Employment as a key factor in PSE Programs Amy Dwyre TransCen, Inc.
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Transcript of Employment as a key factor in PSE Programs Amy Dwyre TransCen, Inc.
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Employment as a key factor in PSE Programs
Amy DwyreTransCen, Inc.
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The Vision of PSE Programs• Social connections with family and friends• Living as independently as possible• Paid employment in an integrated
community setting with appropriate supports
• Connected to adult support systems• Increased independence & responsibility• Access to postsecondary education or adult
learning
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•Know your students•Know your campus connections•Know the local businesses•Negotiate to win
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Student groups Campus activities Extracurriculars Peer mentors Coursework
MANY DIFFERENT ENVIRONMENTS
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In PSE settings In General
Career Center Colleges or
Departments Work Study Campus internships Student groups
Yellow Pages/Google In your neighborhood Industrial parks; strip
malls; office buildings Places where you are
a customer Carpools/elevators/
dinner parties Your own PERSONAL
NETWORK
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Old Marketing New Marketing
Hire the Handicapped Charity orientation Selling disability
We represent… Motivated employees who are
excited about working Candidates with skills sets that
add value to their workforce. Business solutions that
improve the company’s productivity and/or workflow.
Customized Employment: It Works! 6
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Case Study of Employment Training Interventions and positive outcomes
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General Employment Outcomes for People with Disabilities
• 30% of people with disabilities report being employed full or part-time, compared to 70% of those who do not have disabilities (NOD/Harris, 2004)
• Youth with MR exiting high school are the only disability category not experiencing an increase in earnings above minimum wage (NLTS2, 2004)
• 34% of individuals with disabilities say they are satisfied with life, compared to 61% of individuals without disabilities
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Employment of Youth with Intellectual Disabilities in their last year of Secondary
School:
• 50.9% earned less than $5.15 per hour• Only 15.2% earned over $7.00 per hour• 43.8% worked 5 hours per week or less• Only 17.6% worked 15-20 hours per week
NLTS2 Wave 3 (2005) Parent/Youth Survey
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Employment of Youth with Intellectual Disabilities in their last year of Secondary
School:
17.6% work in janitorial or maintenance jobs O% worked in clerical/computer jobs 23% worked in food service 0% worked in retail sales
NLTS2 Wave 3 (2005) Parent/Youth Survey
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The purpose of the PERC Project was to demonstrate and research exemplary practices supporting students with intellectual disabilities ages 18-21 in postsecondary settings.
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Project 2005-20102 States3 School Systems5 Program Sites36 High Schools112 students
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91 of 112 students were employed in 122 different paid jobs during their PSE program
After exit, 83% of students in CT and 72% of students in MD were engaged in paid work
Variables that contributed:◦ Expectation of work◦ Trained job developers w/dedicated time◦ Flexible staff scheduling◦ Person-centered career discovery
Grigal, M & Dwyre, A. Employment Activities and Outcomes of College-Based Transition Programs for SWID. Insight Issue #3, October 2010. ThinkCollege.
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PERC Students work more hours PERC Students make more money 22.5% of PERC Students worked in retail
sales, compared to 2% NLTS2 data Only 2.9% of PERC Students worked in
cleaning jobs, compared to 8 &16% in NLTS2 data
11.6% of PERC Students worked in clerical jobs, compared to 4 & 6% in NLTS2 data
NLTS2 Wave 3 (2005) Parent/Youth Survey
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Connecting college experience with employment
Providing access to college coursework
Connecting the experience to real outcomes
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• Paid work is the goal from day one • Hire dedicated, trained staff person for job
development• Practice customized employment strategies
where appropriate• Include in job developer job description
specific duties and flex time• Ensure that students understand and can
communicate their support needs.
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Ability to access adult learning opportunities
Expanded social networks Opportunity to connect learning to personal
desired outcome Individualized and Enhanced Employment
outcomes Socially valued roles and experience
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TOPS: Transition Options in Postsecondary
Settings
Margo Vreeburg Izzo, Ph.D.
