be different in your

community?

What barriers to employment exist for youth with

disabilities in your community?

109

Where Can You Learn More?• Carter, E. W., Blustein, C., L., Rowan, J. L., & Harvey, S.

(2014). Changing the conversation: Engaging local communities in new discussions about competitive employment. TASH Connections, 40(1), 8-14.

• Carter, E. W., Swedeen, B., Cooney, M., Walter, M. J., & Moss, C. K. (2012). “I don’t have to do this by myself?”: Parent-led community conversations to promote inclusion. Research and Practice for Persons with Severe Disabilities, 37, 9-23.

• Carter, E. W., Owens, L., Swedeen, B., Trainor, A. A., Thompson, C., Ditchman, N., & Cole, O. (2009). Conversations that matter: Expanding employment opportunities for youth with significant disabilities through community conversations. TEACHING Exceptional Children, 41(6), 38-46.

• Harvey, S., & Carter, E. W. (2014). Uncovering new pathways to employment through community conversations. Breaking Ground, 73, 8-10.

• Swedeen, B., Cooney, M., Moss, C., & Carter, E. W. (2011). Launching inclusive efforts through community conversations: A practical guide for families, services providers, and communities. Madison, WI: Natural Supports Project, Waisman Center, University of Wisconsin-Madison.

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http://www.waisman.wisc.edu/cedd/pdfs/products/community/

LaunchingInclusiveEfforts.pdf http://www.tennesseeworks.org/minigrant/

http://www.theworldcafe.com/key-concepts-resources/world-cafe-method/

Resources

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Reading List prepared by Erik Carter, PhD

Carter, E. W. (2011). After the benediction: Walking alongside people with significant disabilities and their families in faith and life. Journal of Religion, Disability, and Health, 15, 395-413. doi: 10.1080/15228967.2011.619340 Carter, E. W., Blustein, C., L., Rowan, J. L., & Harvey, S. (2014). Changing the conversation: Engaging local communities in new discussions about competitive employment. TASH Connections, 40(1), 8-14. Carter, E. W., Boehm, T. L., Biggs, E. E., Annandale, N. H., Taylor, C., Logeman, A. K., & Liu, R. Y. (2015). Known for my strengths: Positive traits of transition-age youth with intellectual disability or autism. Research and Practice for Persons with Severe Disabilities, 40, 101-119. doi: 10.1177/1540796915592158 Carter, E. W., Austin, D., & Trainor, A. A. (2012). Predictors of postschool employment outcomes for young adults with severe disabilities. Journal of Disability Policy Studies, 23, 50-63. doi: 10.1177/1044207311414680 Carter, E. W., & Draper, J. (2010). Making school matter: Supporting meaningful secondary experiences for adolescents who use AAC. In D. McNaughton & D. R., Buekelman (Eds.), Transition strategies for adolescents and young adults who use augmentative and alternative communication (pp. 69-90). Baltimore, MD: Paul H. Brookes. Carter, E. W., Owens, L., Swedeen, B., Trainor, A. A., Thompson, C., Ditchman, N., & Cole, O. (2009). Conversations that matter: Expanding employment opportunities for youth with significant disabilities through community conversations. TEACHING Exceptional Children, 41(6), 38-46. doi:10.1177/004005990904100603 Carter, E. W., Swedeen, B., Cooney, M., Walter, M. J., & Moss, C. K. (2012). “I don’t have to do this by myself?”: Parent-led community conversations to promote inclusion. Research and Practice for Persons with Severe Disabilities, 37, 9-23. doi: 10.2511/027494812800903184 Gaventa, W., Allen, W., Kleinert, H., & Carter, E. W. (2014). Putting faith to work: The call and opportunity for faith communities to transform the lives of people with disabilities and their communities. Nashville, TN: Vanderbilt Kennedy Center. Nord, D., Timmons, J., Carter, E. W., & Gaventa, W. (2014). Building community capacity to advance employment: Putting faith to work. Journal of Vocational Rehabilitation, 40, 161-164. doi: 10.3233/JVR-140669 Swedeen, B., Cooney, M., Moss, C., & Carter, E. W. (2011). Launching inclusive efforts through community conversations: A practical guide for families, services providers, and communities. Madison, WI: Natural Supports Project, Waisman Center, University of Wisconsin-Madison. Test, D. W., Smith, L., & Carter, E. W. (2014). Equipping youth with autism spectrum disorders for adulthood: Promoting rigor, relevance, and relationships. Remedial and Special Education, 35, 80-90. doi: 10.1177/0741932513514857 Trainor, A. A., Carter, E. W., Swedeen, B., & Pickett, K. (2012). Community conversations: An approach for expanding and connecting opportunities for employment for adolescents with disabilities. Career Development and Transition for Exceptional Individuals, 35, 49-59. doi: 10.1177/0885728811419166

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Documents

Meaningful Work: Improving Employment Outcomes for Youth ...rwjms.rutgers.edu/boggscenter/dd_lecture/documents/CarterAMpacket10-2-15.pdfOct 02, 2015 · Erik Carter, PhD . Professor