School-based preparatory experiences are those core activities that
help youth become prepared for a successful future in careers or postsecondary
education institutions. They include the core activities of career assessments
(formal and informal), introduces the concept of opportunity awareness (guest
speakers, informational interviews, research-based activities, community mapping,
exposures to post secondary education) and work-readiness skills (soft-skills
development, computer competency and job search skills).
Getting It Right
Helping youth make informed choices about what they want to do as adults is
the root of why school-based preparatory experiences are so essential. Assisting youth to
negotiate the transition from school to employment and further education means,
in part, preparing them to adjust to the workplace and the performance of work.
In a major sense, what happens during the preparatory (work-readiness) stage
of career development can significantly affect the transition to employment
of the young person. A stable, smooth, and supportive transition to employment
can reduce the problems of unemployment and productivity that sometimes plague
young workers, particularly those with disabilities.
Audience Answers
On these pages discover more in-depth discussion of School-based Preparatory Experiences
and find the answers to your questions. Check out the one that fits
your profile:
Someone is "work-ready" when they can make the educational and vocational
decisions and perform the kinds of educational and vocational tasks (behaviors)
that are expected by schools and employers (Sarkees-Wircenski & Scott, 1995).
Individuals differ in their readiness to deal with career development tasks
at the "expected" or "appointed" time. Some youth are more
aware than others of the work-related decisions that must be made at various
points in their lives, and are therefore, better equipped to enter and participate
in the world of work. Research indicates that youth with disabilities tend to
lag behind their peers in readiness for the career development process (Faas,
D'Alonzo & Stile, 1990). Family involvement in skill development has been
shown to positively contribute to the development of work-readiness skills for
youth with and without disabilities (Mooney, 1998; Way & Rossmann, 1996).
13 Basic
Skills and Workplace Knowledge and Competencies
What do youth need to know and be able
to do to be considered "work-ready"? A number
of national taxonomies and research studies looked at this
issue and identified the following skills and competencies
which young people needed to know in order to succeed in
the working world.
Identifying, organizing, planning and allocating benefits
and resources;
Working with others on teams, teaching others, exercising
leadership, negotiating and influencing others, and working
with diverse groups of individuals;
Acquiring, organizing, interpreting, evaluating and
communicating information;
Understanding complex interrelationships and distinguishing
trends, predicting impacts, as well as monitoring and
correcting performance;
Working with a variety of systems and technologies
and choosing the appropriate tool for the task;
Developing higher-order thinking skills such as creative,
innovative thinking, critical thinking, problem solving,
goal-setting and decision-making skills;
Developing self-knowledge, self-determination and self-advocacy
skills;
Developing self-discipline, self-management skills,
and the ability to work without supervision;
Strengthening basic academic skills such as reading,
math, writing and oral communications skills;
Being self-confident, willing to learn new tasks, and
maintaining a positive attitude toward work;
Developing effective skills and traits such as dependability/responsibility,
conscientiousness, punctuality, efficiency, flexibility,
honesty, integrity, being well-mannered, cooperative,
and using appropriate dress and good grooming;
Developing leadership skills to guide and support others
and seek guidance and support from others to pursue goals;
Exercising rights and responsibilities.
Assessment
A number of sources (Clark, 1999; Clark & Patton, 1997; National Council
on Disabilities, 2000; Schelly, Kothe & Sample, 1995) identify assessment
as an integral component of a successful post-secondary transition program for
students with disabilities.
Formal and informal career assessments should be conducted periodically to:
determine a young person's evolving levels of functioning in reference to
these critical work-readiness areas;
assist in identifying individual characteristics, education, and training
needs; and
plan appropriate opportunity awareness activities to enhance current knowledge
and skills.
Not only can career assessment provide valuable information about work-readiness
skills, it can also provide insight into basic skills levels, vocational interests,
vocational aptitudes and abilities, and learning styles. Effective transition
plans and services often depend on reliable and useful assessment data.
Career assessment is important for all youth transitioning to adult roles,
but it is particularly important for youth with disabilities. Many youth with
disabilities experience a variety of difficulties handling the realities of
work demands, and career assessment offers them the opportunity to discover
their career, transition, and pinpoint to their vocational and educational strengths.
Both the Individuals with Disabilities Education Act (IDEA) and the School-to-Work
Opportunities Act (STWOA) identify career assessment as integral to assisting
youth to make informed choices and set realistic goals for their successful
transitioning to adulthood (Leconte & Neubert, 1997).
Seven
Major Uses of Informal and Formal Career Assessment Data Identified by Neubert (1985) and Leconte
(1986)
Determination of career development:
To find out where the student stands in terms of: career awareness,
orientation, exploration, preparation, placement, or growth/maintenance;
Measurement: To identify abilities,
interests, capabilities, strengths, needs, potentials, and behaviors
within the areas of personal/social, functional/academic, community/independent,
employment and employability areas;
Prediction: To match an individual's
interests and abilities with appropriate training, community
employment, or postsecondary training;
Prescription: To identify strengths
and needs, and to recommend types of adaptive techniques and/or
remedial strategies that will lead to improved career preparation
and development;
Exploration: To "try out"
different work-related tasks or activities and to determine
how interests match abilities for work-based experiences, community
jobs, postsecondary, or other adult activities;
Intervention: To implement the
techniques or remedial strategies that will help a student explore
career or work options;
Advocacy: To develop a career profile
to help students, their families, and others identify concrete
ways to assist students in achieving their goals.
Resources
High School/High Tech (HS/HT) Program Manual http://www.ncwd-youth.info/resources_&_Publications/hsht_manual.html
Provides opportunity for students with disabilities to explore careers in science,
mathematics and technology. The HS-HT program manual includes a chapter on School-based Preparatory Experiences with examples, sample forms and resources.
National Center on Secondary Education and Transition (NCSET) http://www.ncset.org/
National resources, technical assistance, and information related to secondary
education and transition for youth with disabilities.
Job Accommodations Network http://janweb.icdi.wvu.edu/
Information on job accommodations, modifications, and assistive technology for
various disabilities.
Jobs for the Future - Creating Strategies for Educational and Economic
Opportunity http://www.jff.org/jff/
short description
Division on Career Development and Transition - Council for Exceptional
Children http://www.dcdt.org/
short description
References
Busse, R. (1992). The new basics. Vocational Education Journal,
67(5), 25-26.
Carnevale, A.P. (1991). America and the new economy. San Francisco,
CA: Jossey-Bass.
Carnevale, A.P., Gainer, L.J., & Meltzer, A.S. (1988). Workplace
basics: The skills employers want. Alexandria, VA: American Society
for Training and Development.
