Patti Hackett, M.Ed. Co-Director HRTW National Resource Center Bangor, ME Independence Association and Maine Parent Federation. Brunswick, ME April 5, 2008 Getting Ready to Work: Supporting Youth for Success (It’s More than Work Skills!)

Create new contact Space or Underscore ____ (this bumps listing to the top) Type “ICE – 01” – ADD Name of Person - include all ph #s - Note your allergies You can have up to 3 ICE contacts (per EMS) Do you have “ICE” in your cell phone contact list? To Program……….

Overview Getting the job is the first step. Keeping the job is the next one. What does it take? What are the skills that need to be learned before getting the job? Which ones need to be monitored to assure success?

Overview how you can talk to youth about obvious things work habits not so obvious personal hygiene /behavior

You & Me Affirm Ah ha! Squirm Disagree Who You Are? Experts in the Room About me!

Growing Up Ready to LIVE! Health & Wellness + Humor

Transition to Adulthood

What would you think a group of “successful” adults with disabilities would say is the most important factor that assisted them in being successful?

FACTORS ASSOCIATED WITH RESILIENCE for youth with disabilities: Which is MOST important?  Self-perception as not “handicapped”  Involvement with household chores  Having a network of friends  Having non-disabled and disabled friends  Family and peer support  Parental support w/out over protectiveness Source: Weiner, 1992

FACTORS ASSOCIATED WITH RESILIENCE for youth with disabilities: Which is MOST important?  Self-perception as not “handicapped”  Involvement with household chores  Having a network of friends  Having non-disabled and disabled friends  Family and peer support  Parental support w/out over protectiveness Source: Weiner, 1992

What would you do, if you thought you could not fail?

Ideas & Solutions 1. Name a student/client/youth 2. List – 5 assets 3. List – career goal 4. List – barriers (real & perceived) 5. Solution You are looking for? Question (s) needing an answer.

According to a 2004 Louis Harris Poll EMPLOYED 35% of people with disabilities reported 78% of those who do not have disabilities POVERTY & EDUCATION 3 x people with disabilities live in poverty annual household incomes below $15,000 (26% versus 9%) 2 x drop out of high school ( 21% versus 10%)

Hmmmm……. Reactions? Discussion First thoughts?

Why Do People Work? Money Self-Esteem Friends Why do people with disabilities work?

7 Steps To Employment 1.Planning 2.Acquisition of Skills 3.Retaining a Service Provider 4.Engaging in the Job Search 5.Negotiation & Acceptance of Job 6.Training Process 7.Support Process

7 Parent Roles 1.Planner 2.Advocate 3.Role Model 4.Energizer 5.Negotiator 6.Trainer 7.Supporter

Factors in Job Site Analysis Schedules Work Hours Travel Potential benefits Salaries Promotion possibilities What do I need to consider?

Essential Skills Transportation/Travel Training Interacting with supervisors/peers on job Speaking up for self Expressing preferences and needs Personal Hygiene Social Skills Self- Monitoring Behavior (anger and frustration)

Habits: Good and Bad 1.Appearance Look good, smell good, act good 2. Attendance On time (no excuses), low sick days 3.Friends, Bosses Understand the “line” 4. Sexuality no on off switch, time and place

Other considerations Performance issues – Education – Stamina – Mobility – Decision-making Cultural issues – Supervision – Co-worker interactions – Appearance – Behavior

If an individual became disabled before age 24 they need 6 work credits within the past 3 years to be eligible for SSDI. between the ages of 24 and 31 they need 12 credits within the past 6 years to be eligible for SSDI. SSI & SSDI: WATCH OUT work quarters

Just the Facts What to Do By When

Experience, Skills, Practice and Community Presence 1.Start as early as possible CHORES home and community 2. Know the eligibility requirement 3. Prepare the application - Ask for review before submitting 4. Come ready (paperwork completed) the day of “intake”

