scholarly journals Evaluation of SICAP pre-employment supports

2020 ◽  
Author(s):  
Adele Whelan ◽  
◽  
Judith Delaney ◽  
Seamus McGuinness ◽  
Emer Smyth ◽  
...  
Keyword(s):  
Employment Supports

scholarly journals Good fences make good neighbors: Collaborating with families to create employment opportunity

2021 ◽  
pp. 1-5
Author(s):  
Bethany Chase
Keyword(s):  
Parent Involvement ◽  
Developmental Disabilities ◽  
Supported Employment ◽  
Employment Opportunity ◽  
Job Seekers ◽  
Employment Success ◽  
Job Match ◽  
Employment Supports ◽  
Job Coaches ◽  
Employment Specialists

BACKGROUND: Collaboration between supported employment providers and parents/guardians of job seekers with intellectual and/or developmental disabilities is key to employment success. However, parents are often concerned about the efficacy of employment supports or the capacity of the professionals providing the service. Likewise, job coaches may consider certain kinds of parent involvement as detrimental to a successful job match. OBJECTIVE: This article provides context for why parents/guardians may be distrustful of the employment process, as well as why employment specialists may struggle to build strong partnerships with parents/guardians. METHODS: This article will discuss how to implement practices that not only welcome the critical input of families, but also maintain healthy and well-defined boundaries that affirm the autonomy, professionalism, and competence of the worker.

scholarly journals Tracking metrics that matter for scaling up employment outcomes

2021 ◽  
pp. 1-6
Author(s):  
Alberto Migliore ◽  
John Butterworth ◽  
Jeannine Pavlak ◽  
Michael Patrick ◽  
Stephen Aalto
Keyword(s):  
Quality Improvement ◽  
Continuous Quality Improvement ◽  
Service Providers ◽  
Scaling Up ◽  
Employment Outcomes ◽  
Job Seekers ◽  
Continuous Quality ◽  
Employment Supports ◽  
Employment Programs ◽  
Improved Methods

BACKGROUND: Supporting employment consultants in their work with job seekers is critical for increasing the employment outcomes of people with disabilities. OBJECTIVE: To better understand how to leverage data for supporting employment consultants, including what metrics to track, what to do with the data, and what can be improved. METHODS: A panel of three directors of employment programs addressed these questions as part of the Association of People Supporting Employment First (APSE) 2020 conference. RESULTS: Most employment service providers collect data for billing and compliance reporting. Innovative providers leverage data for quality improvement. CONCLUSIONS: Tracking metrics designed specifically for monitoring the implementation of effective employment supports is key for leveraging data for continuous quality improvement and thus improving job seekers’ employment outcomes.

Barriers to work-based learning experiences: A mixed methods study of perceptions from the field

2021 ◽  
pp. 1-11
Author(s):  
Katherine W. Bromley ◽  
Kara Hirano ◽  
Angus Kittelman ◽  
Valerie L. Mazzotti ◽  
Connor McCroskey
Keyword(s):  
Mixed Methods ◽  
School Districts ◽  
Students With Disabilities ◽  
Learning Experiences ◽  
Collaborative Partnerships ◽  
Mixed Methods Approach ◽  
Employment Supports ◽  
Employment Goals ◽  
Transition Staff ◽  
Specific Barriers

BACKGROUND: Work-based learning experiences (WBLEs) are significantly associated with improved postschool employment outcomes for students with disabilities; however, little is known about the specific barriers affecting implementation of WBLEs. OBJECTIVE: The purpose of this study was to identify community-and school-related barriers to implementing WBLEs. METHODS: This study used a mixed methods approach to analyze survey data from 170 secondary transition staff providing WBLEs to students with disabilities in three states. RESULTS: Findings provided a broader understanding of critical barriers as perceived by transition staff implementing WBLEs, including limited availability of resources, transportation, and lack of willing employers. CONCLUSIONS: Collaborative partnerships between vocational agencies and school districts have the potential to address some of these barriers and improve the delivery of employment supports and WBLEs in an effort to help students achieve their postschool employment goals.

Work performance and support needs analysis of students with intellectual disabilities

2021 ◽  
pp. 1-10
Author(s):  
Hailee Baer ◽  
Kristen Welker ◽  
Carol Cox
Keyword(s):  
Intellectual Disabilities ◽  
Work Performance ◽  
School To Work ◽  
Support Needs ◽  
School To Work Transition ◽  
Employment Supports ◽  
Work Transition ◽  
Job Coach ◽  
Students With Intellectual Disabilities ◽  
Job Coaches

BACKGROUND: School-to-work transition planning for students with intellectual disabilities should include community-based early work experiences to prepare for possible future integrated employment. Employers have noted job performance levels and appropriate use of supports as important for maintaining employment. OBJECTIVE: The purpose of this study was to assess work performance and support needs of students with intellectual disabilities attending a short summer early work experience. METHOD: A small group of secondary-level school students with intellectual disabilities attended a summer-long vocational rehabilitation program where they worked with a job coach at a work setting. Student participants and their job coaches rated their perceptions of the students’ work performance quality and support needs on the Job Observation and Behavior Scale pre-post program. RESULTS: The groups deviated significantly in their pre-assessment and post-assessment ratings. Job coaches and students both reported significant increases in perception of quality of student performance. In addition, job coaches reported students needing significantly less employment supports by program end. Student participants also reported needing less employment supports by program end; however, results were not significant. CONCLUSIONS: When both student and job coach realistically view student work performance and supports needed, the school-to-work transition can be improved.