Carnevale, A.P., Gainer, L.J., & Meltzer, A.S. (1990). Workplace
basics: The essential skills employers want. Alexandria, VA: American
Society for Training and Development.
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.
Faas, L.A., D'Alonzo, B.J., & Stile (1990). Personality patterns
of successful and
Unsuccessful adults with learning disabilities. Career Development
for Exceptional Individuals, 13(1), 1-12.
Gribbons, W.D., & Lohnes, P.R. (1965). Predicting five years of
development in adolescents from readiness for vocational planning scales.
Journal of Educational Psychology, 56, 244-253.
Gribbons, W.D., & Lohnes, P.R. (1966). Career development.
Weston, MA: Regis College.
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.
Mithaug, D.E. (1994). Equity and excellence in school-to-work transitions
of special populations. Berkeley, CA: University of California at Berkeley,
National Center for Research in Vocational Education.
Mooney, M. (1998). Family contributions to the work-readiness of youth
with learning disabilities. Unpublished doctoral dissertation, Virginia
Polytechnic Institute and State
University, Blacksburg, Virginia, USA.
National Council on Disabilities. (2000, January 25). Back to school
on civil rights: Advancing the federal commitment to leave no child behind.
Washington, DC: Author.
Neubert, D. (1985). Use of vocational evaluation recommendations in
selected public school settings. Career Development for Exceptional
Individuals, 9, 98-105.
Patton, J.R., & Blalock, G. (Eds.). (1996). Transition and students
with learning disabilities. Austin, TX: Pro-Ed.
O'Hara, R.P., & Tiedeman, D.V. (1959). Vocational self-concept
in adolescence. Journal of Counseling Psychology, 6, 292-301.
Sarkees-Wircenski, M., & Scott, J.L. (1995). Vocational special
needs. Homewood, IL: American Technical Publishers.
Secretary's Commission on Achieving Necessary Skills (1991). What work
requires of
schools. A SCANS report for America 2000. Washington, DC: U.S. Department
of
Labor. [online], Available: http://wdr.doleta.gov/SCANS/whatwork
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.
[online], Available: http://www.ericfacility.net/ericdigests/ed383152.html
Super, D.E. (1957). The psychology of careers. New York: Harper
& Row.
Way, W.L., & Rossmann, M.M. (1996). Family contributions to adolescent
readiness for
school-to-work transition. Journal of Vocational Education Research,
21(2).
Wehmeyer, M.L. (1996). "Self-determination as an educational outcome:
Why is it important to children, youth, and adults with disabilities?"
In D. J. Sands & M. L. Wehmeyer (Eds.), Self determination across
the life-span: Independence and choice for people with disabilities
(pp. 15-34). Baltimore, MD: Paul H. Brookes.
Preparatory Experiences— Administrator
Section
Introduction
Opportunities to participate in quality school-based preparatory experiences are integral
to the post school success of all youth, including youth with disabilities.
The term "school-based preparatory experiences" refers to a variety of activities
that help youth prepare for a successful future. It includes the core activities
of career assessments (formal and informal) and introduces the concept of opportunity
awareness (guest speakers, informational interviews, research-based activities,
community mapping, exposures to post secondary education) and work readiness
skills ("soft" and "hard" skills development, computer competency
and job search skills). While it is important that youth-serving programs ensure
quality school-based preparatory experiences are available to all youth, not every program
needs to assume they have to go it alone to ensure youth acquire these important
experiences. Joint planning among agencies can go a long
way to make these important services available within all communities.
In the best of all worlds these preparatory activities begin during a student’s
school years (some activities even beginning during grade school but intensify
during high school years). During those early years the experiences will be
richer if the activities are done in collaboration with other agencies as no
one organization is well positioned to go it alone. For those
of you who work primarily with out of school youth and any organization working
with youth with disabilities, there is an additional need for the youth
you work with to assure they do have the opportunities to be exposed to all
of these services. All too often these at-risk populations have not been afforded
the same opportunities as others. Administrators such as post secondary support
service managers in technical colleges, community colleges and four-year institutions,
managers of One-Stops, guidance or counseling directors, directors of youth
service organizations, administrators of educational programs and directors
of vocational rehabilitation offices, all play a critical role in creating opportunities
for youth.
The following information addresses some ways that administrators in each of
these agencies can individually and collectively develop and promote programmatic
policies and practices that foster opportunities for all youth to develop these
skills. Consideration can be given to jointly developing after school and summer
programs for young persons who could benefit from peer networks that provide
social opportunities and incorporate these activities as well as work-based
learning experiences. One such program is the High School/High Tech program
(HS/HT).
HS/HT is sponsored by the Department of Labor's Office for Disability Employment
Policy (ODEP), and supported by NCWD/Youth. It is a national program with an
emphasis on quality school-based preparatory experiences for youth with disabilities, integrates
site visits, mentoring, job shadowing and internships (both unpaid and paid)
with the high school curriculum. HS/HT is active throughout the United States
and merges public and private funding with the cooperation of businesses, federal
and state agencies, not-for-profit organizations, and local school districts.
You can learn more about High School/High
Tech (HS/HT) programs here. The HS/HT Program Manual is available on line
with substantial information and resources about how to organize school-based preparatory experiences, work based learning opportunities, and leadership development services
for youth with disabilities.
1. What role does career assessment play in delivering
quality school-based preparatory experiences for youth, and what kinds of career assessment
instruments should be used in programs that serve youth? Should my program use
formal assessments, informal assessments, and/or work based learning?
Career assessment is a key step in a continuous process to help young people
make informed choices about their future. The information gained from assessment
provides both a starting point and direction for effective services. Career
assessment is the process through which youth define and explore career options
that are compatible with their personal goals, interests, and abilities, and
is a key part of the overall preparatory experience. The career assessment process
may differ for each youth, depending on their needs, interests, abilities, learning
styles, cultural differences, language barriers, academic difficulties and other
challenges. Thus, it is good practice for programs to have a variety of assessment
methods and options in place. You should ensure that your youth-serving programs
utilize some basic approaches to help young people prepare for their future.
These approaches should include:
formal assessments,
informal assessments, and
work-based learning.
Formal (standardized) assessments may include tests
focusing on intelligence, academic achievement, aptitude, and interest, and
are used to determine a student’s interests, aptitudes, learning preferences,
work skills and other vocationally relevant information. They are typically
administered, scored, and interpreted only by those trained to do so (e.g.,
psychologist, vocational evaluator, etc.).
Career-oriented assessment tools include interest inventories, aptitude and
dexterity tests, work sample systems, and other appraisal instruments. Results
of formal assessments provide a starting point from which to assist young people
in planning for their futures.
Formal (standardized) assessment
The following are some examples of formal
assessments used in youth programs.
