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Transition To Employment: A Shared Responsibility

Teresa Grossi. Ph.D., DirectorCenter on Community Living and Careers

Indiana Institute on Disability and CommunityIndiana University

Bloomington, IN 47408(812) 855-4070

tgrossi@indiana.eduwww.iidc.iu.edu/cclc

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Preparing Students for the Workforce?

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We Have to Know Where We are Going Before We Know If We Got There!

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A Good Job Match1. What was the initial stated career goal

(including job title, salary, hours, and benefits)?• Does this job fit with it?• If not, are these compromises the job seeker is

willing to make?2. What is the culture like at the potential place of

employment?• Is this a culture that the job seeker wants and

will fit in with?

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A Good Job Match3. Does the job seeker currently have the

ability to do the job?• If not, what training is needed to help them

get the skills?• How will they get this training?

Condon, Fichera & Dreilinger (2003).

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ENTER . . . . .

THE BUSINESS WORLD

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FACT OR MYTH

Employees with disabilities are more likely to have job-related accidents than employees without disabilities. 2/

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FACT OR MYTH

People with disabilities need to be protected from failure.

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FACT OR MYTH

Accommodating workers with disabilities is very expensive.

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FACT OR MYTH

Employees with disabilities are unable to meet performance standards.

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FACT OR MYTH

People with disabilities have problems getting to work.

Zafft, Sezun & Jordon (2004)

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Did You Know?People with disabilities represent the

single largest and most diverse minority in the United States and are a

major untapped source of qualified candidates for employment

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Did You Know?

That employers have not tapped into this workforce because they are unaware of

the range of their skills and/or do not know how to identify the individuals as

potential employees

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Did You Know?

People with disabilities have:— Equal or higher performance ratings

compared to workers without disabilities

— The lowest attrition rates of any employee group. In other words, they get the job done, and they stay on the job 16

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Did You Know?Three out of 10 individuals with

disabilities are working full- or part-time, and two-thirds of those who are

not working would like to work

(National Organization on Disability & Lou Harris and Associates, 2004)

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Did You Know?

• Only 18 percent of companies offer an education program aimed at integrating people with disabilities into the workplace

• A majority of employers perceive the costs of hiring a person with a disability to be the same as hiring a person without a disability (62 percent)

2010 GAP Survey of Americans with Disabilities18

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Did You Know?

U.S. Department of Labor (December 2011) is proposing a new rule that would require federal contractors and subcontractors to

set a hiring goal of having 7 percent of their workforces be people with disabilities,

among other requirements

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A Little Math . . . . In Indiana that means. . . .

• 7,896 companies are federal contractors • * Say these companies have an average of

100 employees (some less, some much more)

• * That means over the next 5 years or so to come up to 7% - Indiana companies are going to have the goal of hiring 55,272 people with disabilities!

• What does that means for Texas??

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Corporate Initiatives: Partnerships and

Relationships 2/20

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A Few Examples of Corporate Initiatives

— Walgreens— Lowes

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Tip from Walgreens . . . .

• Our ideal candidates are customer focused, enjoy going the extra mile to provide a superior customer experience, take pride in their work and place a high value on the appearance of the store. Knowing what we look for in a potential employee will give you better insight to help your clients and help us fill our hiring needs. “Walgreens”

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Example of Lowe’s Work with Schools and Adult Providers

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Sample of Lowe’s Pre-ScreeningRequired Orientation Prior to Application:

• Applicant has appropriate vocational goal • Applicant has completed the virtual tour on

Lowes Career website• Applicant has reviewed the Lowes Mission

Statement, Values and History on Lowes Career website

• Applicant has reviewed the job description for Lowes Distribution Center Team Member

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Sample of Lowe’s Pre-ScreeningRequired Orientation Prior to Application:

• Applicant understands the physical nature of the work

• Applicant has no sensitivity to loud noises, lights, smells associated with DC

• Applicant has appropriate transportation plan in place

• Applicants Work Readiness Screening Score • Applicant has signed and received Outreach

Program Information/Release

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Lowe’sCriminal History / Job Loss • If applicant has a criminal history, including any

offenses or charges other than traffic violations, attached a detailed explanation of the date, nature and resolution of the charges.

