MEETING THE INDIVIDUAL NEEDS OF EACH STUDENT WITH A DISABILITY “LEAVE NO STUDENT BEHIND” Phoenix Job Corps Center Staff and Students National Health and Wellness Conference May 7, 2003

2 10 Steps To Promote Inclusivity Training Getting to know the applicant Team work—pre-entry multi/interdisciplinary team (MDT/IDT) meetings Outside resources Accommodation plans Follow up Diversity and sensitivity training Team work—monthly MDT/IDT meetings Transition Review

3 Training Train all staff frequently, including admissions counselors Knowledge and understanding promote and increase acceptance Fear of the unknown often increases resistance –It is the law –Students will enter regardless –If needs not in place or met, center productivity and statistics could decrease –Have staff be active participants

4 Getting to Know the Applicant Center Director’s Disability Designee (CDD) conducts initial phone interview Let the applicant feel that he/she is wanted at Job Corps Find out what has worked for the applicant in the past Discuss the MDT/IDT and that the team’s purpose is to assist with accommodations

5 MDT/IDT Have the right people on the team Utilize their expertise Have weekly, same time and day, so that staff always know in advance and are prepared Make the applicant feel wanted and focus on his/her strengths, not weaknesses Ask how he/she learns best Have training and achievement records (TARs) ready so applicant is aware of the expectations in each vocation Arrange for assistive technology equipment through vocational rehabilitation (VR), other agencies, or region

6 Outside Resources If applicant is/has been a VR client, obtain permission to speak with case manager Call Job Accommodation Network (JAN) for advice, especially for help with vocational accommodation If available, involve charter high school, especially for help with academic special needs

7 Accommodation Plans Ensure that plan is agreeable to student and meets his/her initial needs Make plans the least restrictive, items can be added or removed as needed Plans are meant to be revised as needs change Make sure everyone has the plan and assign managers to monitor implementation and use

8 Promote Acceptance Conduct a learning styles inventory the first week for all new students, then each student is aware how he/she learns best and can self- advocate (include preferred learning style with plan) Provide disability-related sensitivity training during career preparation period (CPP) Use outside resources for guest speakers in diversity class Develop a buddy system for those that need additional assistance Have center-wide events that promote acceptance

9 CDD Follow up Touch base once a month Encourage student to contact CDD if any problems or concerns Introduce CDD during entrance examination Let students know they can ask for accommodations at any time Stress inclusivity within training classes Publish information about accommodations monthly and have request forms available in many areas

10 Monthly MDT/IDT Meeting All team members attend once a month Members –Academic/vocational manager –Counseling manager –Placement/transition manager –Residential manager –CPP manager –Health and wellness center (HWC) manager –CDD –Charter high school staff –Center standards officer (CSO) –Center mental health consultant (CMHC) –Safety officer

11 MDT/IDT Agenda Discuss new students Discuss progress of accommodated students Discuss students approaching transition and services they will require Bring up names of students having difficulties so CDD can seek them out to see if they qualify for accommodations or additional support (e.g., 504 plan)

12 Transition Start early (at least 90 days before completion, depending on accommodations) Identify needs –Living arrangements (center for independent living services) –Transportation –Job placement (disclosure, type of company, Social Security benefits)

13 Inclusivity Review Discuss cases that failed –What other interventions might have helped? Students with Attention Deficit Hyperactive Disorder (AD/HD)—may need trainee employee assistance program (TEAP) services even if entry drug screen is negative Students with poor attendance—may indicate that accommodations are not working A completer who has not been placed—may indicate fear of losing benefits, not matching student with right employer, or fear of failure