NOTE:
This list of individual tests is for illustrative
and informational purposes only and should NOT be interpreted
as a recommendation for any test instrument.
Intelligence Tests
WAIS-III (Wechsler Adult Intelligent Scale, Third Edition)
- an individually administered clinical instrument designed
to assess the intellectual ability of adults ages 16 through
89.
WISC-III (Wechsler Intelligence
Scale for Children, Third edition) - clinical instrument
for assessing the intellectual ability of children ages
6 through 16 years.
Academic Achievement Tests
The Woodcock Johnson (WJ) III, Complete Battery
— contains two distinct, co-normed batteries: the
WJ III Tests of Achievement and the WJ III Tests of Cognitive
Abilities. Both batteries are appropriate for ages 2 to
90+, and together, they provide a comprehensive system
for measuring general intellectual ability (g), specific
cognitive abilities, scholastic aptitude, oral language,
and achievement.
WRAT-3 (Wide Range Achievement Test) —
a test intended to measure the codes needed to learn the
basic skills of reading, spelling, and arithmetic.
Aptitude Tests
ASVAB (Armed Services Vocational Aptitude Battery)
— is a multi-aptitude test battery known as the
Career Exploration Program, and is available at over 14,000
schools nationwide. It is free and is administered and
interpreted by the military.
APTICOM — is a 90-minute multiple aptitude
battery, interest inventory and educational skills battery.
It integrates the information and presents vocational
recommendations.
OASIS (Occupational Aptitude Survey and Interest
Schedule) - measures six aptitude factors and yields
six scores: General Ability, Verbal Aptitude, Numerical
Aptitude, Spatial Aptitude, Perceptual Aptitude, and Manual
Dexterity.
Interest Inventories
Self-Directed Search (SDS) — The SDS
was developed by Dr. John Holland, whose theory of careers
is the basis for most of the career inventories used today.
Holland's theory states that most people can be loosely
categorized with respect to six types: Realistic, Investigative,
Artistic, Social, Enterprising, and Conventional. There
are multiple levels and forms of the SDS – make sure
the appropriate form is used for each youth.
Career Occupational Preference System (COPSystem)
— The COPSystem encompasses three assessment instruments:
the Career Occupational Preference Interest Inventory
(COPS), the Career Ability Placement Survey (CAPS), and
the Career Orientation Placement and Evaluation Survey
(COPES). The COPS measures interests, the CAPS provides
a profile of individual abilities, and the COPES measures
personal values. Reliability and validity data are provided
for all three assessments. The assessments were normed
on junior high, high school and community college students.
The COPS II is written at the fourth grade reading level.
Accommodations such as extended time or a quiet space
for testing may be used without impacting the validity
of the test.
Informal assessments are typically conducted in less-structured
settings to help youth identify strengths and challenges, improve their performance,
pinpoint career interests, and identify learning styles. Generic interest surveys
and structured interviews can be constructed to gain both general and specific
information, such as: "Would you rather work outside or indoors?"
or, "What three technology skills would you like to learn this year?"
Informal assessment can include online inventories, interviews with youth and
family, career portfolios, rating scales, and formal observation, as well as
those developed by frontline staff. In fact, youth-serving organizations conduct
informal assessments all the time. Administrators can encourage their Youth Service Practitioners to informally assess youth in a variety of ways.
Some examples of how programs can informally assess the youth they serve include:
Creating interest surveys;
Developing rating scales to assess school, independent living and work performance
and comparing performances over time;
Observing youth while they are engaged in activities and noting the conditions,
activities, and environments under which they do best;
Helping youth use the Internet to access pre-approved online assessments,
which offer the youth technology experience plus a way to assess their technology
competence.
Informal assessments: Online
career
NOTE: This
sample of online assessments is for informational and educational purposes only
and should NOT be interpreted as a recommendation for any test instrument.
Work-based learning is the third part of the three-pronged assessment strategy
and occurs at the workplace. The workplace provides one of the most powerful assessment tools and what
occurs there should be deliberately linked back to what occurs at school or in the youth program. Work-based
learning opportunities allow youth to see how their perceptions of careers match reality. By providing
youth with internships, job shadowing opportunities, and/or job-sampling experiences, program staff
can assess interests, career directions, and identify skill development needs or potential accommodation
needs in an authentic environment. Administrators should encourage program staff to systematically observe
youth in work-based situations to ensure that assessment information is validated by real life experiences.
Categories of Work-Based Learning
Visits to Workplace – These tend
to be a less intensive form of work-based learning that
is mostly observational and generally most appropriate
for younger youth. Included are field trips, which are
one-time visits to observe, and job shadowing, which may
range in duration from a day or less to sometimes multiple
visits to observe by following or “shadowing”
a worker.
Work-like Experiences – These
experiences can vary greatly in both duration and intensity,
but, in general, they are more in-depth than visits to
the workplace. These experiences can be structured for
any age youth, depending upon the duration and level of
supervision provided to the youth. Service learning projects
and unpaid internships provide youth with the opportunity
to develop leadership, citizenship and basic skills. These
experiences may or may not have a specific career focus.
Youth-run enterprises are simulated workplace experiences
designed to give youth employment and management experience.
Employment – These tend to be
the more intensive forms of work-based learning and are
appropriate for youth 14 and older. Included are both
subsidized and unsubsidized work opportunities such as
internships. Employment experiences must comply with state
and federal labor laws. Cooperative education, paid internships,
and apprenticeship programs are examples of employment-based
learning experiences. Youth jobs, particularly summer
jobs, provide valuable work experience and help youth
develop the basic work-readiness skills and attitudes
that employers say they value.
2. How can I ensure that work-based learning experiences
are well-structured and meet the needs of the youth I serve?
Work-based learning doesn’t happen on its own. Mere exposure to the workplace
doesn’t necessarily translate into learning. Youth need structure and
support if they are to fully benefit from their work-based experiences. This
structure and support must come from both the school or program and the work
site. Work-based learning experiences will be most meaningful if the youth themselves
are involved in the planning, development, and evaluation of the experiences.
Use youth advisory councils and student organizations as ways to involve youth.
Here are some of the basics that need to be covered.
Preparing youth for the workplace – At a minimum,
youth should be provided with an orientation to the workplace and what is
expected of them. This orientation should include information about the industry
and the careers within the industry. It is particularly important that youth
who are participating in internships and employment-related experiences receive
information about health and safety on the job, their rights, and program
and employer expectations. Work-readiness training is valuable for youth to
learn about the behaviors and attitudes that employers expect.
