Competency Area I: Knowledge of Field

I.1 Knowledge of youth development theory, adolescent and human development

Learning Objectives

• I.1.1 Identify, describe, and critique youth development theories and models, such as Forum for Youth Investment Five areas of Youth Development, Search Institute "Assets" Theory, National Collaborative on Workforce and Disability for Youth's Five Areas of Youth Development/Youth Leadership, KohIberg’s theory of Moral Reasoning, and Erikson and Piaget’s theory of Cognitive Development
• I.1.2 Describe adolescent and human development in terms of physical, cognitive, emotional, social, and behavioral factors and developmental systems theory

Selected Activities

Utilize the materials and activities in the National Collaborative on Workforce and Disability for Youth's Adolescent Development: Introducing the Basics. Lessons include:

• Psychological Development
• Moral Reasoning
• Youth Development Theories & Models I
• Youth Development Theories & Models II
• Sexual Maturation of the Female and Male Adolescent

"Adolescent Development: Introducing the Basics" - Microsoft Word "Adolescent Development: Introducing the Basics" - Adobe PDF

Demonstration of Learning - Show What You Know!

• Successful completion of activities in the above Adolescent Development: Introducing the Basics or in other curricula that review youth/adolescent development

Resources Developed by NCWD/Youth and Partners

• Gill, P. Youth Development and Youth Leadership in Programs. National Collaborative on Workforce and Disability for Youth InfoBrief, Volume 11.
• McCain, M, Gill, P., and Wills, J. (2004). Knowledge, Skills and Abilities of Youth Service Practitioners, National Collaborative on Workforce and Disability for Youth.
• National Collaborative on Workforce and Disability for Youth (2005). Adult Learning Theory: Extended Reference List .
• National Collaborative on Workforce and Disability for Youth (n.d.). Guideposts for Success.
• O’Sullivan, K. (Ed.) (2005). PEPNet Guide to Quality Standards in Youth Programs: Linking Youth to Work and Education for a Successful Transition to Adulthood. Washington, DC: National Youth Employment Coalition.

Other Resources

• California Center for Civic Participation (n.d.). Youth Voices in Community Design.
• ETR's Resource Center for Adolescent Pregnancy Prevention (n.d.). Developmental Theories.
• Murphey, D. (2000). What works: Promoting positive youth development in your community . Waterbury, VT: Vermont Agency of Human Services, Planning Division.
• Funders' Collaborative on Youth Organizing. (2000). An Emerging Model for Working with Youth: Community Organizing + Youth Development = Youth Organization .
• Konopka , G., (Fall 1973) Requirements For Healthy Development Of Adolescent Youth [Electronic Version] ADOLESCENCE, VII: 31, pp. 1-26
• National Youth Development Information Center (n.d.).
• National Youth Development Learning Network (2004). Worker Competencies .
• Search Institute. (n.d.) Developmental Assets in Youth Approach.

return to top

I.2 Understanding of youth rights and laws including labor, curfew, and attendance

Learning Objectives

• I.2.1 List your state or locality's youth laws related to age, curfew, wages, attendance, type of work, etc.

Selected Activities

• Complete the Restaurant Employer Assessment Tool
• Complete the Grocery Employer Assessment Tool
• Complete the WebQuest
• Create a Scavenger Hunt or Webquest related to Public Disability Laws
  [ Scavenger Hunt - Microsoft Word , Scavenger Hunt - Adobe PDF ]

Demonstration of Learning - Show What You Know!

• Successful completion of a FAQ Brochure .
• Successfully complete Scavenger Hunt or WebQuest

Resources Developed by NCWD/Youth and Partners

• National Dissemination Center for Children with Disabilities (NICHCY ). (n.d.).
• NICHCY Publications and Resources.
• National Information Center for Children and Youth with Disabilities (1996). .The Education of Children and Youth with Special Needs: What do the Laws Say?.
• U.S. Department of Labor in the 21st Century: (n.d.) Youth & Labor: State Labor Laws.

Other Resources

• Judicial Education Center (n.d.). JEC Child Welfare Handbook.
• Legal Information Institute (n.d.). Laws of the Fifty States, District of Columbia and Puerto Rico Governing the Emancipation of Minors.
• Tribal Law and Policy Institute (n.d.).
• United States Equal Employment Opportunity Commission's (EEOC) (n.d.) Youth@Work.

return to top

I.3 Knowledge of self as a youth development worker, including professional ethics and boundaries, confidentiality, and professional development needs and opportunities

Learning Objectives

• I3.1 Locate and list your specific organizations code of ethics and policies
• I3.2 Develop a list of relevant professional development opportunities available

Selected Activities

• Activity 1 of the Texas Workforce Commission Youth Program Initiative.
  [ Activity 1 - Microsoft Word , Activity 1 - Adobe Acrobat ]
• Read through NSDTA Ethical Standards Section (pg.16) Compliance and Noncompliance examples and develop five of your own examples.
• Complete the ethics scenario.
  [ Ethics Scenario Activity- Microsoft Word , Ethics Scenario Activity - Adobe Acrobat ]

Demonstration of Learning - Show What You Know!