• If the applicant has ever been terminated from employment, attach a detailed explanation of the reason for termination, beginning and ending dates of employment and employer contact information.

• If the applicant has ever left employment, attach a detailed explanation of the reason for leaving, beginning and ending dates of employment and employer contact information.

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Lowes Work EvaluationGENERAL WORK SKILLS:

— Staying on task/working hard — Gets all work done as assigned — Works at acceptable speed — Follows oral instructions — Follows written instructions — Lifting/Carrying ability

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Evaluation

WORK HABITS: — Attendance — Punctuality — Ask for clarification or help as needed — Judgment — Attention to detail

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Evaluation

WORK ATTITUDES: — Accepts criticism well — Responsibility/Dependability — Enthusiasm/Motivation

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Evaluation (cont)

PERSONAL CHARACTERISTICS:• Cleanliness/Hygiene• Appearance

GETTTING ALONG WITH OTHERS:• With Supervisor• With Co-Workers• With Public• Positive and Friendly Personality

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Trans-Cen, Inc. Survey Says:Employers value schools and providers that Educate Are knowledgeable (business need/supports) Make frequent contact/follow-up (mutually

agreed upon) Gets to know the Company Understand job requirements Really know applicant’s abilities/strengths Respond quickly

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“Developing job opportunities for individuals with disabilities requires a significant degree of familiarity with the business community and a strong relationship with prospective employers. Cold calling techniques used in job development are not nearly as effective as working through established networks. Making connections with employers and developing strategies to create and expand community links is key to your success”. (Hoff, Gelder, Gold, & Marrone)

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Resources for Employers

• Job Accommodation Network- www.askjan.org

• Employer Assistance and Resource Network- www.earnworks.com/businesscase

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What Do Educators Have to Offer Employers?

• A prepared workforce• Teaching and support strategies for a

diverse workforce

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Our Challenge

• To capture the information in a variety of school and community settings

• To capture the essential information that will be beneficial to the student and adult service provider to make a good job match and/or selection.

• Compile the information in a usable format

• Use the information for job match

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Our Challenge

• To raise our expectations for all students

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Expectations

In 2004, U.S. President George W. Bush referred to "the soft bigotry of

low expectations" as one of the challenges faced by disadvantaged

and minority students.

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The Pygmalion effect, or Rosenthal effect, refers to the phenomenon in which the greater the expectation

placed upon people, often students and employees, the better they

perform.

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Teacher Expectation Research

4 General Factors:1. Socio-emotional Climate2. Verbal Input3. Verbal Output4. Feedback

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Teacher Expectation Research: High expectation students received more

1. Socioemotional Climate • Smiles, head nods, forward body leans,

eye contact, support and friendliness

2. Verbal Inputs• Opportunities to learn new materials

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Teacher Expectation Research: High expectation students received more

3. Verbal Outputs • Clue giving, repetition/rephrasing;

are called on more frequently

4. Feedback• More praise, less criticism

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Let Me Tell You About Nancy

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Identifying Transition Skills

• We must be “Deliberate and Purposeful”• We must understand the general education

curriculum and build relationships with general educators to ensure communication and coordination of services and activities.

• Supplement, don’t supplant what is going on in the high school for all students

• Identify the unique support needs for students

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Learning the characteristics of specific work settings and job positions that match the skills, preferences, and needs of the student. We need to learn the:1. Environmental Conditions2. Physical Demands3. Attributes

General Skills For Employment

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• Inside (% of time)• Outside• Temperature variation• Noise level• Lighting (varied)• Presence of fumes, odors, dust in the air• Wet/damp• Distractions (people, phone, etc)

ENVIRONMENTAL CONDITIONS

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• Standing/walking (% of time)• Sitting (% of time)• Lifting• Endurance (without breaks)• Fine Motor skills • Gross Motor skills• Orienting• Work pace

PHYSICAL DEMANDS

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• Appearance requirements• Communication and social interactions requirements• Initiation of work (Motivation)• Sequencing of job duties or daily changes in routines• Reinforcement available• Attention to task perseverance• Works independently• Judgment needed• Follows directions• Adheres to rules and safety regulations

ATTRIBUTES

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Where Do You Collect the Information?