Persons with brain injury and employment supports: Long-term employment outcomes and use of community-based services

Brain Injury ◽  
2017 ◽  
Vol 31 (5) ◽  
pp. 607-619 ◽  
Author(s):  
Alisa Grigorovich ◽  
Mary Stergiou-Kita ◽  
Thecla Damianakis ◽  
Guylaine Le Dorze ◽  
Carolyn Lemsky ◽  
...  
Keyword(s):  
Brain Injury ◽  
Employment Outcomes ◽  
Community Based ◽  
Employment Supports ◽  
Community Based Services

“It's Not Just About a Paycheck”: Perspectives on Employment Preparation of Students With Intellectual Disability in Federally Funded Higher Education Programs

2020 ◽  
Vol 58 (4) ◽  
pp. 328-347
Author(s):  
Daria Domin ◽  
Allison B. Taylor ◽  
Kelly A. Haines ◽  
Clare K. Papay ◽  
Meg Grigal
Keyword(s):  
Higher Education ◽  
Intellectual Disability ◽  
Postsecondary Education ◽  
The United States ◽  
Work Experiences ◽  
Education Programs ◽  
Successful Student ◽  
Employment Preparation ◽  
Paid Employment ◽  
Employment Supports

Abstract Students with intellectual disability (ID) are increasingly attending postsecondary education institutions and acquiring work experiences while completing their studies. One of the main motivations for students with ID to seek higher education is to broaden and increase their chance for finding fulfilling, paid employment in their communities. Findings from a qualitative study on staff perspectives regarding career development and employment supports and services provided to students attending Transition and Postsecondary Education Programs for Students With Intellectual Disability (TPSID) model demonstration programs in the United States are presented. Results reflect consensus across program staff regarding the goals and expectations for employment of TPSID students. Programs vary considerably in their institutional context, their partnership with other entities, and the structure of employment services, as well as the emphasis placed on paid versus unpaid employment. Some of the key strategies shared by staff regarding successful student employment practices involved outreach and engagement, visibility on campus, improving access to career services, and cultivating partnerships. As higher education continues to expand its offerings to students with ID, postsecondary education programs need to continue to emphasize and honor the importance of paid employment, and continue to seek the best methods to achieve this outcome for students with ID.

The Diversity Management for Employment of the Persons With Disabilities

2021 ◽  
pp. 1445-1468
Author(s):  
Kai Seino ◽  
Aoi Nomoto ◽  
Tomohiro Takezawa ◽  
Heike Boeltzig-Brown
Keyword(s):  
Vocational Rehabilitation ◽  
Diversity Management ◽  
Organizational Psychology ◽  
Broad Perspective ◽  
Persons With Disabilities ◽  
Employment Supports ◽  
Industrial Organizational Psychology

The purpose of this chapter is to discuss the latest knowledge of effective diversity management—from businesses and academia—with regard to the employment of persons with disabilities. From a broad perspective, this knowledge is found in the field of industrial-organizational psychology. From a more narrow perspective, and based on evidence from a substantial study, the knowledge of vocational rehabilitation has relevance for persons with disabilities. Vocational rehabilitation is the practice of providing employment supports that will build win-win relationships between employers and persons with disabilities. This chapter reviews recent findings documenting the effective employment and management of persons with disabilities, and summarizes effective actions and workplace considerations for the employment of persons with disabilities.

Building an Evidence-Based, Holistic Approach to Advancing Integrated Employment

2018 ◽  
Vol 43 (3) ◽  
pp. 207-218 ◽  
Author(s):  
Allison Cohen Hall ◽  
John Butterworth ◽  
Jean Winsor ◽  
John Kramer ◽  
Kelly Nye-Lengerman ◽  
...  
Keyword(s):  
Developmental Disabilities ◽  
Supported Employment ◽  
Holistic Approach ◽  
Intellectual And Developmental Disabilities ◽  
Self Employment ◽  
Integrated Employment ◽  
Policy And Strategy ◽  
Employment Supports ◽  
Substantial Investment ◽  
Services And Supports

Since the introduction of supported employment in the Developmental Disabilities Act of 1984 and the Rehabilitation Act Amendments of 1986, there has been continued development and refinement of best practices in employment services and supports. Progress includes creative outcomes for individuals with significant support needs including customized jobs and self-employment, community rehabilitation providers that have shifted emphasis to integrated employment, and states that have made a substantial investment in Employment First policy and strategy. Despite these achievements, the promise of integrated employment remains elusive for the majority of individuals with intellectual and developmental disabilities. The number of individuals supported in integrated employment by state agencies has remained stagnant for the past 15 years, participation in nonwork services has grown rapidly, and individual employment supports have not been implemented with fidelity. This article presents preliminary findings from activities completed by the Rehabilitation Research and Training Center on Advancing Employment for Individuals with Intellectual and Developmental Disabilities and discusses a framework for organizing state and federal investments in research, practice, and systems change.

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