Paid Employment and Work Experience


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CEC's DCDT FAST FACTS: Paid Employment and Work Experience Prepared by the DCDT Publications Committee

The National Secondary Transition Technical Assistance Center (NSTTAC) has identified evidence-based predictors of post-school success for students with disabilities based on a systematic correlational literature review (Test et al., 2009). Findings indicate that students with disabilities, who participate in paid employment and work experiences in high school, are more likely to be engaged in post-school employment, education, and independent living experiences (Benz, Lindstrom, & Yovanoff, 2000; Benz, Yovanoff, & Doren, 1997; Bullis et al., 1995; Doren & Benz, 1998; Rabren, Dunn, & Chambers, 2002). Recently, Rowe et al. (2013) conducted a Delphi study to add specificity to the existing predictor definitions identified by Test et al. (2009) and operationally defined the predictors so local educators understand the components necessary to develop, implement, and evaluate secondary transition programs based on predictor research.  

Paid employment has been operationally defined as “existing standard jobs in a company or organization or customized work assignments negotiated with the employer, but these activities always feature competitive pay (e.g., minimum wage) paid directly to the student by the employer” (Rowe et al., 2013). Work experience has been operationally defined as “any activity that places the student in an authentic workplace, and could include: work sampling, job shadowing, internships, apprenticeships, and paid employment” (Rowe et al., 2013) Paid employment/work experience should include the following essential program characteristics as identified by Rowe et al., 2013: • Provide opportunities to participate in job shadowing, work-study, apprenticeships, or internships. • Provide instruction in soft skills (e.g., problem solving, communicating with authority figures, responding to feedback, promptness) and occupational specific skills (e.g., clerical, machine operation). • Provide transportation training, including the use of public transportation and job-site and community safety. • Conduct job performance evaluations by student, school staff, and employer. • Provide instruction in obtaining (e.g., resume development) and maintaining a job. • Develop a process for community-based employment options in integrated settings with a majority of co-workers without disabilities. • Conduct situational vocational assessments to determine appropriate job matches. • Develop a process to enable students to earn high school credit for paid employment and work experience. • Link eligible students to appropriate adult services (e.g. Vocational Rehabilitation, Developmental Disabilities Services) services prior to exiting school that will support student in work or further education.  

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Involve appropriate adult services (e.g., Vocational Rehabilitation or job coach when needed) in the provision of community-based work experiences. Use age-appropriate assessments to ensure jobs are based on students’ strengths, preferences, interest, and needs. Ensure employment training placements offer opportunities for (1) working 30+ hours/week, (2) making minimum wage or higher with benefits, and (3) utilizing individualized supports and reasonable accommodations.

Application to Teachers • Evaluate paid employment/work experiences for students to ensure essential program characteristics are included. • Assess and plan for employment. Remember the old adage, measure twice, nail once? This applies to job placement as well. Begin with transition assessment that may include formal and informal assessments, interviews, observation, and situational assessment. • Empower the student to assist with determining what work environment is preferred, appropriate, and matches the skills and traits of the student. • Embed soft skills training in the curriculum. Often students are successful in gaining employment and learning the hard skills needed for a job, but many lack the soft skills necessary to maintain employment. Every Promise, Every Child: Turning Failure into Action (2007) reported that a large percentage of young people preparing to enter the workforce over the next two decades are significantly lacking in the “soft” or applied skills that will help them become effective employees and managers. Free lesson plans to address soft skills may be accessed at http://www.dol.gov/odep/topics/youth/softskills/#.UIAQ4VIpAsc. • Teach your students about disability disclosure. Often students may be confused on when to disclose, how much to disclose, and how to disclose. The 411 on Disability Disclosure Workbook has free lessons to use http://www.ncwdyouth.info/assets/guides/411/411_Disability_Disclosure_complete.pdf. Or, use the Me! Lessons for Teaching Self-Awareness and Self-Advocacy, which is available for free at http://www.ou.edu/content/education/centers-and-partnerships/zarrow.html Application to Administrators • Use the Predictor Self-Assessment to evaluate paid employment/work experience located here: http://psocenter.org/content_page_assets/content_page_3/Predictor_SelfAssessment.final_06_24_13.pdf • Analyze your school policies and address any barriers to student employment. • Know the state and federal laws pertaining to student employment. The Fair Labor Standards Act (FLSA) and Americans with Disabilities Act (ADA) are two such laws. • Attitude is everything. Create an expectation in your staff, school, and community that students with disabilities can be and will be competitively employed. • Keep in mind, paid work experience helps you and your schools meet state and federal transition requirements. Specifically, SPP APR Indicator 13 requires IEPs include goals and transition services “that will reasonably meet her or her post-secondary goals in the  

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identified areas”. In addition, Indicator 14 measures the percentage of youth who had IEPs and are no longer in secondary school that are competitively employed, in postsecondary school, or both within one year of leaving high school. Paid work experiences are important to meeting both of these indicators. Encourage a transition team member to attend and be involved in your community Chamber of Commerce. Often this networking opportunity is the door to paid employment for students. Appreciate area businesses that hire your students with disabilities. This could be done through an annual appreciation luncheon, certificates of appreciation, annual business of the year, or other means.