TIPS: Navigating & Documenting 1. Celebrate the Paperwork! Prepare the medical and other evidence 2. Practice (coach, try, solo) Talking, Decision Making, Consequences yrs to learn, be ready, launch, support 4. Circle of Support, identify, they too practice 5. No retirement plan for family

Patti Hackett, MEd Co-Director, Healthy & Ready to Work National Resource Center Bangor, ME

Real Work for Real Pay by Edited by Paul Wehman, Ph.D., Katherine J. Inge, Ph.D., W. Grant Revell, Jr., & Valerie A. Brooke This groundbreaking text advances a critical element of empowerment for people with disabilities: inclusive, competitive, and meaningful employment opportunities. authoritative collection of current best practices, employment theories and policies, and specific tools that support positive change in the workplace.

Accommodations: Disability disclosure Accommodating Employees with Hidden Disabilities Career Selection and Use of Accommodations by Students with Disabilities in Rehabilitation Education Programs Disclosure Decisions: To Get the Job Fact Sheet Fast Facts on Psychiatric Disabilites Fact Sheet Patterns and Correlates of Workplace Disclosure Among Professionals and Managers with Psychiatric Conditions Understanding One's Disability Can Lead to Success for Youth Seeking Jobs

To Do Before Age 10 Start early - Routine Habits 1. Carry insurance card 2. Present insurance card 3. Present Co-pay 4. Prepare for Doc visit: 5 Qs 5. Begin to know wellness baseline 6. Teach decision making 7. Offer choices during treatment

Just the Facts: SSI - Listings 1.Musculoskeletal SystemMusculoskeletal System 2.Special Senses and SpeechSpecial Senses and Speech 3.Respiratory SystemRespiratory System 4.Cardiovascular SystemCardiovascular System 5.Digestive SystemDigestive System 6.Genito-Urinary SystemGenito-Urinary System 7.Hemic and Lymphatic SystemHemic and Lymphatic System 8.SkinSkin 9.Endocrine SystemEndocrine System 10.Multiple Body SystemsMultiple Body Systems 11.NeurologicalNeurological 12.Mental DisordersMental Disorders 13.Neoplastic Diseases MalignantNeoplastic Diseases Malignant 14.Immune SystemImmune System search BLUE BOOK

Just the Facts: SSI Disability Criteria for Children: Domains - Acquiring and Using Information; - Attending and Completing Tasks; - Interacting and Relating with Others; - Moving About and Manipulating Objects; - Caring for Yourself; and - Health and Physical Well-being

Just the Facts: SSI CHILDREN - Meets or Equals Functionally = "listed impairment” Marked limitations in 2 of these domains interferes seriously with the child's ability to independently initiate, sustain, or complete activities. Extreme limitation in 1 domain, interferes very seriously with these abilities.

Just the Facts: SSI Disability Criteria for Adults Meets the Listing - one of the Listings by comparing it to the specific requirements in the Listings. Meets or Equals - impairment(s) is equal in severity and duration to a listed impairment. Residual Functional Capacity - disability is severe, but does not meet or equal a listed impairment

Just the Facts: SSI -- Roles Physicians, Care Coordinators - Use the Blue Book to understand criteria - Give Families/youth copies of medical records Families/Youth - Gather medical and other evidence - Send application with ALL the documentation - Open separate checking account - Fill in rental form - Fill in Personal Representative

Just the Facts: SSI - Listings SSA Working While Disabled —How We Can Help

Just the Facts: SSI -- Resources SSA website Benefit Eligibility Screening Tool (BEST) On-line tool - eligible for benefits from any of the programs Social Security administers. Understanding Supplemental Security Income,

Just the Facts: SSI -- Resources search BLUE BOOK Disability Evaluation Under Social Security Listing of Impairments - Childhood Listings Listing of Impairments - Adult Listings

Just the Facts: SSI -- Resources Ultimate Social Security Disability Guide Understanding the GRID Rules FORMS-Residual Functional Capacity (mental) (physical)