• Cooperative Learning Groups• Project Based Learning activities• Career-tech• Service Learning Projects• In- and Out-of school work experiences • Job shadowing• Volunteering• Senior Projects• Transition assessments• Content-area units

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What We Know• Many of the accommodations and support

strategies used for individuals with disabilities can benefit many other employees such as— Limited English speaking employees — Older employees

What We Know

• To ensure proper supports and accommodations for success—Get to know the employee (student)—Ask the employee (student) what

supports work and doesn’t work

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What We Know

• Students have to know their accommodations and use them in a variety of settings 2/

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In Order for Students to Know What Works:

• Must have self-awareness skills• Must have self-advocacy and other

self-determination skills• Must know when and how to disclose

for the accommodations

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To Disclose or Not Disclose?

• To obtain accommodations in the workplace

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Why Students May Choose Not to Disclose a Disability

• May have a limitations but may not consider it a disability-or even know that it is a disability (do they know they have an IEP?).

• Fear being treated differently if people know about his/her disability.

• May not know that there are support systems or job accommodations available.

• May underestimate the impact of his/her disability, (e.g., learning disability, AD/HD) in work setting

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Why Students May Choose Not to Disclose a Disability

• A student with non-apparent disability may believe that an employer won't understand the impact of his/her disability.

• May fear that the disability will overshadow their ability.

• May not know whom to turn to for help and may not feel comfortable asking others.

• May not know that any information about their disability must remain confidential.

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Resources

• The 411 on Disability Disclosure: A Workbook for Youth

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Resources• Youthhood - http://www.youthhood.org• Voices 4 Hope-

http://voices4hope.wikispaces.com/• It’s My Choice: http://

www.mnddc.org/extra/publications/choice/Its_My_Choice.pdf

• Job Tips –explore career interests, seek and obtain employment, and successfully maintain employment. http://www.do2learn.com/JobTIPS/index.html

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•EARLY CHILDHOOD•ELEMENTARY SCHOOL•MIDDLE SCHOOL•HIGH SCHOOL •18-21 YEAR OLD SERVICES•POST-SCHOOL

Promising Practices:LONGITUDINAL PREPARATION

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•18-21 YEAR OLD SERVICES•HIGH SCHOOL •MIDDLE SCHOOL•ELEMENTARY SCHOOL•EARLY CHILDHOOD

Backward Planning: POSTSCHOOL OUTCOMES

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• Pre-school to elementary transition• Inclusive education• Develop a work ethic (responsibilities,

task completion). Involve students in chores, etc.

• Increase independence (self-care skills, etc.)

• Build student choice and voice• Career awareness• Continue to involve & empower parents• Develop a transition plan to middle school

ELEMENTARY SCHOOL

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• Inclusive education and life skills• Extracurricular activities• Career exploration • Involvement in IEP conferences• Self-determination skill development• Work tasks with peers, as appropriate• Independent living skills• Transition planning for high school

MIDDLE SCHOOL

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• Inclusive education and Life skills• Career exploration in inclusive settings • Age-appropriate work experiences• Extracurricular activities• Self-determination & advocacy• Student led Transition IEP meetings• Exploration of/linkages with adult services

HIGH SCHOOL Grades 9-12

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Academic/Education Skills

Careers/EmploymentSkills

Community Membership/Participation

Transition Outcomes

High School

Middle School

Elementary School

DRAFT

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Grades K-3 Grades 4-6 Middle School High School Transition 18+1.a. Introduction to careers related to community members (e.g., police officer, fireman, etc.).

1.b.1. Introduction to careers representative of their family members’ jobs.

1.c.1. Introduction to different careers and academic expectations for various careers.

1.d.1. Identifies career cluster based on interests, skills, preferences and community job-placement experiences.

1.e.1. Applies knowledge of local employers for chosen career cluster.

1.b.2. Describe how academic performance at school can open or close future career opportunities.

1.c.2. Introduction and connection between budgeting, career choice, and adult living skills (e.g. rent, purchasing cable, utilities).

1.d.2. Understands and has the knowledge for selected career cluster of required skills and educational requirements.

1.e.2. Applies specific skills that are required for chosen work cluster.

2.a. Discusses the importance of attendance, punctuality and doing one’s best.

2.b.1. Discuss how attendance, punctuality and completing schoolwork on time are habits that transfer to the workforce.