• Develop a list of professional organizations and relevant journals/resources to stay current
• Develop a matrix of professional development needs with a matrix of professional development opportunities

Resources Developed by NCWD/Youth and Partners

• McCain, M, Gill, P., and Wills, J. (2004). Knowledge, Skills and Abilities of Youth Service Practitioners, National Collaborative on Workforce and Disability for Youth.
• National Collaborative on Workforce and Disability for Youth (2006). KSAs (Knowledge, Skills and Abilities) for Youth Practitioners Hot Topic.
• National Collaborative on Workforce and Disability for Youth (2006). KSA Assessment for Practitioners.
• National Collaborative on Workforce and Disability for Youth (2006). Knowledge, Skills, and Abilities Professional Development Plan.

Other Resources

• Canadian Child Care Association. (2001). Interaction.
• Innovation Center for Community and Youth Development/The Tides Center (n.d.). At the Table.
• The International Child and Youth Care Network. (1998). FICE Bulletin. [Complete discussion regarding the building of a code of ethics of the child and youth care field]
• Mattingly, M. (n.d.). Code of Ethics: Standards for Practice of North American Child & Youth Care Professionals . University of Pittsburgh.
• National Staff Development and Training Association. (2004). NSDTA Code of Ethics for Training and Development Professionals in Human Services: Case Scenarios and Training Implications .
• Wild, Q (2004).Knowledge, Values and Competencies for Youth Development Practitioners University of Wisconsin, Milwaukee.

return to top

1.4D Understanding of the values and history of the disability field

Learning Objectives

• I.4.D.1 Describe the values and history of the disability field as it applies to your organizational setting

Selected Activities

• Create a historical timeline listing relevant disability regulations that impact your work situations
• Create a graphic organizer or concept map (examples are at http://www.graphic.org/goindex.html) related to the history of the disability field

Demonstration of Learning - Show What You Know!

• Successfully complete historical exploration activity
  Historical Exploration Activity - Microsoft Word , Historical Exploration Activity - Adobe Acrobat .

Other Resources

• Beyond Affliction: The Disability History Project. (1998).
• Center on Human Policy, Syracuse University. (2005). Links to Disabilities-History.
• Council for Exceptional Children. (2003). History of Special Education Movement in America.
• Houghton Mifflin. (n.d.). Reader's Companion to U.S. Women's History: Disabilities Stereotype.
• International Disability Exchanges and Studies (IDEAS). (n.d.). Disability World.
• Museum of Disability History (n.d.).
• National Public Radio. (n.d.). Disability History Project.
• Smithsonian National Museums of American History (2000). The Disability Rights Movement.
• Social Security Online (n.d.). Legislative History of Social Security.
• Southeast Disability and Business Technical Assistance Center (n.d.). Southeast DBTAC Portal.
• Springer, C. ed. (1999) U.S. Society & Values.
• The Disability Rights Movement: A Brief History.
• United States Equal Employment Opportunity Commission's (EEOC).
• VSA Arts (2003). A Brief History of the Disability Movement.

return to top

I.5D Understanding of disability laws including Section 504 of the Rehabilitation Act (Section 504), Americans with Disabilities Act (ADA), Individual with Disabilities Education Act (IDEA), and Ticket to Work and Work Incentives Improvement Act (TWWIIA)

Learning Objectives

• I.5.D.1 List and describe the disability laws including 504, ADA, IDEA, and TWWIIA

Selected Activities

• Complete the Scavenger Hunt Exercise on Public Laws related to Accessibility Technology and Disabilities Directions
• Complete the WebQuest on Assistive Technology
• Develop a Scavenger Hunt or Webquest
  [ Scavenger Hunt - Microsoft Word , Scavenger Hunt - Adobe PDF ]
• Participate in the interactive ADA game

Demonstration of Learning - Show What You Know!

• Successfully complete of Scavenger Hunt/Web Quest
• Develop a "cheat sheet" on disability laws for organizational reference; train colleagues in its us

Resources Developed by NCWD/Youth and Partners

• National Collaborative on Workforce and Disability for Youth - Disability Legislation.

