ERIC ED615650: Guideposts for Success. Second Edition

2016·13.6 MB·English

by  ERIC

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NCWD/YOUTH
for
GUIDEPOSTS SUCCESS
SECOND EDITION
NATIONAL CCOOLLLLAABBOORRAATTIIVVEE ON WWOORRKKFFOORRCCEE AND DDIISSAABBIILLIITTYY
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BBOOUUTT TTHHEE CCOOLLLLAABBOORRAATTIIVVEE
he National Collaborative on
Workforce & Disability for Youth
(NCWD/Youth) was created to
help state and local workforce
development systems improve out-
comes for youth with disabilities.
Housed at the Institute for
Educational Leadership (IEL) in
Washington, D.C., NCWD/Youth
is comprised of partners with
expertise in disability, education,
employment, and workforce
development policy and practice.
This document was developed
and revised by the National
Collaborative on Workforce &
Disability for Youth, funded by
grants/contracts/cooperative
agreements from the U.S.
Department of Labor, Office of
Disability Employment Policy
(Numbers E-9-4-1-0070 and
OD-16519-07-75-4-11). The
opinions expressed herein do
not necessarily reflect the position
or policy of the U.S. Department
of Labor. Nor does mention of
tradenames, commercial products,
or organizations imply the
endorsement by the U.S.
Department of Labor.
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GUIDEPOSTS FOR SUCCESS
The transition from youth to adult- planning, allocating resources (both public
hood is challenging for almost every and private), providing administrative ON AVERAGE,
young person. This is particularly true oversight, and operating programs to assist
WWOORRKKIINNGG--AAGGEE
for young people with disabilities. Yet, it is individuals and employers in obtaining
in those critical transition-age years that a education, training, job placement, and job PPEEOOPPLLEE WWIITTHH
young person’s future can be determined. recruitment.
DDIISSAABBIILLIITTIIEESS HHAAVVEE
Part of a successful future includes finding
AA LLOOWWEERR LLEEVVEELL OOFF
and keeping work. The total employment
Today, there continues to be a stubborn
rate is projected to increase by 15% in the dilemma facing youth with disabilities. EEDDUUCCAATTIIOONNAALL
first decade of the twenty-first century.
IInn ssppiittee ooff ssuuppppoorrttiivvee lleeggiissllaattiioonn ((ee..gg..,, tthhee
AATTTTAAIINNMMEENNTT,, AARREE
Employment in occupations that generally
Individuals with Disabilities Education Act
require a college degree or other PPOOOORREERR,, AANNDD FFAARR
(IDEA), the Americans with Disabilities Act
postsecondary credential is projected to
(ADA), and the Rehabilitation Act), and LLEESSSS LLIIKKEELLYY TTOO BBEE
grow much faster than other jobs across all
identified effective practices, many of these
occupations. Jobs requiring work-related EEMMPPLLOOYYEEDD TTHHAANN
youth continue to experience high
training will still account for the majority
unemployment as well as insufficient ADULTS WITHOUT
of the new positions.
opportunities to obtain competitive
DISABILITIES.
employment with the potential of career
CHALLENGES FACING YOUTH WITH growth. Many youth with disabilities, and
DISABILITIES IN THE WORKPLACE particularly those with significant
disabilities, experience poor education and
Youth with disabilities, and particularly
employment outcomes. Certainly, some
those with significant disabilities, often face
youth with disabilities have attained
difficulties in accessing the workforce
successful careers. Some of these youth have
development system. The workforce
benefited from well delivered special
development system encompasses
education transition services, while others
organizations at the national, state, and
have received timely and appropriately
local levels with direct responsibility for
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delivered youth employment services; many (cid:129) Young adults with disabilities are three
of these successes reflect both circumstances. times likelier to live in poverty as adults
Yet, these successes are not the norm. than their peers without disabilities.
Consider the following facts: Little or no expectation of success, low
(cid:129) Special education students are more than educational attainment, few vocational
twice as likely as their peers in general goals, and confusing government programs
education to drop out of high school. with conflicting eligibility criteria have
resulted in many youth with disabilities not
(cid:129) Youth with disabilities are half
making a successful transition from school
as likely as their peers without
to postsecondary education, employment,
disabilities to participate in
and independent living.
postsecondary education.