Preparing program staff and employers – Orientation
and training for program staff and employers help those who work directly
with the youth to understand their roles and responsibilities. Work-site mentors
and supervisors need to understand how to guide and support learning, provide
constructive feedback, evaluate youth performance, and how to resolve issues
that may arise. Program staff need to know how to develop and implement structured
learning plans, work with employers, and understand all applicable federal
and state laws, such as the Fair Labor Standards Act and the Americans with
Disabilities Act.
Structuring the learning – Training agreements
and training or learning plans are tools used to structure work-based learning
experiences. Training agreements are documents that describe the general terms
under which employers, programs and schools, and youth will complete a work
experience. These agreements are typically signed by the employer and/or job
supervisor, the program coordinator or teacher, the youth and if the youth
is under the age of reason (18 in most, but not all states) the parent or
guardian. Training or learning plans establish learning objectives. The SCANS
(Secretary’s Commission on Achieving Necessary Skills) competencies
are often used as a basis for developing learning objectives. Training or
learning plans may also include learning outcomes, activities, and a method
for assessment and evaluation of the youth’s performance. The duration
and intensity of the work-based learning experience determine how extensive
and detailed the training or learning plans should be. Finally, youth need
time to reflect on their experiences and evaluate their performance. This
may be informal or formal written evaluation – covering such topics
as what did I learn; how does it relate to what I learned in the classroom;
what does it mean for my future?
Undertaking program evaluation – Is the work-based
learning achieving its purposes? Ongoing program evaluation allows program
administrators to make judgments about the quality of a program and how to
make improvements. Involving staff, youth, employers and jobsite supervisors
is key to good program evaluation. Developing a set of tracking tools will
facilitate the assessment of learning, document the links between the worksite
and the classroom, and streamline program evaluation.
Reporting the results – Workforce Investment
Boards, Boards of Education, and other policy makers should be kept informed
of the results of work-based learning experiences in terms of number of youth
served and successful outcomes. These reports will facilitate the sharing
of best practices, keep the work-based learning program on the radar screen,
and improve your program’s chances for future support.
3. What community supports and interagency collaborations
are necessary so that my youth have the opportunity to participate in quality
work-based learning experiences?
In every community, a wide array of organizations are involved in preparing
young people for the world of work, such as the public schools, technical schools,
colleges, and universities, vocational rehabilitation agencies, labor/management
programs, community-based organizations, and Job Corp Centers. Coordinating
efforts among organizations reduces the confusion and frustrations for employers
who must deal with multiple contacts. It is also a more efficient and effective
way to develop and support the availability of work-based learning experiences
for all youth within a community. Local activities that can and should be coordinated
among organizations include, convening local leadership, recruiting and engaging
employers, providing services to workplace partners, ensuring quality of work-based
learning, and promoting policies and effective practices. Every community has
organizations and resources that can be tapped into to provide these “intermediary”
activities. Here are some ideas:
Utilize these Organizations
& Resources to Develop & Support WBL
Workforce Investment Boards (WIBs)
are the lead strategic planning workforce development
organization for local communities. WIBs are uniquely
positioned to focus attention on promoting work-based
learning, to support strategic planning between the “supply”
(program) and “demand” (employer) sides, to
identify resources available to support work-based learning;
to develop policies supporting work-based learning and
to disseminate effective practices.
One-Stop Centers are the gateway to
an array of workforce development information and services
for both employers and job seekers. One-Stop Centers can
be the repository for common tools for structuring work-based
learning experiences and provide information on available
work-based learning opportunities within the community.
Employer organizations, such as the
local Chamber of Commerce can be helpful in promoting
work-based learning among its membership. Employer organizations
can also undertake some of the brokering services between
the school or program and the work site, such as student
referrals, training for workplace mentors and supervisors,
and payroll functions.
Student organizations, particularly
those that are vocationally-focused, such as DECA and
VICA, can assist in connecting students from multiple
schools and organizations with employers that match the
students’ vocational interests.
Community-based organizations provide
employment and training for the emerging workforce, for
current workers, and for those workers seeking to make
a career change. Many of these organizations have long-established
relationships with employer or are well-positioned to
provide services to workplace partners.
Youth often receive (or are eligible for) services from more than one organization.
For example, youth programs under the Workforce Investment Act provide services
to youth who are enrolled in secondary school and those who are out of school.
For in-school youth, the program services typically include summer employment
or paid internships. Thus, the WIA service provider who is providing the work-based
learning experience should coordinate with appropriate school personnel to make
sure it is tied to classroom learning and supports the student’s school-based
program of study. Interagency collaboration is also helpful in leveraging resources
to support youth with their work-based learning experiences. Transportation,
health needs, work tools and equipment, day care, and job coaches are among
the services that can provided through interagency collaborations. Many communities,
under the direction of their local WIBs or youth councils, have begun resource
mapping projects, including the services that are available within the community
and how to connect to these services. A guide to community services is a useful
tool for program staff who work with youth.
4. What are my responsibilities and what are the employer’s
responsibilities in working with youth with disabilities?
Research documents that youth with disabilities who participate in work-based
learning are more likely to successfully enter the workforce and are less likely
to require public support to live independently. Thus, it is important that
youth with disabilities have access to and participate in the same high-quality
work-based learning programs established for all eligible youth. Administrators,
program staff, and employers need to be aware of their legal responsibilities
under applicable federal laws such as:
Fair Labor Standards Act governs wages for all workers
and includes “Child Labor Laws” that specify the type of work
and hours permitted for youth under the age of 18.
Carl D. Perkins Vocational and Technical Education Act
mandates the recipients’ obligations throughout their vocational education
programs. Any entity receiving Perkins is subject to its requirements. The
Act contains equity provisions and provisions for special populations which
apply to individuals with disabilities.
Section 504 of the Rehabilitation Act prohibits
discrimination of the basis of disability in federally-funded programs.
The Americans with Disabilities Act prohibits discrimination
on the basis of disability status and requires the provision of “reasonable
accommodations” to insure that individuals with disabilities are provided
access and participation in program and employment opportunities.
The Individuals with Disabilities Act (IDEA) entitles
all eligible youth to free appropriate and public education and requires specially
designed instruction to meet the needs of a child with a disability, including
instruction conducted in the classroom and other settings. Starting at age
14, IDEA requires transition services that are a coordinated set of activities
that promote the movement from school to post-school activities.
The descriptions provide only a snapshot of information, not enough upon which
to make programmatic decisions. Other federal legislation may apply, and there
may be state laws that also apply. The important lesson is that there is a legal
and ethical obligation to ensure that youth with disabilities receive the same
opportunities as everyone else. Some tips for making it happen:
In preparing youth with disabilities, it is important that
these young people understand their disability, are able to talk
about their disability, and are able to articulate to employers what they
will contribute to the workplace.