2.c.2. Identifies the specific skills necessary to meet classroom norms (e.g. arriving to class on time, having resources, being prepared).

2.d.1. Demonstrates work ethic and related skills (i.e. punctuality, attendance, follow through, shows initiative, etc.).

2.e. Applies work ethic (i.e. punctuality, attendance, follows through, initiative, etc.).

2.b.2. Identify criteria that employers consider (e.g. work ethic, punctuality, attitude, etc) and don’t consider (e.g. gender) when hiring.

2.c.2. Develops work ethic and related skills (e.g., punctuality, attendance, follows through, shows initiative, etc.).

2.d.2. Applies the specific skills that are transferable from classroom to workplace (e.g., attendance, follow-through).

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2.b.3. Develops basic work ethic skills (e.g., working independently, completing tasks, meeting deadlines, turning assignments in on time)

3.a.1. Identifies people who can ask for help when needed.

3.b.1 Demonstrates basic self-monitoring skills (initiates tasks, turns in completed work, completes work in timeframe, uses checklist) in school environment

3.c.1. Demonstrates self-management skills (i.e. problem solving skills, self-evaluation, self-monitoring, etc.) in school environment.

3.d. Demonstrates self-management and self-determination skills (i.e. problem-solving skills, self-evaluation, self-monitoring, etc.) in work environment.

3.e. Applies self-management and self-determination skills (i.e. problem-solving skills, self-evaluation, self-monitoring, etc.) in work environment.

3.a.2. Learns basic self-monitoring skills (hands in completed work; works within timeframe, basic problem-solving skills) in school environment.

3.b.2 Demonstrates basic problem-solving skills (e.g. what to do if don’t have pencil, book, etc.).

3.c.2. Learns and Knows how to access school resources for information and services (i.e. dean, counselor, nurse).

4.a.1. Developing basic school required behaviors i.e. waiting in line, waiting your turn, staying in line, raising your hand

4.b.1. Demonstrates the basic school required behaviors i.e. waiting in line, waiting your turn, staying in line, raising your hand.

4.c. Learns and follows school rules and regulations and safety guidelines.

4.d. Learns and follows rules, regulations and safety guidelines at school and work experience site.

4.e. Knows and follows rules and safety guidelines in the work environment.:

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Communication with Students, Families and Adult Services Providers 2/

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Gathering the Information

• What is the information needed by Vocational Rehabilitation and other adult service providers?

• How is the transition assessment data being incorporated and summarized to into a student profile for job matching?

• How are supports strategies (what works/doesn’t work) and accommodation information shared and used for work settings?

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Student Profile Elements to Consider:• Goals• Talents, Skills, Knowledge• Learning Styles or What Works• Dislikes or What Doesn’t Work• Interests/Values• Positive personality traits• Environment Preferences• Life and Work experiences• Specific challenges• Support needs, support systems, accommodations

(Luecking, R., 2010, The Way to Work)

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JUNIOR HIGH SCHOOL OR 9th and 10th

HIGH SCHOOL

LAST 1- 2 YEARS IN SCHOOL

CAREER PLACEMENT

Transition to Work Program For

Students with

Disabiliti

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Individual paid job Community work experience*and/or volunteering (while waiting for individual job) Community Connections (adult services and non-disability focus)

Academics – Career CentersBalance of school experiences vs work experiencesCommunity paid or non-paid work experience*School jobs Job shadowingVolunteer work; Service Learning

Academics School JobsVolunteer Work Job Site visits

CAREER PREPARATION

CAREER EXPLORATION

Documentation for Each Site:Job Duties Form (with time and days)Task Analysis of each job duty for data

collection (prompting level, distance)Student Assessment FormPictures (and/or video) of student working

for Portfolio

--Students have 3-6 different types of work experiences prior to paid placement.

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The Best of “Best Practice”

• The job is a match between student and job site analyses—esp. non-negotiables

• The job is extraordinarily typical• The relationships are interdependent• The language reflects equity and capacity• The strategies flow from the assessment• The job is one you’d like for a loved one

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The Best of “Best Practice” Cont.

• The employment consultant (transition coordinator) has probe data and ongoing communication with job site

• The job is non-seasonal, in a stable or growing industry and allows for evolution

• The job has enhancing features• The expectations of performance are

clearly defined and stable• The employer is committed to diversity

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