(cid:129) The adjudication rate of youth WHAT CAN BE DONE TO IMPROVE
with disabilities is four times CHANCES?
higher than for youth without
Research has identified educational and
disabilities.
career development interventions that can
make a positive difference in the lives of
(cid:129) Roughly 10% to 12% of all
youth. Work-based learning experiences,
youth will present some form of
preferably connected to curriculum content;
mental health problem of
student-centered individualized education
significant severity to call for some sort of
programs that drive instruction; family
short-term special services and treatment
involvement in and support of education
at some point during their teenage years.
YYOOUUNNGG AADDUULLTTSS and career development activities; and
(cid:129) More than half of youth identified with linkages to individually determined support
WWIITTHH DDIISSAABBIILLIITTIIEESS
mental health needs will drop out of services have all been proven, by both
AARREE TTHHRREEEE TTIIMMEESS
school, and only between 5% and 20% practice and research, to lead to the
LLIIKKEELLIIEERR TTOO LLIIVVEE IINN will enter postsecondary education. education and employment success of all
youth, including youth with disabilities.
PPOOVVEERRTTYY AASS AADDUULLTTSS (cid:129) Approximately 5% of all school children
have some form of a learning disability
TTHHAANN TTHHEEIIRR PPEEEERRSS
All youth need the following:
and are served under special education,
WWIITTHHOOUUTT while between 15% and 17% of all (cid:129) Access to high quality standards-based
education regardless of the setting;
children have reading difficulties. Less
DDIISSAABBIILLIITTIIEESS..
than 8% of those with learning disabilities
(cid:129) Information about career options and
go on to college after high school.
exposure to the world of work, including
structured internships;
(cid:129) Two-thirds of those with learning
disabilities have not been identified by the
(cid:129) Opportunities to develop social, civic,
school system as having such disorders.
and leadership skills;
The majority of this population is poor,
disproportionately female, minority, and (cid:129) Strong connections to caring adults;
will not graduate from high school.
(cid:129) Access to safe places to interact with
(cid:129) Current special education students can their peers; and,
expect to face much higher adult
(cid:129) Support services to allow them to become
unemployment rates than their peers
independent adults.
without disabilities.
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THE GUIDEPOSTS
CWD/Youth has identified Guideposts Youth Service Practitioners should use the
for Success based on what research tells Guideposts, and tools that NCWD/Youth
us that all youth need to transition to has developed to implement them in their
adulthood successfully. The Guideposts work.
provide:
The Guideposts are based on the important
(cid:129) a statement of principles;
following assumptions:
(cid:129) a direction that will lead to better 1. High expectations for all youth,
outcomes for all young people; and, including youth with disabilities;
(cid:129) a way to organize policy and practice. 2. Equality of opportunity for everyone,
including nondiscrimination, individu-
WHO SHOULD USE THEM AND HOW? alization, inclusion, and integration;
Youth and families should look for
3. Full participation through self-
programs and activities that provide these
determination, informed choice, and
features. Youth with disabilities should use
participation in decision-making;
the Guideposts in developing any
individualized plans, such as Individualized 4. Independent living, including skills
Education Programs (IEPs), Individualized development and long-term supports
Plans for Employment (IPE), and service and services;
strategies as required by the Workforce
5. Competitive employment and
Investment Act.
economic self sufficiency, which may
include supports; and,
State level policy makers should use the
Guideposts as a strategic organizational 6. Individualized, person-driven, and
framework which can assist them in moving culturally and linguistically appropri-
the state’s transition planning from a stove- ate transition planning.
pipe focus on guiding categorical programs
and funding to a more coordinated The Guideposts framework is organized in
transition system focusing on successful the following manner. After providing a
outcomes for all youth. detailed list within each Guidepost of what
all youth need, the framework then
describes additional specific needs pertaining
Administrators and policy makers at the
to youth with disabilities. By addressing
local level should use the Guideposts in
these specific needs policymakers, program
making decisions regarding funding, in
administrators, youth service practitioners,
setting and establishing local priorities
parents, family members, and youth will
related to transitioning youth, and in
have access to a foundation that will lead to
evaluating the work of agencies supported
work, further education, and independent
by that funding.
community living.
