2004 volume 2

To make the transition successfully from school to adult life and the world of work, adolescents and young adults need guidance and encouragement from caring, supportive adults. Developing the ability to make informed choices and to understand the implications of those choices should be explicit goals early in the transition process. The best decisions and choices made by transitioning youth are based on sound information including appropriate assessments that focus on the talents, knowledge, skills, interests, values, and aptitudes of each individual. Adults who work with youth need to have a solid understanding of the purpose, benefits, and limitations of assessment if they are to provide effective guidance.

Understanding the transition and assessment requirements laid out in federal legislation [Table 1.2] in PDF (view Table 1.2 in MS Word ) is necessary, but these policies in and of themselves do not ensure that youth will receive high-quality transition services. Helping all youth to make informed choices and achieve desired outcomes requires a structured, well-defined assessment process. This process should be driven by person-centered planning, provide a full array of effective practices, and coordinate the gathering of helpful planning information. The National Collaborative on Workforce and Disability for Youth has developed a framework of opportunities and experiences called Guideposts for Success [Table 1.1] in PDF (view Table 1.1 in MS Word ) which, when used with a person-centered planning approach, can provide an effective foundation for transition planning.

In transition, person-centered planning focuses on the interests, aptitudes, knowledge, and skills of an individual, not on his or her perceived deficits. It also involves the people who are active in the life of a youth, including family members, educators, and community service professionals. The plan’s purposes are to identify desired outcomes that have meaning to the youth and to develop customized support plans to achieve them. It also identifies marketable job skills, articulates career choices, establishes individual outcome objectives, and maps specific action plans to achieve them. Effective assessment, both formal and informal, is the foundation on which this process rests.

Assessment data is used to form educational, training, or employment plans specific to the individual’s situation. To collect all needed data, a balanced assessment process is needed. Assessment is not an end unto itself, but rather a process for acquiring knowledge to inform decision-making.

The assessment process can be complex, and the systems governing assessment even more so, especially for youth with disabilities. Assessments may be used for identifying and defining disabling conditions, a process that can be different for individual youths since language, philosophy, legislative disparities, and definitions of disability can vary across special education, vocational rehabilitation, and other community service agency programs.

Many education and youth development programs struggle with providing assessments to an increasing number of youth from culturally diverse backgrounds. A plan for incorporating cultural diversity into the design and delivery of youth assessment services plan should consider the following:

1. recruiting youth service practitioners who reflect the cultural diversity of youth populations served;
2. ensuring that professionals and hired consultants are culturally and linguistically competent; and
3. ensuring that testing instruments, strategies, and methods selected for vocational assessment purposes are valid and reliable for the youth populations served—and where they are not, that alternate assessment activities are arranged.

CWD-Youth’s Career Planning Begins with Assessment guide and assessment professionals should be consulted when questions about selecting and administering assessments arise. Assessment professionals can be found in school districts, community service and adult agencies, and at community colleges. Specialists in vocational and career assessment can be found through the Commission on Certification of Work Adjustment and Vocational Evaluation Specialists or the National Directory of Vocational Evaluation and Career Assessment Professionals.

The principles and resources provided in this overview of youth development and leadership provide a solid foundation for youth programming in schools, community-based organizations, workforce development programs, and other youth-serving institutions. Additional information can be found in the Research Base and audience sections.

• Employers,
• Youth Service Practitioners,
• Policymakers & Administrators, or
• Youth / Families.

Resources

Association for Career and Technical Education
http://www.acteonline.org/resource_center/
Contains information and resources for educators and professionals who prepare youth and adults for careers.

Commission on Certification of Work Adjustment and Vocational Evaluation Specialists
http://www.ccwaves.org
Contains information on locating specialists in vocational and career assessment.

Disability.gov
http://www.disabilityinfo.gov/
The comprehensive federal website of disability-related government resources.

National Center for Cultural Competence
http://gucchd.georgetown.edu/nccc/
Contains a variety of references on cultural competence including models, guiding values and principles, definitions, self-assessment tools, a consultant pool, and a searchable database of resources.

National Center on Secondary Education and Transition
http://ncset.org
Contains resources and information for youth with disabilities in order to create opportunities for youth to achieve successful futures. Topics include teaching and learning, postsecondary education and employment, transition planning and community resources, youth development and family participation, and linking systems.

Occupational Information Network - O*Net Online
http://online.onetcenter.org/
Contains employment outlooks, wage and trend reports, labor market information by state, career tools, and additional resources.

Core Publications

Kapes, J., Mastie, M., & Whitfield, E.A. (1994). A counselor's guide to career assessment instruments (3rd ed.). Alexandria , VA : National Career Development Association.

Salvia, J. and Ysseldyke, J. (2004). Assessment in special and inclusive education. Boston , MA : Houghton Mifflin.

Thurlow, M., House, A., Boys, C., Scott, D., & Ysseldyke, J. (2000). State participation and accommodation policies for students with disabilities: 1999 update [Synthesis Report No. 33]. Minneapolis : University of Minnesota , National Center on Educational Outcomes. Retrieved January 16, 2004 , from http://www.education.umn.edu/NCEO/OnlinePubs/Synthesis33.html.

Timmons, J., Podmostko, M., Bremer, C., Lavin, D., & Wills, J. (2004). Career planning begins with assessment: A guide for professionals serving youth with educational & career development challenges. Washington, DC: National Collaborative on Workforce and Disability for Youth, Institute for Educational Leadership.

Summary

In 2001, Dykeman, Herr, Ingram, Pehrsson, Wood, and Charles conducted a review of the literature and identified 44 interventions commonly used in career development. The interventions included four types of assessments (career aptitude, career maturity, career interests, and college admissions testing) and three activities that were directly related to assessment (career passports and skill certificates, portfolio and individual career plans, and referral to external counseling and assessment). In 2003, this taxonomy was used in a pilot study to determine the relationship between the 44 interventions and academic motivation and self-efficacy. The research study looked at a national sample of 293 high school seniors. Although the results of the pilot were inconclusive, an unexpected finding was that the average quantity of interventions experienced by the students was so low that it was possible that “they simply are not getting enough of the intervention to discern positive effects” (Dykeman, Wood, Ingram, Gitelman, Mandsager, Chen, & Herr, 2003, p. 30).

Eisenman (2001) examined research relating to career-oriented schooling and self-determination for general education students. The results found that program components such as (1) profiling students interests and skills and (2) curricula matching students needs and interests led to increased motivation and persistence in school as well as higher levels of identify formation. These factors ultimately result in better student outcomes.