Application to Families • Teach your child about disability disclosure. Often children are confused on when to disclose, how much to disclose, and how to disclose. The 411 on Disability Disclosure has free resources to assist you in supporting your child’s decision to disclose: http://www.ncwd-youth.info/411-on-disability-disclosure-for-adults. • Help your child learn about the world of work. Bring your child with you to visit you at your job. Help your child determine what type of job and work environment is both desirable and well suited. • Encourage your child to volunteer. These opportunities help a child learn both hard and soft work skills. They may learn the technical aspects to a volunteer position, as well as applied skills of following directions, being on-time, and teamwork. • If possible, assist with transportation. Due to policies, laws, or budget issues, many schools are not able to provide transportation for a student to gain paid work experience. Families can partner with schools and support their child’s during or after school paid work experience by transporting them to and from the worksite. Where to go for Additional Information Websites Every Child Every Promise: Turning Failure into Action • http://www.americaspromise.org/Resources/Partner-Resources/e/Every-Child-EveryPromise.aspx?topic=%2FLow+income+Youth National Collaborative on Workforce and Development/Youth • Career planning begins with assessment http://www.ncwd-youth.info/career-planningbegins-with-assessment • The 411 on Disability Disclosure http://www.ncwd-youth.info/411-on-disabilitydisclosure • The 411 on Disability Disclosure – Families http://www.ncwd-youth.info/411-ondisability-disclosure-for-adults The National Secondary Transition Technical Assistance Center (NSTTAC) • Evidence-based practices http://www.nsttac.org/content/evidence-based-practices  

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Lesson plan starters – employment skills http://www.nsttac.org/content/employmentskills OU Zarrow Center for Learning Enrichment • Me! Lessons for Teaching Self-Awareness and Self-Advocacy • Various self-determination assessments The Job Accommodation Network http://askjan.org/ •

Books, Newsletters, and Research Articles Benz, M. R., Lindstrom, L., & Yovanoff, P. (2000). Improving graduation and employment outcomes of students with disabilities: Predictive factors and student perspectives. Exceptional Children, 66, 509-541. Benz, M. R., Yovanoff, P., & Doren, B. (1997). School-to-work components that predict postschool success for students with and without disabilities. Exceptional Children, 63, 151-165. Bullis, M., Davis, C., Bull, B., & Johnson, B. (1995). Transition achievement among young adults with deafness: What variables relate to success? Rehabilitation Counseling Bulletin, 39, 130-150. Carter, E.W., Austin, D., & Trainor, A.A. (2012). Predictors of postschool employment outcomes for young adults with severe disabilities. Journal of Disability Policy Studies, 23(1), 50-63. Doren, B., & Benz, M. R. (1998). Employment inequality revisited: Predictors of better employment outcomes for young women with disabilities in transition. The Journal of Special Education, 31, 425-442. Luecking, R.G. (2009). The way to work: How to facilitate work experience for youth in transition. Baltimore, Maryland: Paul H. Brooks Publishing, Inc. Rabren, K., Dunn, C., & Chambers, D. (2002). Predictors of post-high school employment among young adults with disabilities. Career Development for Exceptional Individuals, 25, 25-40. Rowe, D. A., Alverson, C. Y., Unruh, D., Fowler, C., Kellems, R., & Test, D. W. (2013). Operationalizing evidence-based predictors in secondary transition: A delphi study. Manuscript in preparation.   Test, D. W., Mazzotti, V. L., Mustian, A. L., Fowler, C. H., Kortering, L. J., & Kohler, P. H. (2009). Evidence-based secondary transition predictors for improving post-school outcomes for students with disabilities. Career Development for Exceptional Individuals, 32, 160-181. Although permission to reprint this publication is not necessary, the citation should be: Council for Exceptional Children’s Division of Career Development and Transition Publications Committee (DCDT: June 2013). Fast Facts: Paid Employment and Work Experience. This Fact Sheet is a collaborative effort between DCDT and the National Secondary Transition Technical Assistance Center (NSTTAC). NSTTAC is funded through the Office of Special Education Programs, Office of Special Education and Rehabilitative Services, U.S. Department of Education (Grant #H326J050004). However, the contents do not necessarily represent the policy of these agencies and endorsement by the federal government should not be assumed.

 

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