AT and Transition to Advocacy for Work Employment

Transcription

1 Oregon Technology Access Program & Douglas ESD Transition Network Facilitator Program Webinar Series: Assistive Technology and Post secondary Transition PART 3 ASSISTIVE TECHNOLOGY AND TRANSITION TO INDEPENDENT EMPLOYMENT Gayl Bowser: Independent Consultant [email protected] 1 2 Includes: i. Instruction ii. Related services iii. Community experiences iv. Employment v. Development of employment and other post-school adult living objectives; and vi. If appropriate, acquisition of daily living skills and provision of a functional vocational evaluation. Big Ideas About 3 4 Independence and Self AT and Transition to Advocacy for Work Employment Independence and Self Advocacy for Work Assessment strategies Resources for Students Pathways for Service Providers Gayl Bowser: [email protected] 1

2 Study of Post Secondary Life 5 Youth with Disabilities Enroll in Post-secondary program 45% 53% General Population Enroll in 4 years college 8% 29% Held jobs on average 10 mos. 15 mos. Use checking account 46% 68% Use credit card 28% 50% Likely to be working 57% 66% 6 NLTS2: Employment 8 7 Many adults consider employment a central component of their lives Employment has been linked to a range of positive outcomes, including economic independence and enhanced self-esteem Working for pay outside the home was an aspect of the early post-high school experiences of a majority of youth with disabilities. NLTS2 Gayl Bowser: [email protected] 2

3 9 10 NLTS2 NLTS2 Disclosure and Accommodations 11 Reasons to Use AT: Increase Functional Capabilities 12 Successful AT Transitions Increase levels of independence Improve quality of life Increase productivity Enhance performance Expand educational/ vocational options Increase success Reduce amount of support needed 1. AT Skills for Independence 2. AT Self-Determination Skills 3. AT Transition Planning in the IEP Gayl Bowser: 3

4 13 Characteristics of Self Determination 14 Acts autonomously Is self-regulated Is psychologically empowered Acts in a self-realizing manner Independence Adapted from Wehmeyer Advice from Tom and Shelby Nurse Establish an understanding of the child s present level of academic performance to identify both areas of strength and where additional assistance may be needed. Establish an understanding of the child s present level of functional performance by utilizing a tool such as the WATI Assistive Technology and Transition forms ( ). Retrieved from ( Institute on Community Integration, University of Minnesota 15 Develop a written vision of life after high school in a detailed post-school outcome statement. This statement can help the Transition IEP team identify needed supports and services. Consider whether assistive technology can help achieve the outcomes. Identify who s going to do what in acquiring the technology, providing training in its use if needed, and funding it. Also determine whether the funding source will allow the technology to go with the student into post-high school education and work. Finally, as the old saying goes, The harder you work, the luckier you ll get. Good luck. Tom Nurse Retrieved from ( Institute on Community Integration, University of Minnesota 16 Gayl Bowser: [email protected] 4

5 17 Coordinated School to Post-school Activities 18 Employment Vocational, Continuing and Adult Education Adult Services Independent Living Community Participation App Examples Coordinated Set Of Activities Assessment strategies Results oriented transition goals- TAGG assessment Employment division job descriptions Based on child s individual needs Results-oriented process To improve academic and functional achievement Facilitate child's movement from school to post-school activities Gayl Bowser: [email protected] 5

6 TAGG Assessment Bureau of Labor and Statistics: OCCUPATIONAL OUTLOOK HANDBOOK Community Support Services 23 Resources for Students 24 Here are just some of the services these community resources help you to do: find a job get a new job learn a job keep a job pay for job training From :Whose Future Is It? Student Reader, Page 97 pay for a job coach find a first job pay for things you need for a job pay for other types of job support Gayl Bowser: [email protected] 6

7 Vocational Rehabilitation Oregon Vocational Rehabilitation 25 Vocational rehabilitation (VR), a federally funded and state-supported division of services, assists individuals with disabilities who are pursuing meaningful careers to secure gainful employment commensurate with their abilities and capabilities through local job searches and awareness of self-employment and telecommuting opportunities. 26 Oregon Vocational Rehabilitation State of Oregon Vocational Rehabilitation Division 500 Summer St. NE, E87 Salem, OR Toll Free: (877) FREE Direct: (503) Fax: (503) [email protected] 27 JAN Job Accommodation Network 28 ILS Independent Living Services Independent Living Services are designed to help individuals who experience disabilities achieve personal goals for independence and participation in their families and communities. The five services considered to be the core of the Independent Living program are: Information and Referral Independent Living Skills Training Peer Counseling Individual and Systems Advocacy Life Transition Assistance (related to youth leaving secondary education, or individuals transitioning to or remaining in the least restrictive living environment) Gayl Bowser: [email protected] 7

8 29 ILS Independent Living Services 30 Questions for Students What types of job supports does your agency offer? Who do you provide support for? How does a person apply for your support? After a person applies, how long does it take to get support? How long will the support last? AND Can your agency help me acquire the AT I need? Can you help me learn to use the AT I need? Adapted From :Whose Future Is It? Student Reader, Page Information and Education Resources 32 Infinitec: AT in the Workplace Infinitec: AT in the Workplace Finding a Job Taxes Goodwill Learning Foundation: Attainment: Whose Future is It? IEP Resources: Implementing Ongoing Transition for the IEP Gayl Bowser: [email protected] 8

9 Person Centered Planning 33 Whose Future Is It?: Attainment Company Implementing Ongoing Transition Plans for the IEP: A Student-Driven Approach to IDEA Mandates 34 QIAT Transition Indicators 35 Resources for Service Providers 36 Student s AT needs specifically, including roles & responsibilities of team members Student empowerment to participate in transition planning Critical importance of advocacy re: AT use AT requirements in receiving environment Individualized timeline Equipment, training, and funding issues Gayl Bowser: [email protected] 9

10 QIAT PS for Vocational Rehabilitation Self awareness 2. Self advocacy 3. Communication 4. Self Advocacy and Leadership 5. Self-evaluation and self-determination QIAT-PS Matrix for Vocational Rehabilitation 6. Consumer/Employee Initiative and Decision Making 7. Assistive Technology Problem Solving Pathways Project 40? Your Questions? Gayl Bowser: [email protected] 10