Additionally, several researchers (Clark, 1999; Clark & Patton, 1997; National Council on Disabilities, 2000; Schelly, Kothe, & Sample, 1995) identified assessment as an integral component of a successful post-secondary transition program for students with disabilities. Izzo and Lamb (2002) linked career exploration activities, including career assessments, to improved self-determination and career development skills leading to higher rates of high school graduation, postsecondary enrollment, employment, and higher wages.

Federal legislation including the Individuals with Disabilities Education Act (IDEA) and the School-to-Work Opportunities Act (STWOA) also identified career assessment as integral to helping youth make informed choices and to setting realistic goals for successfully transitioning into adulthood (Leconte & Neubert, 1997).

The National Council on Disability found that “the lack of empirical evidence on accommodations and assessments for students with disabilities is discouraging” (NCD, 2004, p. 23). The research that the Council was able to find indicated that “teachers were not accurate in their assignment of accommodations” and that “the efficacy of assignment could be increased if teachers had prior accommodation and testing information” (NCD, 2004, p. 23). The Council recommended that the U.S. Department of Education “support research and development efforts to create a new generation of assessments that:

1. are appropriate for the largest number of diverse students;
2. measure more than academic skills;
3. can be used more effectively as an instructional management tool; and
4. result in a reduction in the number of students who take alternative assessments” (NCD, 2004, p. 27).

Since assessment instruments are commonly used in research for collecting data and assessing progress and results, research may also be conducted on the assessments themselves to determine reliability and validity. Test publishers and developers often conduct the reliability and validity research. Independent evaluations of assessment instruments may be beneficial if conducted by entities such as the Buros Institute of Mental Measurements or other researchers. Buros publishes The Mental Measurements Yearbook and Tests in Print and provides an online ordering service for test reviews (see Resource section below).

Note: This research synthesis is ongoing and will be appended as additional research is identified.

Resources

Kapes, J.R., & Whitfield, E.A. (Eds.). (2002). A counselor’s guide to career assessment instruments (4 th 4th ed.). Tulsa, OK: National Career Development Association.
Reviews 56 career assessment instruments in detail and describes 270 more. Also contains information on trends and issues in career assessment, selecting and using instruments, and computer-assisted career assessment, and as well as a checklist of assessment and counseling competencies and responsibilities for counselors. Can be ordered from the National Career Development Association online at http://www.ncda.org/.

Test Reviews on OnLline
http://buros.unl.edu/buros/jsp/search.jsp
Contains free information on 4,000 commercially available tests, over 2,000 of which have been critically evaluated by the Buros Institute of Mental Measurement. Test reviews can be purchased online for $15.00 each.

TestLink
http://www.ets.org/
Searchable database of 20,000 test instruments maintained by the Educational Testing Service (ETS) contains basic test and publisher information, but no reliability and validity data.

References

Clark, G. M. (1999). Making the delivery of transition services collaborative: An epilogue. In S. H. DeFur & J. R. Patton (Eds.), Transition and school-based services (pp. 443-453). Austin, TX: Pro-Ed.

Clark, G. M., & Patton, J. R. (1997). Transition planning inventory. Austin, TX: Pro-Ed.

Dykeman, C., Herr, E.L., Ingram, M., Pehrsson, D., Wood, C., & Charles, S. (2001). A taxonomy of career development interventions that occur in U.S. secondary schools. Minneapolis, MN: National Research Center for Career and Technical Education, University of Minnesota. Available at http://www.nccte.org.

Dykeman, D., Wood, C., Ingram, M., Gitelman, A., Mandsager, N., Chen, M., & Herr, E.L. (2003). Career development interventions and academic self-efficacy and motivation: A pilot study. Minneapolis, MN: National Research Center for Career and Technical Education, University of Minnesota. Available at http://www.nccte.org.

Eisenman, L.T. (2001, Spring). Conceptualizing the contributions of career-oriented schooling to self-determination. Career Development for Exceptional Individuals , 24(1), 3-17.

Izzo, M.V., & Lamb, P. (2002). White paper: Self-determination and career development: Skills for successful transitions to postsecondary education and employment. Retrieved April 15, 2004, from http://www.rrtc.hawaii.edu/documents/products/phase3/02.pdf .

Leconte, P. (1986). Vocational assessment of special needs learners: A vocational education perspective. Paper presented at the meeting of the American Vocational Association in Atlanta, GA.

 Leconte, P. J., & Neubert, D. A. (September, 1997). Vocational assessment: The kick-off point for successful transitions. National Transition Alliance for Youth with Disabilities, ALLIANCE Newsletter , 2(2), 1, 3-4, 8.

National Council on Disability. (2004, May 17). Improving educational outcomes for students with disabilities. Washington, DC: Author. Available online at at: http://www.ncd.gov/newsroom/publications/2004/publications.htm.

Neubert, D. (1985). Use of vocational evaluation recommendations in selected public school settings. Career Development for Exceptional Individuals , 9, 98-105.

Schelly, C., Kothe, J. & Sample, P. (1995). Vocational support strategies for students with emotional disorders. (ERIC Digest No. ED 383 152). Reston, VA: Clearinghouse on Disabilities and Gifted Education. Available online at http://www.ed.gov/databases/ERIC_Digests/ed383152.html.

Zymunt, L., Larson, M., & Tilson, G. (1994). Disability awareness training and social networking. In M.S. Moon (Ed.), Making school and community recreation fun for everyone (pp. 209-226). Baltimore, MD: Paul H. Brookes.

Employers range from small family businesses to huge multinational corporations. Consequently, the internal resources and range of experiences with youth and people with disabilities vary considerably from business to business. The information presented here is geared to smaller employers who are not familiar with issues relating to the assessment of youth.

Career- or work-related assessment includes interviews, record reviews, observations, and performance or testing activities. Many employers regularly incorporate these activities into the hiring, supervision, and evaluation of prospective and current employees and may include them in formal or informal employee management processes. Written organizational procedures are helpful in guiding the collection and review of available information, including observations, interview data, transcripts, test scores, work experience, and job training histories to ensure fairness and equity as well as compliance with applicable employment law.

The transition to work may be especially difficult for youth with disabilities, who often have not had the same opportunities to prepare for careers that their peers without disabilities have had. In the past, some youth with disabilities were relegated to passive roles in the career-planning process, which often reflected the low expectations of advisors and the perceived needs for protection and support. Today youth with disabilities are more likely to take an active role in their transition process through self-determination and informed career decision-making. An effective assessment process is important in accurately identifying a youth’s assets and sharing this information with the youth and those who will work with him or her.