Training for program staff and for employers must include
specific information around serving youth with disabilities to ensure
that these youth receive the same benefits from program participation. It
is important to provide examples of individuals with disabilities
who are successful professionals throughout the work-based learning
experience. This can be done by incorporating staff with disabilities, including
examples of successful professional with disabilities, in all training components,
and by inviting employers to involve employees with disabilities.
For youth with disabilities, the learning plan should connect
to the student’s Individualized Education Program/Transition plan when
possible. Linking with a student’s transition plan can help
identify and access supports that may be needed.
Interagency Transition Collaboratives in many states and
local communities can assist in addressing the procedural and practice
issues that influence transition services for youth with disabilities.
Keep in mind that there is no “one size fits all” when serving
youth with disabilities. The needs of each young person must be assessed individually.
One of the best ways of determining a young person’s needs is to ask them
and to involve their parents in the discussion. This can also be helpful in
determining what other agencies can help support work-based learning, the resources
that they can provide and the accommodations or modifications that are needed.
5. How do federal and state labor laws apply to work-based
learning?
Federal and state laws regulate employment. The Fair Labor Standards Act covers
minimum wage, overtime, child labor, and equal pay. States also have their own
labor standards laws. The general rule is that the more stringent law, federal
or state, is the one that applies. It is important to be familiar with both
the federal and state labor standards laws as there are many rules that apply
to youth in the workplace.
The Occupational Health and Safety Act (OSHA) applies to employers and governs
workplace safety and health issues. OSHA and its state partners set and enforce
standards for workplace safety and health. Provisions governing equal access,
nondiscrimination, workers’ compensation, and legal status for work may
also apply to a work-based learning experience. Each labor law defines those
who are covered under the law. One important consideration is whether the work-based
learning experiences is considered “employment.” Consider, particularly,
the following:
Employment vs. unpaid internships – There are a number
of criteria that determine whether an “employment” relationship
exists and thus subject to compliance with labor standards laws. There is
no single set of rules that cover all situations and there are special rules
that apply to persons with disabilities. Considerations include whether the
work is incidental to the training, whether any employee has been displaced,
or whether a vacancy has been filled. Workplace activities that do not involve
the performance of work are not considered employment subject to labor standard
laws.
Child Labor Laws – Federal and state laws limit the
hours that young people can work and restrict the type of work that youth
can perform. Youth under 14 are not permitted to work, with some limited exceptions.
Minors under 16 are restricted from most machinery and manufactory work and
minors under 18 are prohibited from working in hazardous occupations. Permitted
work hours are different for 14 and 15 year olds than for 16 and 17 year olds
and for school hours versus non-school hours. A work permit may be needed.
There are some exceptions to the child labor laws for student learners in
approved work-study programs.
Minimum wage – Minimum wage and overtime laws apply
to work-based learning experiences that meet the definition of employment.
Some states set a higher minimum wage than the federal law. There are certain
exceptions for initial employment or training and youth under the age of 20.
There are some additional exceptions when youth with disabilities are engaged
in “community-based vocational education.” However, these exceptions
are very explicit and need to be thoroughly understood before utilized.
Safety and access – All parties involved in work-based
learning are responsible for ensuring that the workplace is safe and does
not discriminate. Youth should have equal access to work-based learning opportunities
regardless of race, religion, color, national origin, gender, age, or disability.
Once in the workplace, youth should know that there is an expectation that
they will be free from discriminatory practices and sexual harassment. The
necessary insurance coverage should be provided for youth involved in work-based
learning activities ranging from Workers Compensation coverage for youth in
paid employment to liability coverage for youth participating in unpaid internships,
job shadows or site visits. The type of work-based learning experience, whether
it is paid or unpaid, and federal and state guidelines will determine the
type of coverage needed.
Resources
DisabilityInfo.Gov http://www.disabilityinfo.gov/
One-stop online access to resources, services and information for people with
disabilities available throughout the Federal government. Subjects include,
civil rights, education, employment, housing, health, income support, technology,
transportation, and community life.
National
Adult Literacy Database http://www.nald.ca/fulltext/hudson/workbase/cover.htm
Detailed information and training materials on the various types of work-based
learning. Appendices include forms for planning, implementing and evaluating
work-based learning, information on labor laws, SCANS’, and a section
on work-based learning for students with disabilities. Issued in 1997 but much
of the material is still relevant.
Cornell
Youth and Work Program http://www.human.cornell.edu/youthwork/index.htm
Contains a variety of tools and information broken down into short and easily
understandable documents. Includes information to promote understanding of work-based
learning and to provide “how to tips” for various audiences. Tends
to focus on more intensive work-based learning experiences. Materials developed
from demonstration programs conducted in the mid 1990s.
National
Transition Network http://ici2.umn.edu/ntn/pub/default.html
The National Transition Network provides publications that address the legal
rights of youth with disabilities, and outlines policies to give youth with
disabilities the opportunity to be involved in the work force.
Why participate in programs that prepare young people
for work? Employers cite the following as benefits for engaging in programs that
prepare youth for work:
Creating pipelines of qualified and job-ready employees.
Pipelines created from engaging in these programs can help shield businesses
against an impending labor shortage and fill hard-to-fill jobs with qualified
employees. This can also help reduce the cost of recruitment, screening, selecting,
and training new workers.
Opportunities to try out young workers prior to hiring.
This is particularly important in industries with large entry-level hiring
needs and with employers concerned about the high cost of turnover.
Creating a better prepared workforce. Employers
who engage in these activities can positively influence work ethics and help
create the kind of employees they want.
Happier and more loyal employees. Employers find,
and research supports, that involvement in school/business partnerships raises
the morale of staff.
Gaining positive public relations exposure. All
Employers are interested in good public relations, especially employers rooted
in communities, such as utilities, hospitals, and local telecommunications
companies.
Fostering good will toward their business. Supporting
the community is good business.
Opportunities to further diversify their workforce.
Employers often seek ways to have their workplace better represent their customer
base and the community at large.
Work readiness opportunities and experiences assist youth in developing a
core of essential skills, attitudes, and capacities they will need to succeed
as employees in the working world. Some of these include:
Teamwork - Ability to work cooperatively with
others to achieve a goal.
Communication - Ability to relay thoughts and
ideas clearly, both verbally and in writing.
Higher-order thinking - Ability to engage in creative
problem solving, critical thinking, and goal setting.
Self-management skills - Ability to manage time
and follow through on work without supervision.
Customer service awareness - Ability to put customers
first and respond to complaints in a tactful and timely manner.
Social/business etiquette - Ability to dress and
socialize in a manner appropriate to a specific work environment or situation.
Leadership - Ability to guide and support others,
and seek guidance and support from others to pursue goals.