Other Resources

• University of Maryland Accessibility Portal (2005).

return to top

I.6D Knowledge of key concepts and processes including Individualized Education Plan (IEP), Individualized Plan for Employment (IPE), transition, due process procedures, parents’ rights, informed choice, self determination, universal access, and reasonable accommodations

Learning Objectives

• I.6.D.1 Identify and explain at least 5 key concepts and processes involved when you address each of the following related to your organizational setting: Individual Education Plan (IEP), Individual Plan for Employment (IPE), transition, due process procedures, parents’ rights, informed choice, self determination, universal access, and reasonable accommodations

Selected Activities

• Take the IEP Quiz
• Learn about IEPs in depth
• Take EACH of the Self Assessment Tests at the end of each section of the NSDE IEP Technical Assistance Guide
• Take the online IEP Tutorial
• Review "How to Write Smart IEPs" - Adobe Acrobat .

Demonstration of Learning - Show What You Know!

• Help a youth complete an IPE
• Using the Work-Based Learning - Youth Service Practitioner Section as a guide, design a program that addresses each of the 4 questions

Resources Developed by NCWD/Youth and Partners

• Gaylord, V., Golden, T.P., O'Mara, S., and Johnson, D.R. (Eds.). (2002). Impact: Feature Issue on Young Adults with Disabilities & Social Security Administration Employment Support Programs, 15(1) [online]. Minneapolis: University of Minnesota, Institute on Community Integration.
• National Center on Secondary Education and Transition (NCCSET) (n.d.). [Has compared the key provisions on transition in the new law compared to the existing law].
• National Collaborative on Workforce and Disability for Youth (2005)
• Youth Section: What Youth Need to Know and Do.
• Work-Based Learning — Youth Service Practitioner Section.
• National Collaborative on Workforce and Disability for Youth (n.d.) Work-Based Learning — Youth Service Practitioner Section.

Other Resources

• All Kinds of Minds (n.d.).
• American Association of People with Disabilities (AAPD). (n.d.). [Contains analysis of the new law from several different sources]
• Council for Exceptional Children (CEC) (n.d.).
• Consortium for Citizens with Disabilities (CCD) (n.d.).
• Government of British Columbia. (n.d.). Resource Guide for Teachers for Students with Intellectual Disabilities.
• LDOnline (n.d.). LDOnline's IEP Resources.
• Massachusetts Department of Education. (2001). IEP Process Guide .
• NASDSE and National Education Association (NEA) (n.d.). [Co-authored IDEA and NCLB: The Intersection of Access and Outcomes (2 nd Edition), which provides information on the intersection of IDEA and the No Child Left Behind Act (NCLB)]
• National Association of State Directors of Special Education (NASDSE) (n.d.). [Has prepared The Individuals with Disabilities Education Act: A Comparison of P.L. 105-17 (IDEA ’97) to H.R. 1350 as passed by Congress on November 19, 2004, a side-by-side that compares current law to the new law.]
• Schwablearning (n.d.).
• Smith, S. (2000). Creating Useful IEP's ERIC Identifier: ED449636.
• United Way Division of Vocational Rehabilitation (n.d.). United Way Division of Vocational Rehabilitation Fact Sheet
• Vocational and Educational Services for Individuals with Disabilities (VESID). WGBH. (2002).
• MisUnderstood Minds.
• Wright, P. and Wright, P. (2001). "How to Write Smart IEPs" - Adobe Acrobat in From Emotions to Advocacy - The Special Education Survival Guide. Harbor House Law Press.
• WrightsLaw (.n.d.) WrightsLaw IEPs.

return to top

I.7D Understanding of privacy and confidentiality rights as they relate to disability disclosure

Learning Objectives

• I.7.D.1 List and describe privacy and confidentiality rights as they relate to disability disclosure in your organizational setting

Selected Activities

• Develop and respond to a scenario that poses a question about disclosure; cite resources/information that back up your choice of response
• Reflect on an experience you had relating to disclosure and how you handled it
• Explain each of the following and how it impacts your organization:
  • Family Educational Rights and Privacy Act (FERPA)
  • Health Insurance Portability and Accountability Act (HIPAA)

Demonstration of Learning - Show What You Know!

• Successful completion of scenario or reflection
• Train others on privacy and confidentiality rights as they relate to disability disclosure

Resources Developed by NCWD/Youth and Partners

• National Collaborative on Workforce and Disability for Youth (n.d.). Assessment Guide Chapter 4: The Organizational Perspective .
• Timmons, J., Podmostko, M., Bremer, C., Lavin, D., and Wills, J. (2004). Career Planning Begins with Assessment: A Guide for Professionals Serving Youth with Educational and Career Development Challenges. Washington, D.C.: National Collaborative on Workforce and Disability for Youth, Institute for Educational Leadership.
• US Department of Labor Civil Rights Center (n.d.). WIA Section 188 Disability Checklist .

return to top