The types of assessments used by employers vary widely. Almost all employers use interviews, record reviews that document an individual’s qualifications or suitability for a particular position, and some type of probationary period during which new employees are observed in the performance of job functions. Employers may also use formal or informal tests as part of the hiring process and throughout employment. These tests may include math and reading tests, drug and alcohol screening, occupational skills certification, aptitude tests, and psychological tests. It is the employer’s responsibility to ensure that tests are reliable and valid and are administered equitably, appropriately, and for the purpose for which they were intended. Both employers and employees have rights that should be protected in the hiring and assessment process.

• Question 1: What should an initial interview with a prospective employee cover?
• Question 2: What do I do if a person discloses a disability in the application process?
• Question 3: How will I know what kind of accommodations to provide, especially on tests?

Questions

1. What should an initial interview with a prospective employee cover?

The initial interview should establish rapport with the person and should help him or her develop a realistic understanding of job requirements, duties, company expectations, and what the company or institution has to offer in terms of advancement and future opportunities. While an interview should not be overly rigid, all job applicants should be asked essentially the same questions. Under employment law, employers may not ask about drug or alcohol usage, or accuse someone of being under the influence. They may only ask questions about behavior or observed physical conditions in relation to fulfilling the requirements of a job or regarding safety. Applicants may also be asked to describe or demonstrate how they would perform the job tasks. The same question must be asked of all job applicants. In addition, applicants may be asked whether they need reasonable accommodations for the pre-employment or hiring process. Interview protocols can ensure that all the necessary questions are asked; additionally, they often contain reminders of what questions are not permitted. Follow-up questions are permitted if more information is desired or if an answer is not clear—as long as the follow-up does not stray into areas that are not permitted.

Employers often schedule interviews after reviewing written or electronic applications, resumes, letters of recommendation, and job-specific credentials such as industry licenses, certifications, and academic degrees. Interview questions may address incomplete or unclear job-related information in submitted documents. Employers should inform applicants if company policy requires testing; verification of licenses, certifications, or degrees; or additional steps in the application process. If job-related tests are required for specific positions, they must be required of all applicants for that position and cannot be required for some applicants and not for others. For example, if a math test is required for a sales associate position, the test cannot be waived because one applicant has a graduate degree. Applicants for positions such as truck driver or heavy equipment operator should be informed that a pre-employment physical and drug or alcohol screening will be required. Physicals and drug screenings are usually administered by a third party as a condition of employment after the job is accepted but before employment begins.

2. What do I do if a person discloses a disability in the application process?

If an applicant voluntarily discloses that he or she has a disability, Title I of the Americans with Disabilities Act comes into play. Title I prohibits discrimination against people with disabilities in the application, hiring, advancement, or discharge of employees, including employee compensation and other terms, conditions, and privileges of employment. Employers are required to make reasonable accommodations for a qualified individual with a disability unless the employer can show that the accommodation would pose an undue hardship. Qualified individuals will be able to perform the essential functions of the job with or without accommodations. The employer determines the essential functions of the job, and job descriptions written before advertising or interviewing people for the job are considered evidence of the essential functions.

Therefore, if an applicant voluntarily discloses that he or she has a disability, a follow-up question should be asked to determine if the individual requires any accommodations. If the answer is no, the application process continues. If the answer is yes, accommodations must be provided during the application process. It is especially important that the application process be examined to ensure that interview questions, testing, and other requirements do not screen out people with disabilities. All criteria must be related to the job in question and must be in line with business exigencies. Tests must accurately reflect the skills, knowledge, abilities, or other factors determined to be necessary for the job. Medical examinations required for the job must be required for all job applicants and should be scheduled after the job offer is made but prior to the commencement of employment. As always, all medical and disability information must be treated as confidential.

Some people may decide not to disclose a disability during the application process and may instead wait until they are hired to disclose in order to ensure that the employer can tailor training or job requirements to fit individual needs. This scenario is most common with hidden disabilities and is permitted under the law.

3. How will I know what kind of accommodations to provide, especially on tests?

The type of accommodation needed will vary by the type and severity of the person’s disability. Most adult workers will know what accommodations they need and may supply the required materials or equipment themselves. Youth with disabilities or adults who have recently developed disabilities may need help in communicating disability-related support and accommodation needs to prospective employers.

Vocational assessments may lead to practical ideas for job accommodations with training programs and employers. An effective vocational assessment should examine potential needs for accommodations that will enable a person to perform the essential functions of a chosen job. On-site and off-site accommodations that might improve the job placement success of youth with disabilities include making modifications to a job, providing access to assistive technology restructuring tasks, using job coaches to assist with training, or providing American Sign Language interpreters.

Accommodations for employment-related tests or assessments must be carefully selected to ensure that they do not change the reliability or validity of the test. It is best to consult the test publishing company or a certified vocational evaluator when determining how to provide accommodations for assessments.

Most workplace accommodations are inexpensive and are not difficult to put into place.

Employers may make environmental work-site changes or task accommodations so a youth with complex physical disabilities can perform the essential functions of a desired job. Co-workers can be trained as peer mentors to prompt or coach a youth with an intellectual disability or AD/HD.

Resources

Americans with Disabilities Act Home Page
http://www.usdoj.gov/crt/ada/adahom1.htm
Information for businesses including ADA Publications, ADA Business Briefs, Design Standards, and ADA Regulations.

Career Builder
http://www.careerbuilder.com
Career matching software and job search tools for job seekers and employers.

Career One-Stop
http://www.careeronestop.org
Contains resources for job seekers and workers, students and learners, businesses and human resource professionals, and workforce professionals. Also contains a special section on testing and assessments.

Employer Assistance and Referral Network
http://www.earnworks.com
A nationwide cost-free referral and technical assistance service for employers that connects employers who have job vacancies to employment service providers who have direct access to job-ready individuals with disabilities.

Equal Employment Opportunity Commission
http://www.eeoc.gov/policy/guidance.html
Contains ADA enforcement guidance and related EEOC documents.

HotJobs
http://hotjobs.yahoo.com
Career matching software and job search tools for job seekers and employers.

Job Accommodation Network
http://www.jan.wvu.edu/
Free consulting service that provides information for employers and people with disabilities about workplace accommodations, the ADA, and the employability of people with disabilities. A major feature of the network is the Searchable Online Accommodation Resource.

Monster Board
http://www.monster.com
Contains searchable job postings, networking contacts, and job search tools for job seekers and employers.

U.S. Chamber of Commerce
http://www.uschamber.com/cwp/strategies/disabilities/default
Contains information on accommodations, hiring people with disabilities, job analysis strategies, and more.

YouthRules!
http://www.youthrules.dol.gov/index.htm
Contains information from the U.S. Department of Labor’s Wage and Hour Division on employing youth workers.

