Presenters Cathleen Coombs, M.S., C.R.C Rehabilitation Counselor for Blind/Visually Impaired Department of Rehabilitation.

Slides:



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Presentation transcript:

Preparing Youth with Vision Impairments to be Professionals in the 21st Century Workforce

Presenters Cathleen Coombs, M.S., C.R.C Rehabilitation Counselor for Blind/Visually Impaired Department of Rehabilitation

Presenters Bennet Kim, M.S., C.R.C Contract Administrator Blind Field Services Department of Rehabilitation

Presenters Chris Leroy, M.A. Director Transition Services San Bernardino City Unified School District

Presenters Rob Schulenberg, M.A. Director Youth Transition Services Wayfinder Family Services

Introduction In 2014 President Obama signed into law the Workforce Innovation and Opportunity Act. This was a reauthorization with significant revisions to the Workforce Investment Act of 1998 signed by President Clinton

Background on WIA WIA established a One-Stop system that was open to all job seekers. It required partnerships between agencies to serve specific job seekers. Department of Rehabilitation was a mandated partner

Background on WIA WIA also emphasized youth services for those still in school and out of school. However, there were no special provisions to address the employment needs of youth with disabilities. WIOA addresses this.

WIOA WIOA requires that DOR will increase the funds that are spent serving students with disabilities, ages 16-21, in secondary or post secondary education, to 15%.

WIOA-Student Services Specifically, those funds must be spent on the delivery of Student Services (Pre-ETS) Job exploration counseling Work-based learning experiences Counseling on post secondary opportunities Workplace readiness training Self-advocacy training

WIOA-Student Services Each of the 5 Student Services categories encompasses a variety of activities options: individually, in group settings, and with family members and others important to the student. Services can occur in a classroom, elsewhere on school grounds, at the DOR office, at an AJCC, or in another community location

WIOA-Student Services Job exploration counseling Job exploration counseling offers ways for students to learn about different kinds of jobs and which ones are best for their strengths and interests. They can also explore how to prepare for fields of interest and what a typical career trajectory looks like and how it is achieved.

WIOA-Student Services Work Based Learning Experiences Work Based Learning Experiences offer a variety of ways for students to connect with local professionals and get real-world work experience. Evidence based practices demonstrate that kids that get paid work experience are more likely to enter a career in which they can advance and earn greater salaries.

WIOA-Student Services Counseling on Post Secondary Education Opportunities Post Secondary Counseling helps students learn about different educational and training programs after they leave high school. They also learn about resources to support their educational success.

WIOA-Student Services Workplace Readiness Training Workplace readiness training helps students prepare for employment by learning good work habits, interpersonal skills, and independent living skills. These are commonly referred to as “soft skills.”

WIOA-Student Services Instruction in Self-Advocacy Self-Advocacy Training helps student build leadership skills, gain confidence in professional environments, and understand what they need to succeed in the work place. This also applies to post-secondary education settings.

Potentially Eligible Case Type DOR now has the ability to deliver these Student Services via the PE case type instead of a traditional VR case. This allows easier application with less required documentation and faster delivery of services. Students who have had a PE case can later apply for a VR case.

Potentially Eligible Case Type Requirements for PE Case Type: A student with a disability ages 16 through 21 Participating in secondary or post secondary education Has not yet applied for DOR VR services

Making the Cultural Shift Legislative changes reflect the call to improve service delivery to improve work and life conditions for youth with disabilities. These changes represent a cultural shift in the making…

The Challenge of Low Life Expectations Educational Attainment Socialization Self-Esteem Trust in Systems Aspiration in Work Employment Outcomes

Students Need Access to high quality education Information about career options and the world of work Opportunities to develop social, civic, leadership skills Strong connection to caring adults Access to safe places to interact with peers Support services that lead to adult independence

Families help by… Having high expectations built on student strengths Remaining involved Having access to information on employment, further education, and community resources Taking an active role in transition planning Having access to medical, professional, and peer support networks

Five Family Suggestions Consider Transition is a lifelong process Learn the full intent of transition services: instruction/employment/community/living skills Start transition goals early (not at 16) Establish student role at every IEP (strengths, preferences, dreams) At IEP – Start with transition & connect the rest

Cultural Change Starts Here With Family Outreach: Access to knowledge – Rights related legislation/Programs, Services & Supports/Accommodations and how transition planning tools can help With Student Outreach: Access to transition thinking/Self-Advocacy training and Engagement with peers & community With Collaborative Partnership & Passion

Challenges for Students with Disabilities Poor outcomes Low self-advocacy Low connection to community resources Low level of support Low expectations (self, support, parents)

CaPROMISE Services Transition Services for students receiving SSI/DI Family wraparound and parent support Benefits awareness and analysis

CaPROMISE Lessons Learned Youth and family needs drive all interventions and supports (housing, legal and immigration issues, nutrition, education and employment) Must be individualized and target both immediate and long-term needs and expectations Family engagement is crucial to breaking the cycle of receiving lifelong benefits and shifting focus on maximum independence Youth involvement in work-based learning activities in high school is strongly associated with plans to pursue postsecondary education and employment Public benefits, work incentives and financial planning must be constant and consistent Mental health and social-emotional support are critical for continuous growth

CaPROMISE Lessons Learned Resource rich regions but families need warm introduction and connections Collaboration with agencies key in connecting families to natural community resources Frequent communication and services result in continued relationship and positive outcomes Families want to engage and communities want to help and be involved Whole-child, Whole-family approach results in more positive momentum Services vary greatly depending on local service agencies Regional Centers, Independent Living Centers, Family Resource Centers, America’s Job Centers, Wellness Centers Geographic coverage area requires significant travel and creates difficulty coordinating events/workshops Primary language communication essential Multigenerational needs No cookie cutter plans

Development of Work Skills Students with visual impairments may benefit from interventions that both promote supportive goal attainment and increase the self-management skills needed to increase self efficacy beliefs

Got Skills? “Hard Skills” are job-specific “Soft Skills” are essential for success in every field These are the skills that are needed to get a job, keep a job, and advance in a job

Work-Related Behavior Punctuality/Attendance Dresses appropriately Communicates effectively 1:1 Communicates effectively in a group Interacts well with staff Follows directions Responds well to constructive criticism Concentrates on task at hand Retains information Works at a steady pace Solves problems creatively Takes initiative Works independently

What is Changing? Focus on building the skills to work and advance in career while in transition Everyone works Greater collaboration between LEAs, DOR, AJCC, other systems Earlier intervention and faster access to services

Q&A