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GUIDEPOST
SSCCHHOOOOLL--BBAASSEEDD PPRREEPPAARRAATTOORRYY EEXXPPEERRIIEENNCCEESS
n order to perform at optimal levels in
all education settings, all youth need to
participate in educational programs
grounded in standards, clear performance
expectations, and graduation exit options
based upon meaningful, accurate, and
relevant indicators of student learning and
skills. These should include the following: In addition, youth with disabilities need to
do the following:
(cid:129) academic programs that are based on clear
……AALLLL YYOOUUTTHH NNEEEEDD
state standards; (cid:129) use their individual transition plans to
TTOO PPAARRTTIICCIIPPAATTEE drive their personal instruction, and use
(cid:129) career and technical education programs
strategies to continue the transition
IINN EEDDUUCCAATTIIOONNAALL
that are based on professional and
process post-schooling;
PPRROOGGRRAAMMSS industry standards;
(cid:129) have access to specific and individual
GGRROOUUNNDDEEDD IINN (cid:129)(cid:129) ccuurrrriiccuullaarr aanndd pprrooggrraamm ooppttiioonnss bbaasseedd oonn
learning accommodations while they are
universal design of school, work, and
SSTTAANNDDAARRDDSS,, CCLLEEAARR in school;
community-based learning experiences;
PPEERRFFOORRMMAANNCCEE
(cid:129) develop knowledge of reasonable
(cid:129) learning environments that are small and
EEXXPPEECCTTAATTIIOONNSS,, accommodations that they can request and
safe, including extra supports such as
control in educational settings, including
AANNDD GGRRAADDUUAATTIIOONN tutoring, as necessary;
assessment accommodations; and,
EXIT OPTIONS… 1
(cid:129) supports from and by highly qualified
(cid:129) be supported by highly qualified
staff;
transitional support staff that may or
may not be school staff.
(cid:129) access to an assessment system that
includes multiple measures; and,
(cid:129) graduation standards that include options.
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GUIDEPOST
CCAARREEEERR PPRREEPPAARRAATTIIOONN AANNDD WWOORRKK--BBAASSEEDD LLEEAARRNNIINNGG EEXXPPEERRIIEENNCCEESS
areer preparation and work-based IInn oorrddeerr ttoo iiddeennttiiffyy aanndd aattttaaiinn ccaarreeeerr ggooaallss,,
learning experiences are essential in yyoouutthh nneeeedd ttoo bbee eexxppoosseedd ttoo aa rraannggee ooff
order for youth to form and develop eexxppeerriieenncceess,, iinncclluuddiinngg tthhee ffoolllloowwiinngg::
aspirations and to make informed choices
about careers. These experiences can be
(cid:129) opportunities to engage in a range of
provided during the school day or through
work-based exploration activities such as
after-school programs, and will require
site visits and job shadowing;
collaborations with other organizations.
All youth need information on career (cid:129) multiple on-the-job training experiences
options, including the following: (paid or unpaid), including community
IINN OORRDDEERR TTOO
service, that are specifically linked to the
content of a program of study and school IIDDEENNTTIIFFYY AANNDD
(cid:129) career assessments to help identify
credit;
students’ school and post-school AATTTTAAIINN CCAARREEEERR
preferences and interests;
(cid:129) opportunities to learn and practice their
GGOOAALLSS,, YYOOUUTTHH
work skills (so-called “soft skills”); and,
(cid:129) structured exposure to postsecondary
NNEEEEDD TTOO BBEE
education and other life-long learning
(cid:129) opportunities to learn first-hand about
opportunities; EEXXPPOOSSEEDD TTOO
specific occupational skills related to a
career pathway. AA RRAANNGGEE OOFF
(cid:129) exposure to career opportunities that
ultimately lead to a living wage, including EEXXPPEERRIIEENNCCEESS..
information about educational In addition, youth with disabilities need to
requirements, entry requirements, income do one or more of the following:
and benefits potential, and asset
accumulation; and, (cid:129) understand the relationships between
benefits planning and career choices;
(cid:129) training designed to improve job-seeking
skills and work-place basic skills (cid:129) learn to communicate their disability-
(sometimes called “soft skills”). related work support and accommodation
needs; and,
(cid:129) learn to find, formally request, and secure
appropriate supports and reasonable
accommodations in education, training,
and employment settings.