Defined as “the process of collecting data for the purpose of making decisions” (Salvia & Ysseldyke, 2004), assessment is a major component of high-quality career planning for youth in transition. Youth service practitioners are the critical link between services and customers and therefore need a thorough understanding of assessment dynamics and the ability to access additional resources and other professional input when appropriate. Specific skills for working with youth with disabilities are needed to ensure that the disability is considered as a factor in their career plan, not as a barrier to achieving desired goals.

In addition to the principles of assessment, youth service practitioners should understand

Assessment activities are the same for all youth whether they have disabilities or not. They include observation, interviews, record reviews, and testing/performance reviews (view Assessment Activities list in MS Word ). A thorough, well-planned assessment includes all of these activities.

Tests or performance reviews of transition-age youth fall into four major domains: educational, vocational, psychological, and medical. There is quite a bit of overlap across these domains, and assessment in one domain will often lead to useful information or understanding in another. No assessment outcome stands alone—data from all four domains are needed to have complete and well-documented plans in place for the individual.

The scores or results of testing or performance reviews provide information about an individual in one (or sometimes two) of the four assessment domains. Testing and performance reviews measure academic performance or achievement; cognitive abilities; behavioral, social, and emotional factors; vocational interests; job aptitudes and skills; occupation-specific qualifications; and physical and functional capacities. For more information on what tests measure, see Table 1.3: Formal Testing Areas (view Table 1.3 in MS Word ).

Youth service practitioners who work with youth with disabilities need an understanding of reasonable accommodations, including assessment accommodations, that can be provided in educational and work settings. Accommodations are changes made in a classroom, work site, or assessment procedure that help people with disabilities learn, work, or receive services. Accommodations are designed not to lower expectations for performance in school or work but rather to minimize the effects of a disability. Provisions of ADA and IDEA promote the use of testing accommodations for youth with disabilities for the purpose of increasing access to and participation in public education and employment. Accommodations are of particular concern when using criterion-referenced or norm-referenced instruments. The goal of accommodations should be to change the way that a test is taken without changing the validity of the test results.

• Question 1: What factors must be considered when selecting tests for individuals?
• Question 2: When should I refer a young person for further assessment?
• Question 3: How can I get more information about published tests?
• Question 4: What should I do if I suspect a youth has a disability but he or she has not disclosed one?

• Resources
• References

Questions

1. What factors must be considered when selecting tests for individuals?

Commercially prepared and published tests should be chosen with the ultimate goal of helping the individual; this includes considering the effects of the individual’s disability on the validity of the testing process. The ideal assessment instrument has several attributes, which may be difficult to balance.

In addition to having criteria for assessing quality in tests, youth service practitioners should choose tests that fulfill specific needs of the individual young person. After reviewing available records and conducting interviews and observations, the youth service practitioner should work with the young person to determine some short term, and possibly longer-term goals. Individual youth may need assessment in a few or several areas. Older youth with established academic credentials or clear vocational goals may not need extensive testing to measure achievement or uncover vocational interests. Others may have complicated situations requiring an extended process of supported planning and implementation.

2. When should I refer a young person for further assessment?

Assessment instruments are used to help determine students’ specific abilities, strengths, and challenges. The results of assessments should not be used merely to categorize a student but rather as tools to develop strategies to help the young person reach desired goals. Assessments also help identify areas to probe in order to understand an individual’s potential strengths and abilities in educational or community settings.

When test results indicate a need or potential limitation, logical next steps may include reviewing additional school records, talking further with the student and his or her family to obtain additional information, or consulting with a professional. This information-gathering process may lead to referral to an appropriate agency for additional testing or services, or to conversations with schools or workplaces about education, training, or the need for accommodations.

Test publishers usually (1) provide information on the qualifications required to administer and interpret the results of their assessments, and (2) restrict the sale of assessments to those who meet their qualifications. Youth service practitioners without training in the use of formal assessments should have access to professionals who can administer and interpret results of complicated testing materials. Publisher websites should also be consulted regularly for the latest supporting information on any given test instrument.

3. How can I get more information about published tests?

Because assessment can affect students’ lives in both good and bad ways, administering or interpreting tests given to young people carries a great deal of responsibility. This code of fair testing practices describes in detail the obligations that professionals must meet in order to assess youth fairly and ethically. Youth service practitioners must be familiar with and knowledgeable about any assessment instrument they use with youth.

Most commercially available tests have marketing information on publisher websites. These sites describe how to purchase tests, what they measure, their cost, and who is eligible to administer them. Some sites provide more information than others and may include data on reliability and validity. Most tests have print manuals that provide greater detail than the website. These manuals may be free, available for a fee, or come with test packages. NCWD/Youth has compiled a directory of over sixty published assessments commonly used with youth in transition. This directory provides basic information about each instrument along with the publisher’s website, address, and phone number.

Several texts also have extensive information about published tests; these texts are listed under references.

4. What should I do if I suspect a youth has a disability but he or she has not disclosed one?

Adult systems may be a particular challenge for youth with hidden or non-apparent disabilities. Because of the nature of these disabilities, identification and assignment of needed interventions and supports are more difficult. Parents and professionals often have inadequate understanding of the nature of hidden disabilities or of useful accommodations. Most importantly, youth with hidden disabilities are less likely than others to disclose their disability because they wish to avoid being stigmatized or labeled. This means that youth with these disabilities may enroll and enter educational, training, and employment programs without communicating their disability and needs for accommodations and special assistance—and without understanding the advantages of disclosure. These advantages include protection from discrimination under the Americans with Disabilities Act; accommodations and modifications to testing, training, and employment; and, in some cases, eligibility for additional services and supports such as assistive technology. Remember, too, some youth may have hidden disabilities that have never been diagnosed.

If youth service professionals suspect that a youth has a disability during the assessment and career planning process, they may refer him or her to a professional for testing to determine the presence of a disability. Screening tools may be used as a preliminary step to determine the need for referral for additional testing. For example, Learning Needs Assessment Tool (view Asessment Tool in MS Word ) may be used to screen for possible learning disabilities. However, it is the youth’s decision to disclose his or her disability—and to accept or refuse the disability assessment.

The Learning Needs Assessment Tool recommends that all of the following be put into place before using the tool: criteria for implementation and standards for services; appropriate referrals and resources; protocols for confidentiality and disclosure of information; and protocols for proper training, implementation, and evaluation. These steps are necessary for the protection of the client and the entity considering referring a youth for additional testing. Youth service practitioners should also be familiar with nondiscriminatory practices for interviewing and testing under the Americans with Disabilities Act, Section 188 of the Workforce Investment Act, and other legislation.

