February 21, 2011

Postsecondary follow-up surveys for students in Iowa have shown that students with a disability are significantly less likely to participate in formal postsecondary training than their non-disabled peers, 57% (IEP) compared to 92% (no IEP).

While employment rates are similar, 85% (IEP) compared to 89% (no IEP), the youth with IEPs are more likely to work in assembly, maintenance and retail jobs. They are less likely to have benefits such as medical insurance. They are more likely to see this current job as a life-long position, in a society where the national trend is for the average worker to have ten or more career changes in their lifetime.

They are also less likely to talk with a guidance counselor or other adult at school about their plans for the future or to participate in the typical school activities that might expose them to a broader range of career options.

While assembly, maintenance and retail jobs are viable employment for many young people, is it likely that students with disabilities are in these jobs because they did not have any other options or the supports to pursue other options?

“In Iowa, interviews with 557 youth with disabilities in grades 9-12 revealed that only 5% could

clearly identify their disability and 11% could clearly describe the accommodations they need.”

“Self-Determined Use of Effective Accommodations”, Abstract from the Iowa Department of Education

“On college campuses today, approximately one in eleven students has a disability – three times the

number reported in 1978.”

GW Heath Resource CenterGeorge Washington University

Share an activity or lesson that you use with your students that will assist with the development of self-determination skills

Employment ValuesEmployment is not a choice, it is an

expectationEmployment services are strength-based

where the individual is treated respectfullyEmployment equals minimum wage or

betterBusinesses should employ people with

disabilities as they would anyone else

For some decades now, the U.S. labor market has experienced increased demand for skilled workers. Job openings that require at least some

postsecondary education or training will make up 64% of all job openings and will include the majority of long term career jobs.

The majority of job openings for people with high school or less will be low-wage jobs and many of these will be part time or transitional jobs.

U.S. Census illustrates that workers who increase their skill levels ultimately work and earn more.

Higher education levels are closely associated with both increased earnings and lower unemployment rates in Iowa

Iowans with high school degree or less experience much higher levels of poverty.

Whether the indicator is unemployment rates, wages, or poverty, it is undeniable that education pays for Iowans. High school is no longer high enough.

Refer to example that was provided by our Leads

Post-Secondary Expectations Recent Services and Goal Areas Current levels as related to L, L, W Functional Impact of Disability Response to Instruction and

Accommodations Recommendations for L, L, W Adult/Community Contacts

Examples of possible contacts for PSS and vocational services

Link Associates Goodwill Industries Candeo Optimae LifeServices H.O.P.E. Easter Seals (employability only) Mainstream Living (group employment

only)

Talk with your someone nearby about the differences that you faced going from high school to college◦ Class schedule◦ Coursework◦ Living Arrangements◦ Social Life

LAWS AND FOCUS

K-12 = IDEA and Section 504

Higher Ed. = ADA and Section 504

ADMISSION REQUIREMENTS

Applicants must meet University admission requirements

Otherwise qualified

Access to ServicesHigher education does not provide special

education services

Students are responsible to request accommodations each term

Students must notify instructors of approved accommodations

See DMACC handout

Needed Bridge from High school to Higher Education

Enhanced communication/ consistent process

Collaborative Solutions Support for Accommodations Request (SAR)

Eligibility/Diagnostic Statement Formal Diagnosis/Date (when available) Basis for Determination Current Functional Impact Response to Instructional Intervention Progression/Stability of the disability

History of Accommodations◦ 9th-12th Grade

Suggested Accommodations Signature

◦ Name, Title, Organization, Telephone Authorization for Release of Information Student Statement of Goals

◦ 3-5 sentences describing hopes to accomplish

Blank Electronic Version

Electronic Version with prompts

Electronic Sample

Comprehensive◦ Dates—eligibility, assessment, intervention◦ Basis for determination◦ History—intervention, accommodations◦ Current functional impact◦ Student Involvement/Insight

Relevant◦ Summarizes relevant information◦ Provides perspective on what has worked◦ Student articulation/advocacy◦ Manageable/Portable

Self-Determination is key! Begin early! Involve your students in developing the SAR

form See Framework for Documenting a

Disability Refer to Four Major Steps for Requesting

Accommodations