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GUIDEPOST
YOUTH DEVELOPMENT AND LEADERSHIP
Youth Development is a process that
prepares young people to meet the
challenges of adolescence and adulthood
through a coordinated, progressive series of
activities and experiences which help them
gain skills and competencies. Youth
leadership is part of that process. In order
to control and direct their own lives based
(cid:129) exposure to personal leadership and youth
on informed decisions, all youth need the
development activities, including
following:
……AALLLL YYOOUUTTHH community service; and,
NNEEEEDD (cid:129) opportunities that allow youth to exercise
(cid:129) mentoring activities designed to establish
leadership and build self-esteem.
OOPPPPOORRTTUUNNIITTIIEESS strong relationships with adults through
formal and informal settings;
TTHHAATT AALLLLOOWW
Youth with disabilities also need the
TTHHEEMM TTOO (cid:129)(cid:129) ppeeeerr--ttoo--ppeeeerr mmeennttoorriinngg ooppppoorrttuunniittiieess;; following:
EEXXEERRCCIISSEE (cid:129) exposure to role models in a variety of
contexts; (cid:129) mentors and role models, including persons
LLEEAADDEERRSSHHIIPP
with and without disabilities; and,
3
AANNDD BBUUIILLDD (cid:129) training in skills such as self-advocacy and
conflict resolution; (cid:129) an understanding of disability history,
SSEELLFF--EESSTTEEEEMM..
culture, and disability public policy issues
as well as their rights and responsibilities.
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GUIDEPOST
CONNECTING ACTIVITIES
oung people need to be connected to
programs, services, activities, and
supports that help them gain access to
chosen post-school options. All youth may
need one or more of the following:
(cid:129) mental and physical health services; Youth with disabilities may need one or
more of the following:
(cid:129) transportation;
YOUNG PEOPLE
(cid:129) housing; (cid:129) acquisition of appropriate assistive
technologies; NEED TO BE
(cid:129) tutoring;
(cid:129) community orientation and mobility/travel CCOONNNNEECCTTEEDD TTOO
(cid:129) financial planning and management;
training (e.g. accessible transportation, bus
PPRROOGGRRAAMMSS,,
routes, housing, health clinics);
(cid:129) post-program supports through structured
SSEERRVVIICCEESS,,
arrangements in postsecondary institutions
(cid:129) exposure to post-program supports such as
and adult service agencies; and, AACCTTIIVVIITTIIEESS,, AANNDD
independent living centers and other
consumer-driven community-based SSUUPPPPOORRTTSS TTHHAATT
(cid:129) connection to other services and
support service agencies;
opportunities (e.g. recreation). HHEELLPP TTHHEEMM
(cid:129) personal assistance services, including
GGAAIINN AACCCCEESSSS
attendants, readers, interpreters, or other
TTOO CCHHOOSSEENN
such services; and,
POST-SCHOOL
(cid:129) benefits-planning counseling, including
information regarding the myriad of OPTIONS.
benefits available and their
interrelationships so that youth may
maximize those benefits in transitioning
from public assistance to self-sufficiency.
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GUIDEPOST
FAMILY INVOLVEMENT AND SUPPORTS
articipation and involvement of parents, (cid:129) take an active role in transition planning
family members, and/or other caring with schools and community partners; and,
adults promotes the social, emotional,
(cid:129) have access to medical, professional, and
physical, academic, and occupational growth
peer support networks.
of youth, leading to better post-school
outcomes. All youth need parents, families,
and other caring adults who do the In addition, youth with disabilities need
following: parents, families, and other caring adults
who have the following:
(cid:129) have high expectations that build upon the
AALLLL YYOOUUTTHH young person’s strengths, interests, and (cid:129) an understanding of the youth’s disability
needs and that foster each youth’s ability and how it may affect his or her
NNEEEEDD TTHHEE
to achieve independence and self- education, employment, and daily living
SSUUPPPPOORRTT OOFF sufficiency; options;
PPAARREENNTTSS,, FFAAMMIILLYY (cid:129)(cid:129) rreemmaaiinn iinnvvoollvveedd iinn tthheeiirr lliivveess aanndd aassssiisstt (cid:129) knowledge of rights and responsibilities
them toward adulthood; under various disability-related legislation;
MMEEMMBBEERRSS,,
AANNDD OOTTHHEERR (cid:129) have access to information about (cid:129) knowledge of and access to programs,
5employment, further education, and services, supports, and accommodations
CCAARRIINNGG
community resources; available for young people with
AADDUULLTTSS.. disabilities; and,
(cid:129) an understanding of how individualized
planning tools can assist youth in
achieving transition goals and objectives.
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