Resources

Americans with Disabilities Act, U.S. Department of Justice (ADA)
http://www.usdoj.gov/crt/ada/adahom1.htm
Contains ADA standards, technical assistance, information on Section 508 technology accessibility, and more.

Association on Higher Education and Disability (AHEAD)
http://www.ahead.org
Membership organization for promoting access of people with disabilities to higher education. Contains information on testing accommodations, disability documentation, code of ethics, resource links, and training information.

The Center for Mental Health Services (CMHS)
http://www.mentalhealth.org
The primary information resource for federal mental health programs and topical publications; also has a telephone information center.

Center for Substance Abuse Research (CESAR)
http://www.cesar.umd.edu/cesar/about.asp
Provides information to policymakers, practitioners, and the general public about substance abuse, including its prevention and treatment and its relation to other problems.

The Commission on Certification of Work Adjustment and Vocational Evaluation Specialists
http://www.ccwaves.org
Certifying body that sets, maintains, and promotes high standards consistently and responsively for persons who practice vocational evaluation, work adjustment, and career assessment. Contains code of ethics, guiding principles, certification information, training and scholarship information, a list of certified practitioners, and other resources.

Council on Prevention and Education: Substances, Inc.
http://www.copes.org/include/clfc.htm
Provides consultation, education, and training services on substance abuse prevention.

Internet Mental Health
http://www.mentalhealth.com
A free Internet-based encyclopedia of mental health information.

Job Accommodation Network
http://www.jan.wvu.edu/
Free consulting service that provides information for employers and people with disabilities about workplace accommodations, the ADA, and the employability of people with disabilities. A major feature of the network is the Searchable Online Accommodation Resource

Learning Disabilities Association of America
http://www.ldanatl.org
Research, resources, support, and information about learning disabilities, for parents, teachers, and professionals.

National Center for Learning Disabilities
http://www.ncld.org
Provides background information, resources, and referral services for people with learning disabilities.

National Center on Educational Outcomes
http://www.education.umn.edu/NCEO/
Contains information on the participation of students with disabilities in national and state assessments, standards-setting efforts, and graduation requirements, including test accommodations and other issues.

National Dissemination Center for Children with Disabilities
http://www.nichcy.org/resources/default.asp
Contains information on autism, behavior, learning disabilities, testing and accommodations, health-related information, mental health services, and more.

National Mental Health Association
http://www.nmha.org
A national public education, training, and technical assistance resource for information on mental illnesses and treatments, including a resource center for referrals to local Mental Health Associations.

National Resource Center on AD/HD
http://www.help4adhd.org
A national resource center containing information on the diagnosis and treatment of Attention Deficit Disorder and Attention Deficit/Hyperactivity Disorder; legal, insurance, and public benefit issues; educational rights; and state resources.

National Resource Center for Traumatic Brain Injury
http://www.neuro.pmr.vcu.edu/
Provides practical information for professionals, persons with brain injury, and family members.

Section 188 Disability Checklist
http://www.dol.gov/oasam/programs/crc/section188.htm
Checklist developed by the Office of Disability Employment Policy in the U.S. Department of Labor to assist WIA-funded entities in complying with Section 188 of the Workforce Investment Act, which prohibits discrimination against people with disabilities. The checklist includes the areas of conducting initial interviews, administering subsequent assessments, pre-employment interviews, and confidentiality of records and medical information.

Traumatic Brain Injury National Data Center (and Models Systems)
http://www.tbindc.org/
Contains a registry of centers that specialize in traumatic brain injury, as well as research and publications.

Vocational Rehabilitation State Offices
http://www.jan.wvu.edu/SBSES/VOCREHAB.HTM
Provides links to state vocational rehabilitation offices, commissions for the blind, and other client assistance programs that vary by state, including self-employment options.

References

James Madison University. (2003). Guidelines for documentation of attention deficit hyperactivity disorder. Retrieved November 26, 2003, from http://www.jmu.edu/disabilityser/adhdguide.html.

Maddox, T. (2002). Tests: A comprehensive reference for assessments in psychology, education, and business. Austin, TX: Pro-Ed.

Maryland State Department of Education. (2001, June). Identifying specific learning disabilities: Maryland’s technical assistance guide. Baltimore, MD: Author. Retrieved August 10, 2004, from http://www.msde.state.md.us/specialeducation/SLDGuide/SLDGuide-Sig.pdf .

Minnesota Department of Human Services. (2003). Continuing care: Chemical health. Retrieved November 26, 2003, from http://www.dhs.state.mn.us/Contcare/chemicalhealth/faq.htm.

Salvia, J. & Ysseldyke, J. (2004). Assessment in special and inclusive education. Boston, MA: Houghton Mifflin.

Thurlow, M., House, A., Boys, C., Scott, D., & Ysseldyke, J. (2000). State participation and accommodation policies for students with disabilities: 1999 update (Synthesis Report No. 33). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes. Retrieved July 16, 2004, from http://www.education.umn.edu/NCEO/OnlinePubs/Synthesis33.html.

Agencies and organizations in the workforce system use assessments to meet institutional needs in two ways—to determine a person’s eligibility for services and to document achievement of program goals. Large and small organizations can benefit from developing assessment practices and policies to utilize existing resources, including funding, effectively. Examining assessment issues with an organizational perspective will help to support the establishment of a coordinated system of assessment services, improve system capacity, foster interagency cooperation, streamline the delivery of quality assessment services at the state, regional, or local organizational levels.

Workforce development services vary extensively across states and communities. Variations in services and providers create a particularly challenging context for the provision of quality assessment services to youth, especially at-risk populations such as youth with disabilities. Publicly funded organizations, both state and local, charged with providing assessment services find that they must navigate a complex maze of laws, regulations, and policies in order to make decisions about these services. Assessment decisions are further constrained by funding concerns, lack of knowledge of available assessment resources, staff inexperience with certain assessments or types of assessment tools, privacy protections, and reporting and evaluation requirements. However, assessment forms the basis upon which educational, vocational, and employment-planning decisions may be made. Also , assessment promotes self-knowledge and awareness of postsecondary options and opportunities for youth. Therefore, it is important to make assessment a core part of the infrastructure of the workforce development system.