Computer literacy - Ability to use computer technology
to communicate and learn effectively
2. What activities
can employers engage in to provide work readiness opportunities for youth?
Employers can make a real difference in the lives of today's students and
tomorrow's workforce. Local schools and educational systems know the benefits
of partnering with businesses and connecting school learning to success in the
world of work. Schools continuously seek business professionals to interact
with students and faculty. By partnering with schools, businesses can expose
youth to various career paths, teach essential work readiness skills, and help
youth understand the educational requirements and work environments related
to specific occupations.
Opportunities for employers
to get involved
Career fairs
Career exploration days
Career speaker
Conducting mock interviews
Curriculum development assistance
Guest lecturers
Guest readers
In-services for students & teachers
Internships
Job shadowing opportunities
Junior Achievement classes
Membership on boards
Mentoring
Partnering with career and technical education programs
Providing service learning
Providing technology expertise
Serving as an expert in residence
Providing tours of business sites
Speaking at schools and career fairs
Tutoring
Youth leadership conferences
Youth service days
3. How do I get involved
at the national level with work readiness programs for youth?
Contact your industry association or other employer networks.
Working jointly with industry associations and other employer networks is a
very effective way to have large-scale impact on youth preparedness for work.
Many of these associations, like the U.S.
Chamber of Commerce (http://www.uschamber.org) support and facilitate quality
career awareness experiences that assist youth in preparing for work. Many associations
track industry changes in skill requirements for key careers.
The National
Skill Standards Board (NSSB): http://www.nssb.org,
provides a good overview of industry efforts to develop a common framework for
sharing information about skill requirements between industry and education
and training providers. NSSB also provides a clearinghouse of specialty industry
organizations that manage skill certification programs.
4. What are other employers doing to help youth, including those with disabilities,
prepare for the world of work?
The Kemtah Group,
Inc., which provides Information Technology (IT) Infrastructure Support
Solutions to companies throughout North America, has consistently created opportunities
for youth with disabilities. They believe that private sector involvement at
an early stage in the career planning and transition process is essential for
helping youth gain a realistic view of the workplace and work expectations.
Over the last three years, Kemtah has hired five youth with disabilities for
summer employment positions in computer-related fields. Kemtah has also had
great success with an A+ certification preparation program geared towards high
school students. This six-week course provides students, including those with
disabilities, a point of entry into the IT field. Learning focuses on exposure
to basic software and hardware components and IT theory, as well as providing
hands on experience in diagnosing and repairing personal computers. In implementing
this training program, Kemtah has found that limiting enrollment to 10 youth
has allowed instructors to engage in more individual instruction and has contributed
to the success of the program. By participating in these programs, youth get
exposure to the real world of work and are prepared for success at Kemtah and/or
other IT jobsites. .
The NASA Kennedy Space
Center began offering internships for youth with disabilities through the High School/High Tech (HS/HT) program
in 1995. It partnered with the Space Coast Center for Independent Living (SCCIL)
to help manage the program and recruit applicants from local high schools. It
also provides skill building workshops to prepare students for successful internship
experiences. The screening process is done jointly between NASA and SCCIL. Interns
are matched with mentors who provide support and guidance to help set clear
expectations. A total of 56 students with disabilities have completed the program.
NASA is pleased with the outcome of this program that has both created a unique
learning opportunity for students and ensured quality interns for NASA. .
Microsoft Corporation has several initiatives focused
on preparing youth and youth with disabilities for the world of work. These
initiatives are aimed at promoting career opportunity awareness in youth with
disabilities and establishing additional pipelines for future employee candidates.
Several business-education partnerships are key to the success of these programs.
Partners include local special education teachers, the California State Governor's
Committee on the Employment of People with Disabilities, and the
University of Washington's DO-IT (Disabilities, Opportunities, Internetworking,
and Technology) program http://www.washington.edu/doit/. Microsoft has engaged
in internships, job shadowing, career days, youth service days, corporate campus
visits, and a summer technology camp featuring a panel of employees with disabilities
who share their experience of being an employee with a disability.
SunTrust Bank got involved with the Business
Leadership Network http://www.usbln.com in 1998 and began actively identifying
positions that they were having trouble filling, usually part-time or temporary
jobs, where there was a real business need. These positions were targeted as
opportunities for non-traditional workforce, including seniors, high school
students, welfare-to-work participants, refugees, and people with disabilities.
They worked with the Virginia Department of Rehabilitative Services and other
organizations and schools and created pipelines to provide SunTrust with a steady
stream of qualified individuals with disabilities who were eager to work and
willing to take jobs that were less than 40 hours a week. In the end approximately
80% of those hired and trained through this program went on to regular full-time
employment. The
Society for Human Resource Management (SHRM) recognized this program with
its 2000 Innovative Practice Award.
Resources
The
Business Leadership Network (BLN) http://www.dol.gov/odep/programs/business.htm
The BLN is a national program led by employers in concert with state Governor's
Committees and/or other community agencies that engages the leadership and participation
of companies throughout the United States to hire qualified job candidates with
disabilities. The Job Accommodation Network http://janweb.icdi.wvu.edu/
JAN is a free service of the Office of Disability Employment Policy of the U.S.
Department of Labor. JAN offers many free resources specifically for employers,
including: consulting services by phone or email to employers to provide individualized
information about job accommodations, issues involving the Americans with Disabilities
Act (ADA) and the employability of people with disabilities, searchable online
accommodation resources, and numerous publications.
JobBank
USA http://www.jobbankusa.com/indassoc/mainindex.html
JobBank USA provides a comprehensive index of industry associations categorized
by industry (e.g., sales and marketing, manufacturing, finance) along with help
writing a resume, cover letter and preparing for an interview.
Workforce
Tool Kit: The Resource for Employers (2001), U.S. Department of Labor http://www.doleta.gov/whatsnew/insidebind.pdf(PDF)
This resource provides a comprehensive guide to the services available, at little
or no cost, through America's Workforce Network (AWN) to help prepare your workforce
to meet the challenges of the 21st Century's global economy. The AWN is the
nationwide partnership of workforce development organizations that provide a
full range of information and services to help employers find skilled workers
and help individuals manage career transitions.
WORKPlus:
Developing Skills for Young Entry-level Workers http://www.ppv.org/ppv/publications/publications.asp?search_id=5
Public/Private Ventures (P/PV) (with the help of the Northwest Regional Educational
Laboratory in Portland, Oregon) developed WORKPlus to provide materials that
help young people and others new to the workforce to use their early work experiences
to acquire transferable skills for future job success, and to provide supervisors
with the skills to effectively guide and support entry-level workers.