Ohio State University
Nisonger Center
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Transitions Options in PSE Settings (TOPS) Pilot Sites
Xavier University
University of Toledo
Ohio State University
Kent State
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OSU’s TOPS Model
Interdisciplinary TeamSpecial Educators, Occupational Therapists, Physical Therapists, Rehab Counselors, Speech Language Therapists, Social Workers, Assistive Tech. Specialist
Pilot Sites
Ohio State University University of Toledo Xavier University
Services Planned Through
Transition Assessment Person-Centered Planning Academic Advising
Services Planned ThroughTransition Assessment
Person-Centered PlanningAcademic Advising
Pilot SitesOhio State UniversityUniversity of Toledo
Xavier University
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TOPS (con’t)
Inclusive Postsecondary Campus Experience
Self-Determination
Health, Wellness & Independent
Living skills
Enroll/Audit College Courses
Project SEARCH Internships
Residential Campus Experiences
Individualized Supports
Peer Support Mentoring Family Support Educational/Job
Coaching
E-Portfolio
Each student exits the program with an e-portfolio that documents academic
employment and independent living skills through digital pictures, video and documents.
Individualized SupportsMentoring
Family SupportEducational/Job
CoachingPeer Support
E-PortfolioEach student exits the program with an e-portfolio that documents academic employment and independent living skills through digital pictures, video and documents.
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College Courses
• Audit Classes at OSU: Disability Studies; PE classes; freshman seminars, etc.
• Supports: Student Learning Community; Advising; Study Buddies; Educational Coaches
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What I liked and learned in my classes
• English 277– I took English 277 to learn about different disabilities and how people
overcome challenges and barriers to be successful in their personal and professional lives.
– This class has helped me in many ways. It gave me a better understanding of different types of disabilities. I am glad I decided to take this class because I liked learning about different disabilities
• University Survey 100- This class helped me learn about OSU- Exploring different college majors- How to register for classes- Learning how to use Carmen- Learning how to go for advising- Attended two first year experience seminars:
- International Perspectives on No Impact Man- Keys to Strategic, Confident Test Taking
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Plans for Winter Quarter 2011• Potential Internships:
– RPAC Student Wellness Center-Katye Miller– RPAC Fitness Attendant– RPAC Welcome Center– Office of Academic Affairs, Office Assistant; Drake Union– Assist Mentor Coordinator with mentors (5 hours per week)
• Classes and activities:
– RPAC Student Wellness Center-Katye Miller– Enroll in English 597.01– Enroll in ASC 600 – Photovoice– RPAC Workouts
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Internships • Cornerstone of the program
• Competitive, marketable,
transferable skills
• 4 – 5 hours of day
• Work/ Social Skills
• 10 weeks/Flexible
• 360 degree evaluation
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Employment
• Employment for each Project SEARCH intern– 20 hours a week or more
– Minimum wage or better
– Integrated Setting
– Non-Seasonal
• Culture Change at the host businesses – Recognize gifts and value of young interns
– Open to hiring people with disabilities
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Dental Clinic Assistant
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Research
• Work Based Learning
promotes :
– Problem Solving
– Critical Thinking
– Team work
– Social relationships
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Braided Funding Approach
Federal, State & Private Funding
1. Project Plus: 8/99 – 5/10
2. AUCD Mini Grant: 9/09 – 8/10
3. Go To Work: 2/10 – 9/10
4. Project SEARCH: 8/10 – 5/11
5. VR - PSE Project SEARCH: 10/10-9/11
6. TOPS: 10/10 – 9/15
7. TOPS Development Fund
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My Accomplishments• Used my Buck ID to purchase food
• Used RPAC pass to workout
• Completed my internship successfully
– Student Assistant at Moritz College of Law Library
• Completed University Survey 100
• Completed English 277
• Independently navigates from internship to classes, meetings, and the RPAC.
• RPAC- Met Robin to setup workout schedule routine
• Friends made on campus
• Questions
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Call to Action
• All team members and partners are important including the student, teacher, job coach, family, VR, host business and others to reach the goal of the program.
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Future Goals
• Expand interdisciplinary postsecondary options for students
• Create transition assessment program
• Conduct high impact research
• Provide training for students, families and service providers.