Federal legislation related to transition provides an impetus for convening stakeholders and service providers at the state and local levels to improve workforce development services to job seekers and employers. Collaborative, cross-agency cooperation (both statewide and in local communities) is becoming necessary to maximize available expertise and to leverage funding for youth service delivery. Resource mapping, a type of environmental scanning, is a useful means of identifying, recording, and disseminating related resources and services that comprise this delivery system. By detailing current capacities, needs, and expertise, an organization or group of organizations can begin to make strategic decisions about ways to broaden their collective assessment capacity. Resource mapping also allows states and communities to identify service gaps and service overlaps. This information is essential to aligning assessment services and to strategic planning.

Once the organizations providing assessment services are identified and a plan evolves to align assessment services, understandings or agreements between agencies will need to be developed to ensure that assessment services are provided as planned. A legal document such as a Memorandum of Understanding (MOU) can be the tool to detail the work and fiscal responsibilities of participating parties. An assessment services MOU would need to address details regarding who is providing what services, how much they will cost, who is paying for them, where they will be delivered, agreed-upon policies and procedures, and additional information as needed. Confidentiality, privacy issues, and ethics should also be addressed in resource mapping and the development of MOUs to ensure that the provision of assessment and testing services are ethical and fair to all participants. An MOU should be flexible but clear about responsibilities and should be amendable when new issues arise or new service providers become available. Table 4.1 lists the elements commonly found in MOUs and discusses assessment issues that should be considered for inclusion in an MOU.

States and localities that have completed the assessment resource mapping and strategic planning process and have the appropriate interagency agreements in place should be well on their way to developing a coordinated assessment services system. Table 4.2 summarizes the general roles and responsibilities in such a system.

• Question 1: How does resource-mapping work?
• Question 2: How can organizations and agencies jointly fund assessment activities while maintaining separate funding streams?
• Question 3: What are the organizational issues relating to ethics, confidentiality, and privacy in providing assessment services?

• Resources
• References

Questions

1. How does resource-mapping work?

NCWD/Youth has developed a sample format for resource mapping, a type of environmental scan that will create a large-scale portrait of assessment services that can be used for service analysis and ultimately strategic planning and partnerships. The beginning point is to identify providers of assessment services and then collect data on the services provided, target populations, funding, existing partners, and other relevant data. This information is analyzed to identify service gaps and overlaps, funding problems, target populations in need, barriers to aligning services, quick fixes, corrective action, and other issues. The results of the analysis are in turn used to develop or update strategic plans.

Resource mapping is especially useful in resolving funding issues, since half the battle is knowing which organizations are doing what, what fiscal resources are dedicated to assessment, and where assessment service gaps and overlaps exist. Once that information is laid out, interagency agreements can be developed to specify which agencies will provide different types of assessment. Resource mapping and strategic planning processes should incorporate program evaluation and reporting requirements for assessment services.The often-elaborate reporting requirements of federally funded partners will need to be factored into data sharing and data management agreements.

2. How can organizations and agencies jointly fund assessment activities while maintaining separate funding streams?

When organizations agree to work together, deciding who will pay for assessments is complicated since funding is generally tied to individual participants who meet specific eligibility criteria. Because some assessments can be very expensive, clear criteria for expenditures are needed. Explicit processes should ensure that (a) prior assessments are reviewed and used if appropriate and up-to-date; (b) maximum use is made of the expertise within each agency (e.g. a rehabilitation counselor’s knowledge of disability-related assessments, availability of certified vocational evaluators in the area, etc.); and (c) cost-sharing options are explored across the range of assessments needed. Regulations and policies regarding funding must be detailed from the start through the resource mapping exercise in order to promote clarity, eliminate confusion, and avoid duplication or gaps in services for targeted youth.

A braided funding strategy is useful, particularly in One-Stops where several agencies may be co-located, since it allows the mixing of services without the commingling of funds . Braiding is a financial management process in which collaborating members designate the use of funds from each partner for the provision of specific services. Partners maintain control of their own funds rather than pooling them, which makes reporting easier and reduces turf disputes.

3. What are the organizational issues relating to ethics, confidentiality, and privacy in providing assessment services?

Policy guidelines, codes of ethics, and written organizational procedures help ensure that assessment and other services are provided in an ethical and fair manner and that partners, administrators, and staff have the same frame of reference for decision-making. Fortunately, organizations don’t have to reinvent the wheel in developing these guidelines. Many professional organizations that work with youth or youth with disabilities have codes of ethics and standards of practice that may be used as models. Some examples are the Code of Professional Ethics and Practicesdeveloped by the National Association of Workforce Development Professionals and the Code of Fair Testing Practices in Education developed by the Joint Committee on Testing.

Policymakers, educators, and other youth service providers should have a working knowledge of the federal and state data privacy laws and regulations governing the operations of their respective organizations. This knowledge should include formal data management policies regulating the following: (a) storage, protection, and security of confidential youth information; (b) receipt and sharing of youth information; (c) the intended uses of privileged information; (d) procedures for obtaining written authorization from the youth (or family members) regarding the receipt, sharing, and use of information; (e) prevention of potential misuses of confidential information; and (f) destruction of electronic and written records after defined time intervals.

Federal data privacy laws include the Family Educational Rights and Privacy Act (FERPA), the privacy standards of the Health Insurance Portability and Accountability Act (HIPAA), the confidentiality requirements of the Workforce Investment Act, and Americans with Disabilities Act. Additionally, many states have enacted data privacy laws to protect individuals from misuse of confidential information by public and private entities. In general, private and confidential information about youth may not be shared or used in any form without the express written consent of the affected individuals and those who are authorized to represent them.

The challenges in establishing and maintaining professional guidelines for ethics, confidentiality, and privacy can be formidable, starting with determining which laws and regulations govern the organization’s operations. Outside resources may need to be brought in to help develop internal policies and procedures and to provide training and initial support for staff.

Resources

Youth Development Projects & Resources at the Academy for Educational Development
http://www.aed.org/Youth/US/development.cfm
The Academy for Educational Development offers many ways to create and strengthen the infrastructures that support positive development for all youth in America. Policy formulation is one of several foci of the Center.

New York Association of Training and Employment Professionals (NYATEP)
http://www.nyatep.org/pubsresources/samplemous.html
Examples of memoranda of understanding and resource agreements.

U.S. Department of Education FERPA Policy Guidance
http://www.ed.gov/policy/gen/guid/fpco/ferpa/index.html
Assistance in understanding the Family Educational Rights and Privacy Act.

HIPAA Privacy Rule and HIPAA Decision Tool
http://www.hhs.gov/ocr/hipaa and http://www.cms.hhs.gov/hipaa/hipaa2/support/tools/decisionsupport/default.asp
Contains information on the Health Insurance Portability and Accountability Act and a decision-making tool for determining if an organization is a covered entity under the Standards for Privacy of Individually Identifiable Health Information (Privacy Rule).