Society
for Human Resource Management (SHRM) http://www.shrm.org
SHRM's Student Program was created in 1965 to promote mutually beneficial interactions
between students and practitioners. SHRM serves the needs of the human resource
management professional by providing the most essential and comprehensive set
of resources available.
The National
Association of Manufacturers (NAM) http://www.nam.org
NAM's Center for Workforce Success, in partnership with the U.S. Department
of Commerce's Office of Technology Policy, has designed "GetTech"
[www.GetTech.org] to encourage youth to prepare for jobs of tomorrow. GetTech's
website is a highly interactive source of opportunities for manufacturing and
technology careers.
The National
Retail Federation (NRF) http://www.nrf.com
NRF's research and educational foundation, the National Retail Institute (NRI)
has been awarded a grant from the NSSB and the U.S. DOL to develop and implement
a system of skill standards for the nations sales and service industries. These
skill standards will provide workers and employers with specific skills for
specific occupations, thus promoting appropriate job matches, and identifying
and filling gaps between demand and availability.
The Information
Technology Association of America (ITAA) http:/www.itaa.org
The ITTA the trade association representing the IT industry in the US. One goal
of ITTA is to increase the employment of individuals with disabilities in IT-related
positions to grow and strengthen the pipeline of available IT talent.
Preparatory Experiences— Youth
Service Practitioner Section
Introduction
School-based preparatory experiences are those experiences that help youth become prepared
for their future. They include opportunities to learn about themselves through
assessment, opportunity awareness, work experience, and other activities that
provide them with knowledge, skills and abilities they will need for future
success. If you are an individual who provides direct services to youth, such
as a teacher, counselor, service provider, or intake coordinator, you play a
vital role in ensuring that youth have an opportunity to participate in school-based preparatory experiences.
There are many parts to the role you can play. To engage a young person in
a meaningful preparatory experience, it is important to gain some knowledge
about the young person and to learn about their interests, goals and dreams
for the future, as well as identify any supports or services that may assist
them to be successful. An initial conversation about their plans may help you
get an idea of what types of school-based preparatory experiences may be useful to them.
Experiences that help them test their skills, learn about careers firsthand,
and that provide them opportunities to gain insight about themselves as well
as the world of work, will assist them to refine their interests and identify
areas where additional education and experience will be needed.
In addition to dialogue, the young person may benefit from formal or informal
career assessment as a way to identify careers of interest, or to substantiate
their career goal, if already selected. Opportunity awareness activities that
expose them to information about careers, the job market, the job-related skills,
education and training needed for entry into careers of interest, provide insight
about work environments and culture, as well as participation in experiences
that build work readiness skills, will also benefit the young person. Because
youth with disabilities don't always have access to opportunities to learn about
themselves and to gain work experience and skills, your attention to fostering
and supporting these opportunities is especially important for them.
You will need to coordinate your efforts with the school if the youth with
whom you are working is still in school or any other organizations from which
he/she receives services. This will help to avoid duplication of service and
ensure that efforts are maximized to bring about the greatest possible success
for the youth.
The following information will help you with your efforts to provide quality
school-based preparatory experiences for youth with disabilities.
1. What types of
career assessments can be useful in guiding school-based preparatory experiences?
Career assessments help youth define and explore career options that are compatible
with their personal goals, interests, and abilities. They are a key step in
a continuous process of helping young people make informed choices about their
future. The career assessment process differs for each individual due to individual
learning styles, cultural differences, language barriers, academic abilities,
and sometimes, due to the impact of disability. Because there are multiple ways
to provide career assessments, every young person can participate in some type
of assessment. Assessments can be written, oral, or online; formal, informal,
or work-based, and administered individually or in a group setting. Many can
be modified if accommodations are needed. All provide information that can be
shared with youth to help them identify a career path.
Formal assessments are usually standardized assessments that are administered,
scored and interpreted by trained personnel. Someone else may have responsibility
for these, even another agency, but you as a front line worker should have access
to as many of these formal assessments as possible for multiple reasons. It
eliminates your having to “over assess” youth, the information can
help guide your interaction with the youth, and the sharing among agencies can
also help ensure the service plan developed with the youth in your organization
is complimentary to what occurs in other organizations.
Informal assessments are not standardized; these include online inventories,
surveys, interviews, and observation of youth performing specific tasks in specific
environments. You are most likely very adept at informal assessment; you do
it all the time when you work with a young person. You continually observe the
results of their participation and efforts, interact with them, and discuss
their interests, dreams and goals with them. You may have developed informal
assessment tools of your own.
An initial career assessment can be very informal and can ask questions such
as:
What three jobs interest you?
What type of education and training will you need to prepare for these jobs?
What skills do you have that would make you good at these jobs?
You can also create rating scales to assess school and work performance; create
work samples to discover knowledge or level of performance in such areas as
computer operations, math and writing skills, learning style, or ability to
follow directions. You can observe how youth perform in different environments
and situations. For instance, do they do better in a group setting or working
alone, in a noisy or quiet environment? Do they prefer routine or varied activities?
Informal assessments can provide a great deal of useful information that can
direct the type of school-based preparatory experiences in which the young person will participate
and make a good starting point for discussion and planning.
As a front line worker, utilizing career assessments is an excellent first
step in guiding youth toward successful school-based preparatory experiences and, ultimately,
success in the world of work.
Some websites with online career assessments include (NOTE:
These are a fun and informative place to start; note that many have not been
tested for reliability or validity. Also, some sites give a free mini-evaluation
and offer a full evaluation for a fee):
2. How can I develop
career awareness opportunities for the youth I serve?
There are many different activities that can provide career awareness opportunities
for youth. Career opportunity awareness is the process of exposing young people
to information about the job market, job related skills, the wide variety of
jobs that exist and the education and training they require, as well as the
work environment where they are performed. The information learned by participating
in opportunity awareness activities can help young people identify careers of
interest, learn how they can prepare for them, and help them match their interests,
personality, and abilities to careers. For this reason, they are an important
part of the preparatory experience. Here are some examples:
Exposure to multiple opportunities in a variety of settings
that allow youth to hear about and observe different jobs being performed
is one excellent way to increase their career awareness. Reading
about different careers is an excellent way to gain basic information but
real life exposure is the best way to learn about them. Ensure that the youth
with whom you are working have opportunities to visit different
workplaces and to talk with the individuals performing the work. You
may be able to coordinate this activity through school or perhaps with other
organizations in the community who provide this type of service for youth.
You can invite guest speakers to address groups
of youth you serve to provide information about different careers, guidance
in planning for them, and to discuss the skills needed for future success.
Guest speakers can come to your site, or perhaps meet with youth at different
locations within the community, including the speaker's place of employment,
a local high school, or a university.
