Supporting SSI Youth in the Transition to Economic Self-Sufficiency: Policies, Practices, and Expectations David R. Johnson National Center on Secondary Education and Transition Institute on Community Integration, University of Minnesota SSA Disability Program: Facilitating Employment — An Interactive Symposium Panel 3: Youth and Transition to Work

Youth and Transition to Work Some of the Issues:  Issue 1: Changing state and local education policies, practices, and priorities  Issue 2: IEP/transition planning for youth with disabilities  Issue 3: Low expectations for employment  Issue 4: Parents’ concerns about benefit loss  Issue 5: Interagency collaboration and service coordination  Issue 6: The current workforce development system and youth with disabilities

Issue 1: Changing State and Local Education Policies, Practices, and Priorities Educational programs nationwide are being dramatically influenced by standards-based assessment systems (high-stakes testing) and the accountability requirements of the No Child Left Behind Act, and specific provisions contained in the Individuals with Disabilities Education Act Amendments of A significant impact of this legislation has been a reduction in career and technical education and work- experience programs available for youth with disabilities.

Issue 1: Changing State and Local Education Policies, Practices, and Priorities Specific issues include:  Raised expectations for all.  High-stakes testing implications.  Standards-based assessment and accountability systems (resources).  Intended and unintended consequences.

Issue 2: IEP/Transition Planning for Youth with Disabilities During the transition years (age 14-22), the student’s IEP team often does not fully understand the implications associated with a student’s participation in SSI. Consequently, issues concerning SSI eligibility status, the 18-year-old redetermination process, and the potential use of work incentives as students develop future employment goals are seldom discussed and incorporated within student IEPs.

Issue 2: IEP/Transition Planning for Youth with Disabilities Specific issues include:  Extend SSA eligibility to age 22 for students actively on an IEP.  Incorporate SSI work incentives into the IEP/transition planning process.  Assist parents in collecting the appropriate documentation on students’ disabilities, limitations, performance, and behaviors to assist SSA in the disability review for age 18 redetermination eligibility.

Issue 2: IEP/Transition Planning for Youth with Disabilities Specific issues include:  Engage SSA staff to facilitate communication among students, parents, and school personnel regarding the meaning of going to work in relation to their SSI benefits.  Begin discussions concerning future work roles early in a student’s educational program.

Issue 3: Low Expectations for Employment It is unfortunate that low expectations regarding a young person’s ability to work continue to prevail. Far too often, educators, other professionals, and parents may not expect or believe that a young person with a disability can work. This perception is particularly problematic for students with severe disabilities.

Issue 3: Low Expectations for Employment Specific issues include:  Professionals and parents lack awareness of the capacity of individuals with disabilities to work.  Professionals and parents lack awareness of the array of programs and services available to support a young adult’s employability.

Issue 4: Parents’ Concerns About Benefit Loss Parents are fearful that going to work will result in the loss of SSI and related benefits. Specific issues include:  Parents lack even general information on SSI and related programs and their interrelatedness and implications for benefits.

Issue 4: Parents’ Concerns About Benefit Loss Specific issues include:  Discussions concerning the implications of going to work on their child’s SSI benefits need to begin as early as possible.  Personnel who are knowledgeable about SSI and the array of services and supports are not available to counsel and work with parents.  The safeguards on potential benefit loss due to going to work need to be thoroughly explained to parents.

Issue 5: Interagency Collaboration and Service Coordination There is currently no explicit facilitator, planner, or coordinator exclusively focused on the transition process and the array of services and supports available to students who are SSI recipients. Specific issues include:  Unrealistic assumptions that educators should become knowledgeable regarding SSI eligibility, 18-year-old redetermination, work incentives, and regulations regarding the impact of going to work on SSI benefits.

Issue 5: Interagency Collaboration and Service Coordination Specific issues include:  Lack of a key person in the student’s IEP team who is knowledgeable about the array of services and supports available who can guide the student and his/her family through this maze.  SSA’s co-involvement, despite obvious cost constraints, would substantially aid school-aged youth and their parents in better understanding of the interrelationships and implications of going to work (NAVIGATOR).

Issue 6: The Current Workforce Development System and Youth with Disabilities Under the Workforce Investment Act, one-stop career centers have emerged as the primary vehicle for coordinating employment services for persons with disabilities (i.e., Vocational Rehabilitation, Ticket to Work, SSI/SSDI, others). These centers, however, have an inconsistent, limited focus on youth and have a long way to go to orchestrate and coordinate the services needed by these young people at the critical time of transition.

Issue 6: The Current Workforce Development System and Youth with Disabilities Specific issues include:  One-stop career centers are not mandated to serve youth under 18 years of age.  Universal access to coordinated services is underdeveloped.

Issue 6: The Current Workforce Development System and Youth with Disabilities Specific issues include:  One-stop career center personnel lack the knowledge and skills to assist young adults with disabilities in career planning and accessing needed services.  Extending the Ticket to Work to 17- and 18-year- olds (or younger teens) should continue to be explored.