Americans with Disabilities Act Home Page
http://www.usdoj.gov/crt/ada/
Contains a variety of resources for businesses, non-profits, service providers and state and local governments including a link to the law itself.

National Center on Secondary Education and Transition
http://www.ncset.org
Contains policy updates summarizing recent laws and federal regulations, research to practice briefs for improving secondary education and transition services, issue briefs examining current challenges, and data briefs from the National Longitudinal Transition Study 2.

Section 188 Disability Checklist
http://www.dol.gov/oasam/programs/crc/section188.htm
Checklist from the Office of Disability Employment Policy, U.S. Department of Labor, to assist service providers, One-Stop Centers, and other WIA-funded entities with compliance in conducting initial interviews, administering assessments, and providing other services.

References

American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (1999). Standards for educational and psychological testing. Washington , DC : American Educational Research Association.

Crane, K. & Skinner, B. (2003). Community resource mapping: A strategy for promoting successful transition for youth with disabilities. Retrieved October 2, 2003, from http://www.ncset.org/publications/viewdesc.asp?id=939.

Joint Committee on Testing Practices. (1988). Code of fair testing practices in education. Washington, DC: Author. Retrieved December 4, 2003, from http://www.csteep.bc.edu/CTESTWEB/documents/related/fairtestcode.pdf .

Minnesota System of Interagency Coordination. (2002). Developing an interagency structure for local coordination of services: Governance manual. Retrieved January 12, 2004 , from http://www.mnsic.org/products/governance.pdf .

National Collaborative on Workforce and Disabilities/Youth. (2004). Making the connections: Growing and supporting new organizations—Intermediaries . Retrieved May 6, 2004, from http://www.ncwd-youth.info/resources_&_Publications/background.php.

Parker, R.M., & Schaller, J.L. (1996). Issues in vocational assessment and disability. In Szymanski, E.M. & Parker, E.M. (Eds.). Work and disability: Issues and strategies in career development and job placement (pp. 127-164). Austin , TX : Pro-Ed.

There are many ways to get work experience or to start a career, but it helps to have a plan. Career planning—the process of making decisions and choices about careers based on solid information and understanding what those choices will mean in your life—is an important part of becoming an adult. These decisions and choices should be based on who you are, what you like, and what you are good at. There are a lot of assessments that can help you identify your interests and strengths in order to make these decisions, some of which are available online. There are also adults in your community who can help you with career planning. Click here [Table 1.3 Formal Testing Areas] for a list of the different types of assessments that can help you learn about your talents, interests, and values or measure your knowledge, skills, and aptitudes.

You and your family or guardian should learn as much as you can about assessments and the information they can provide. A good assessment focuses on you as an individual and looks at the educational, vocational, psychological, and medical issues that may help or hurt your success in the work world. Testing, a major part of assessment activities, measures things like your academic performance, how you act and feel, your work-related interests and abilities, and your physical abilities, among others.

Testing causes anxiety in a lot of people, and for good reason. “Bad” test results in school can lead to being held back a grade or delay high school graduation. Being tested for a disability sometimes changes the way people treat you. And then there are the tests that you take for no apparent reason since no one tells you what the tests mean or how they relate to planning or life after school. It is no wonder that tests and test results are often distrusted.

Tests used in career planning are usually not designed to compare one person to another but rather to help you learn more about yourself. Most of these tests have no right or wrong answers and are rarely used as part of report cards or grades. Practice tests and clear explanations of test purposes may make taking these tests less stressful. Many tests are given in places outside of school classrooms, which may also help. Click here [Settings list from Chapter 1 of Guide] for a list of common settings for career-related testing.

Remember, assessment results should be viewed with some amount of caution. The results may tell you about yourself and some of your skills. Yet the outcomes do not determine if you are going to be happy or successful in life that is up to you.

• Question 1: I am in the tenth grade and have a disability, but I haven’t started thinking about what happens after high school. What are some things I can do now to plan for my future?
• Question 2: I’ve been out of high school for a while, and so far I’ve only been able to get dead-end jobs. My academic skills aren’t very good, and I don’t really know what kind of potential I may have or what job options might suit me. Where can I go to get some help?
• Question 3: My son is graduating from high school next spring and doesn’t want to go to a four-year college. I am worried that he will never reach his full potential. What can we do to help him?

• Resources
• References

Questions

1. I am in the tenth grade and have a disability, but I haven’t started thinking about what happens after high school. What are some things I can do now to plan for my future?

If you are receiving special education services, you should have an Individualized Education Program (IEP) meeting at least once every school year. In this meeting, part of the discussion should focus on short- and long-term goals related to education and work after you leave high school. If you haven’t discussed this, you and your family can request that a meeting be held to discuss your future. If you don’t receive special education services, visit your school counselor and find out what resources and services your school may offer.

Every young person, whether they are in school or not, should do some career planning with the assistance of adults such as teachers or counselors (in school) or vocational specialists (out of school). Vocational specialists may also work with young people and adults in Workforce Centers (often called One-Stops), in Vocational Rehabilitation (VR) offices, and in community rehabilitation programs. See this chart [Table 1.2: Selected Transition Components of Federal Programs] for more information.
Career planning is the process used to make decisions about training, education, and work, based on solid information about the talents, knowledge, skills, interests, values, and aptitudes of each person. This information is collected over time through assessment activities and through work-based experiences. Vocational specialists and other staff people can work with you on assessment activities and can provide you with resources to help you make good decisions about your future.
Career planning should also give you experiences that add to your understanding of the work world. These experiences should include

• opportunities to engage in several kinds of work-based exploration activities, such as site visits and job shadowing;
• on-the-job training experiences, including community service (paid or unpaid) that is specifically linked to the content of a program of study;
• instruction and guidance about requesting, locating, and securing needed supports and accommodations (see below) at the workplace;
• mentoring activities designed to establish strong relationships with adults in formal and informal settings;
• exposure to role models in a variety of contexts;
• training in skills such as self-advocacy (speaking up for yourself) and conflict resolution (finding solutions when you disagree with someone); and
• opportunities to practice leadership and participate in youth development activities, such as community service.

2. I’ve been out of high school for a while, and so far I’ve only been able to get dead-end jobs. My academic skills aren’t very good, and I don’t really know what kind of potential I may have or what job options might suit me. Where can I go to get some help?

There are a number of places that can help you determine your interests, strengths, and aptitudes and learn what kind of jobs might be a good match. Your choices will depend on your age, whether you have a high school diploma, and where you live. Job Corps, One-Stop Centers, job service offices, trade associations, unions, community and technical colleges, independent postsecondary schools, the military, and, if you have a disability, vocational rehabilitation agencies are some options. Your community may also have youth programs that are available. You’ll probably want to contact several of these places to decide which one makes you feel comfortable; has good career assessment, training, and placement services; and can provide data documenting successful career advancement for the people they serve.