Assist youth with researching careers using the Internet,
professional magazines, newspapers, and periodicals. There is a wealth
of resources that provide information on careers, and the education and training
required for entry level work. Professional magazines, newspapers and other
written materials can provide information about the job market, careers that
will be in demand in the future, sources of education and training, and professional
organizations can provide additional information and resources.
Provide youth with opportunities to arrange informational
interviews with individuals who do a job of interest and help them
to develop questions that will help them guide their decision about how well
they match up with what the job requires. Discuss their perceptions of the
job and the realities of the job and help them identify what they liked and
didn't like about the job, as well as identify some related types of jobs
that they may like to explore.
Provide resources for youth to explore financial aid
for further education and training, to learn about technology, to participate
in benefits planning activities, and to learn about the services and supports
within their community that can assist them to participate in career awareness
opportunity activities.
These are just some of the activities in which you can involve youth to increase
their exposure to the many career opportunities that exist for them. Use your
creativity to capitalize on all opportunities that provide insight about the
many career possibilities that exist.
3. What are work
readiness skills and how can I help youth to develop them?
Work readiness skills are the capabilities that allow youth to perform the
educational and vocational tasks expected of them by schools and the workplace.
They include soft skills, such as good work habits and attitudes, the ability
to communicate and get along with others; and job search proficiencies such
as understanding and demonstrating the necessary knowledge, skills and abilities
to find, apply for, and keep a job. These skills are essential for all youth,
and you can play a role in assisting youth in your program to develop them.
After completing initial career assessments with the young person, you will
have a good idea of what type of work the young person is interested in pursuing.
However, even if they acquire the education and skills needed for entry in their
career of choice, they still must demonstrate good work-readiness skills if
they are to achieve true success in the workplace. There are many activities
in which you can engage youth to help them develop needed work-readiness skills.
Eight (8) Activities to Develop
Work-Readiness Skills.
Provide opportunities for youth to demonstrate responsible
work habits and attitudes.
Require them to come to appointments on time, to call
if they cannot keep an appointment, and to speak up if
they need assistance or accommodations in performing any
activity.
Provide opportunities for youth to practice effective
communication and interpersonal skills by encouraging
their participation in group or team activities within
your organization.
Invite youth to provide feedback about services and
activities in which they participate, and encourage them
to problem solve by identifying different services that
may be useful to them or recommend different methods of
implementing activities.
Use sample templates on the computer for young people
to practice developing a resume.
Brainstorm the types of questions typically asked at
an interview, and help youth learn how to respond positively
to them.
Discuss any types of accommodations a youth may require
in the interview, application, or interview process and
help them decide under what circumstances they should
ask for accommodations, and how.
Coordinate job shadow experiences, information interviews,
job "try outs" or other types of opportunities
for youth to be exposed to the world of work, so they
can learn firsthand about employer expectations for the
workplace. There is nothing as reinforcing as learning
about desired workplace skills from those who have the
ability to hire or fire you!
The
Buros Institute website. http://www.unl.edu/buros/index18.html
The Mental Measurements Yearbook provides an extensive index of assessments
including personality, career guidance, and communication. Access to the index
is free, but the assessments themselves need to be purchased.
The Internet
Career Connection. http://iccweb.com/
Explore this database with detailed profiles of over 250 careers which includes
nature of work, working conditions, qualifications, salary, and job outlook.
(Look for "occupational profiles" under reference information on the
home page.)
Cornucopia
Of Disability Information (CODI). http://codi.buffalo.edu/
CODI serves as a community resource for consumers and professionals by providing
disability information in a wide variety of areas. It consists of both an Internet
Directory of Disability Information and a repository of electronic disability
documents, dating back to the early 1990s.
Basic Educational
Materials Publishers http://www.bempub.com
These publishers offers teachers, youth service providers, and home schoolers
instructional materials in the areas of employment readiness and life skills
- some of which are specifically written for youth with disabilities.
Preparatory Experiences— Policymaker
Section
Introduction
School-based preparatory experiences are designed to help youth ready themselves for success
in postsecondary education and/or a career. They include the core activities
of career assessments (formal and informal), opportunity awareness (guest speakers,
informational interviews, research-based activities, community mapping, exposures
to postsecondary education), and work readiness skills (soft-skills development,
computer competency, and job search skills). However, our education system does
not provide youth with enough of these school-based preparatory experiences to make informed
choices about careers. This weakness was recognized and addressed through the
School-to-Work Opportunities Act (STWOA) of 1994. An explicit assumption of
STWOA, a systems change initiative, was that schools and organizations connected
to schools needed a new way of doing business. Helping young people make informed
choices became as essential as the basics of education - being able to read,
write, and compute.
The cost of not making informed choices is difficult to calculate but is evident
in its effect on individuals, families, and society. Youth who do not understand
the relevancy to the "real world" of what is being taught in their
classes are likely to become poor performers or drop-outs. Students who lack
an understanding of the skills and knowledge required for pursuing their desired
occupations may make poor course selections, and can often spend a decade or
more wandering around in the secondary labor market before establishing a career
trajectory. These outcomes, along with other similar scenarios, are indicators
of insufficient attention given to helping young people inform themselves about
career options.
The cost of providing these essential services is not prohibitive; however,
no one organization has the capacity to provide the full range of services to
expose youth to, and ensure their participation in, career opportunities. Collaboration
among organizations such as schools (including career and technical education
programs, special education, and transition services), postsecondary institutions,
youth-serving organizations, vocational rehabilitation organizations, One-Stops,
and employers, can ensure comprehensive services and supports for all youth,
and youth with disabilities in particular.
Education and Employment Outcomes
for People with Disabilities
One third of students with disabilities do not finish
high school;
Only one third of young people with disabilities who
need job training receive it;
Only a quarter of young people who need life skills
training, tutoring, interpreting or personal counseling
receive these services;
More than half of all young people with emotional disabilities
are arrested at least once within three to five years
of exiting school;
People with disabilities enroll in postsecondary education
at half the rate of the general population;
Only 26 percent of working age adults with disabilities
have a job or own their own business.
Youth with disabilities have the same need as all other youth to be exposed
to career options and school-based preparatory experiences. However, these youth too often
encounter low expectations and lack of opportunities that interfere with their
ability to learn about career options and their preparation for careers. Many
leave school without having had opportunities to learn about different careers
or to build the strong academic skills and workplace competencies needed to
succeed in many careers. Coupled with lack of opportunities that build their
knowledge, skills and abilities, and that foster confidence, many youth with
disabilities do not go on to further education and training. As the statistics
above reveal, youth with disabilities, particularly those with significant disabilities,
experience poor education and employment outcomes.
