Employment

1
Employment
2
Sheltered Workshop

• Train-place philosophy
• Readiness model
• No support after placement (if placement ever
  happens)

3
Supported Employment

• Place-train in context of job and provide
  on-going support
• Addresses generalization issues common to people
  with ID

4
Core features of supported employment

• Integrated employment
• Paid work
• Ongoing support
• Ongoing support is what makes supported
  employment different than other rehabilitation
  services. Support is provided to both the
  supported employee and the environment and is
  focused on increasing retention of job.

5
Individual placement approach

• One-on-one training on the job.
• Systematic decrease of support from the job
  coach.
• Periodic support through on-site visits for the
  duration of the job.

6
Adult Services - Problems

• Lack of services services may be non-existent
  in many areas
• Waiting lists some are 10 years
• Lack of qualified staff
• Major Life-long family burden
• Funding inadequate or non-existent related to
  all above

7
Timeline

• 1990 Transition defined and mandated in IDEA.
• 1997 Statement required by age 14, services by
  age 16, career development/education, focus on
  whole person
• 2004 Statement required by age 16.

8
1990 definition

• A coordinated set of activities for a student,
  designed within an outcome-oriented process,
  which promotes movement from school to
  post-school activities including post-secondary
  education, vocational training, integrated
  employment (including supported employment),
  continuing and adult education, adult services,
  independent living or community participation.

9
Transition is a life-long process

• Transition is not a discrete time in life
  affecting only the individual and one aspect of
  their functioning. Rather, transition is part of
  career development, which is known to be a
  life-long process that begins at birth, and
  relates to all life roles, not just work.

10
Transition services problems

• The misconception of transition as a discrete
  interval in the life of an individual.
• The narrow focus/emphasis of transition on
  work/vocational area.
• The way professionals provide/implement services
• Service delivery system is inflexible.

11
Transition planning should impact

• Curricular content
• Teaching methods
• Location of instruction
• Planning processes
• Consideration of developmental processes
• All services should be under the control of the
  individual or her/his designee, and that person
  determines quality.

12
Success in transition

• Past and current experiences as they relate to
  skills needed in the next setting.
• Supportive relationships for continuity and
  buffering
• Anticipation and aligning necessary supports and
  resources.

13
Success, contd.

• Communication between the individual and
  others, and between families and professionals
  (in current and future settings)
• Consideration of individual wants/desires all
  activities and goals need to be based on the
  students preferences.

14
Maximizing Positive Outcomes in Transition

• Establishing and maintaining lifelong
  relationships with individuals other than paid
  providers.
• Developing survival skills for living in the
  adult world.
• Enhancing the quality of life for the person.
• Assisting in the development of positive
  self-regard.