You will have to qualify for all or some of the services provided by the Job Corps, One-Stop Centers, youth service providers, and vocational rehabilitation agencies, so the first step is usually an interview that asks a lot of questions about your interests, job experiences, financial situation, transportation needs, support systems (like your family), and so forth. One-Stop Centers offer universal services (meaning that they’re available without having to qualify for them) for things like basic career information, interest inventories, and other types of assessment. If you qualify for additional “intensive” services, more in-depth career assessments, academic tests, and other job-related services are provided at One-Stops. All of that information will be used to make a plan to identify careers that match your interests and fill in the gaps in your knowledge and skills needed for those careers. If you don’t have a high school diploma, for example, you will want to investigate such possibilities as evening high school or GED programs. Classes or training, preferably leading to some kind of certification, is usually the next step. Once you complete your training, assistance should be provided in finding a job.

Trade associations, unions, community and technical colleges, and other similar organizations provide different levels of career assessment or planning. These organizations often require tests to qualify for training or to decide if remediation is needed before serious study can begin. Community and technical colleges provide very different services and educational choices depending on where they are, so you will need to investigate them carefully.

The Internet also provides a variety of websites that may be helpful in career exploration and job searching. Some contain career assessment tools and career interest inventories, while others provide job-matching software programs for job seekers and employers. Other sites allow you to post your resumé and respond to specific job postings. See the Resource section below for information on some of these sites.

3. My son is graduating from high school next spring and doesn’t want to go to a four-year college. I am worried that he will never reach his full potential. What can we do to help him?

Encourage your son to begin investigating a broad range of career and employment options, including those for college graduates as a comparison, as soon as possible. A variety of assessments and websites exist that will help. For example, many websites (see the Resource list below) offer information on employment trends, skill and credential requirements, and wage and salary projections that will help him compare the options and make an informed choice. While he is investigating career opportunities, he can take a variety of tests that will help him determine which careers would be a good match for his interests, aptitudes, skills, and knowledge. This information will help him determine which careers are a good match and what gaps he needs to fill via education or training. He should then visit at least one employer for each career option he has identified to see first hand what working conditions are like and what the qualifications for entry-level employment are. An internship or work experience with an employer would give him an even better idea of whether he could see himself performing the duties of a particular career.

He can also talk to his high school teachers, guidance counselor, or transition coordinator for information on standardized tests and assessments he may have taken and career assessments and resources he can access. He can visit the local Workforce Center/One-Stop for information and assistance or contact Vocational Rehabilitation, if he has a disability, to find out if he is eligible for services.

If your son decides that he doesn’t want a career requiring a four-year degree, remember that there are a variety of rewarding careers that require technical training or certification and are offered by community colleges or technical schools. Community colleges have become very focused on work training and generally have services for young people with disabilities and students who have struggled in traditional classroom settings.

Once your son has weighed the pros and cons of the options he has identified and made his selection, he should develop a plan for reaching his career goal. This may include enrolling in training, applying to an apprenticeship program, or applying directly to an employer for an entry-level position. These goals and plans should be incorporated into his transition plan as part of his IEP, if he has one.

Resources

America’s Job Bank
http://www.ajb.org
Contains job postings searchable by type or location. Users can also post a resume online, create a cover letter for a job, and set up an automated job search.

Career Builder
http://www.careerbuilder.com
Contains job postings searchable by company, industry, or location, including international locations. Users can search in Spanish, and post a resume online.

CareerInfoNet
http://www.acinet.org/acinet
Contains job market trends for different education levels, wage and occupational trends by state and occupation, state demographic and economic information, and knowledge, skills, and abilities required for different occupations. Also contains a skills profiler, scholarship information, and links to education, cultural, and recreation resources.

Career One-Stop
http://www.careeronestop.org
Contains resources for job seekers and workers, students and learners, businesses and human resource professionals, and workforce professionals. Also contains a special section on testing and assessments.

Career Voyages
http://www.careervoyages.gov
Provides resources for students, parents, career changers, and career advisors, including career assessments, skills assessments, training information, and funding options.

Heath Resource Center
http://www.Heath.gwu.edu
National Clearinghouse on Postsecondary Education for Individuals with Disabilities. Contains information for prospective college students on topics such as accommodations, scholarships, assistive technology, learning disabilities, brain injuries, and more.

HotJobs
http://hotjobs.yahoo.com
Contains resources for job seekers including career assessments, credit reports, background checks, salary and benefit calculations, interview tips, educational opportunities, relocation tips, and more.

Job Accommodation Network
http://janweb.icdi.wvu.edu/
A free consulting service designed to increase the employability of people with disabilities by providing individualized worksite accommodations solutions and technical assistance regarding the ADA and other disability related legislation, and by educating callers about self-employment options.

Monster Board
http://www.monster.com
Contains searchable job postings, networking contacts, career tips, and resume writing assistance.

National Center on Secondary Education and Transition
http://www.ncset.org
Provides publications and resources on a variety of transition topics for youth and families, including accommodations, assessments, and career guidance and exploration, plus an events calendar and an e-newsletter.

U.S. Department of Education Office of Special Education and Rehabilitative Services
http://www.ed.gov/about/offices/list/osers/index.html?src=oc
Contains publications, products, research, statistics, and other information and resources for
Special education teachers, administrators, policymakers, researchers, parents, students, and others.

U.S. Department of Labor Workforce Investment Act One-Stop Partners
http://www.doleta.gov/usworkforce/onestop/partners.cfm
Provides information on 15 partner agencies and programs required under the Workforce Investment Act including Job Corps, apprenticeship programs, postsecondary vocational education, and vocational rehabilitation.

Vocational Rehabilitation State Offices
http://www.jan.wvu.edu/SBSES/VOCREHAB.HTM
Provides links to state vocational rehabilitation offices, commissions for the blind, and other client assistance programs that vary by state including self-employment options.

References

Flexer, R., Simmons, T., Luft, P., & Baer, R. (2001). Transition Planning for Secondary Students with Disabilities. Upper Saddle River, NJ: Prentice Hall.

Thurlow, M., House, A., Boys, C., Scott, D., & Ysseldyke, J. (2000). State participation and accommodation policies for students with disabilities: 1999 update (Synthesis Report No. 33). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes. Retrieved July 16, 2004, from http://www.education.umn.edu/NCEO/OnlinePubs/Synthesis33.html.