Clear all

14 results found

reorder grid_view

Preparing for Employment: On the Home Front

March 1, 2006

Work-based learning during the school years leads to better postschool employment outcomes (Hughes, Moore, & Bailey, 1999). Volunteer experiences and unpaid internships, in addition to paid employment, can be steppingstones to future employment. Youth and their families need not rely solely on school programs to pursue such opportunities. They can do much on their own to launch the youth's career search. Recent studies demonstrate the effectiveness of using personal networks as a job search strategy (Timmons, Hamner, & Boes, 2003), and highlight the fact that families make key contributions to successful employment outcomes for individuals with disabilities (26th Institute on Rehabilitation Issues, 2000).There are creative ways to combine community relationships, a young person's interests, and family or personal networks to help a young person effectively explore work-based learning outside of school settings. Parents may seek opportunities through co-workers, relatives, and neighbors. Moreover, parents often know their children better than professionals do and can help their sons and daughters explore their unique abilities, strengths, and interests -- all of which may lead to an appropriate career path.

Handbook for Implementing a Comprehensive Work-Based Learning Program According to the Fair Labor Standards Act

February 1, 2005

This Handbook for Implementing a Comprehensive Work-Based Learning Program According to the Fair Labor Standards Act provides guidance to schools operating WBL programs and encourages the adoption of WBL programs by schools not presently using this approach. By following the information and examples in this handbook, schools can proceed with confidence to operate effective WBL programs consistent with the FLSA.

Employer Perspectives on Youth with Disabilities in the Workplace

September 1, 2004

This publication features the experiences of employers in their own words. Employers write about how they became involved in providing work experiences for youth with disabilities, what made it work, and what they recommend to individuals and organizations representing youth. These perspectives can provide guidance to those with an interest in ensuring that youth with disabilities obtain access to a range of work-based experiences.

Building Bridges Toward Science Careers for Youth with Disabilities

April 1, 2004

Several researchers have addressed the issue of accommodating students with disabilities in college science classrooms (Brazier, Parry, & Fischbach, 2000; Womble & Walker, 2001). However, little research has focused on the types of accommodations and supports needed for students with disabilities at the college level (Stodden, 2000). This brief outlines results of research conducted by the Bridges Project funded by the National Science Foundation Program for Persons with Disabilities. The major goals of the project were (a) to create a model facilitating greater access for students with disabilities to postsecondary education and careers in science and technology, and (b) to investigate issues related to the transition from high school to college for students with disabilities.

Youth Employment

December 1, 2003

Youth employment is the norm in American society. Approximately 80% of youth report holding jobs during their high school years (National Research Council, 1998). Entry into the labor market often begins early, with about half of youth ages 12 and 13 reporting that they work (Rothstein & Herz, 2000). Although statistics are gathered regularly about youth employment in the general population, comparatively little was known about employment patterns of youth with disabilities until the National Longitudinal Transition Study (NLTS) collected data from 1987 to 1990 (see footnote 1). The National Longitudinal Transition Study-2 (NLTS2) (see footnote 2) began updating and expanding data on youth with disabilities in 2001, including information on employment. Information reported here comes from telephone interviews and a mail survey conducted in 2001 with parents and guardians of youth with disabilities, and from comparisons made with 1987 NLTS employment data. Findings from NLTS2 are generalizable to youth with disabilities nationally who were 13 to 16 years old in December of 2000, and to each of 12 federal disability categories and to each age group (e.g., all 13-year-old students with disabilities, all 14-year-old students with disabilities, etc.). According to parents' reports, almost 60% of youth with disabilities are employed during a 1-year period -- some at work-study jobs, but the vast majority at non-school-related jobs.

Work-Based Learning and Future Employment for Youth: A Guide for Parents and Guardians

October 1, 2003

Setting high expectations early in life is an important step in order for youth to develop the skills to succeed in the future. Work-based learning is one way youth can identify interests, strengths, skills, and needs related to career development. A hands-on experience in a real setting, work-based learning includes a broad range of opportunities including short-term introductory activities such as job shadowing, informational interviews, and workplace tours, as well as more long-term and intensive training including workplace mentoring, apprenticeships, and paid employment. Volunteer work, service learning, and activities at a student's school site can also provide rich, work-based learning opportunities. Potential benefits of work-based learning for youth while they are still in school include:identification of career interests, skills, and abilities; exposure to job requirements and responsibilities, employer expectations, workplace etiquette, and workplace dynamics; development of critical workplace skills and a solid foundation for good work habits; improvement of postschool outcomes; and selection of appropriate courses of study tied to career goals.

Quality Work-Based Learning and Postschool Employment Success

September 1, 2003

Many students with disabilities continue to struggle to successfully make the transition from school to employment. Despite advances in employment rates for students with disabilities who have exited school, their employment rates still lag significantly behind their nondisabled peers (Blackorby & Wagner, 1996). For decades, research has shown the strong relationship between work experience during secondary school and postschool employment for youth with disabilities (Benz, Yovanoff, & Doren, 1997; Colley & Jamison, 1998; Hasazi, Gordan, & Roe, 1985). However, as the continuing disappointing postschool employment rates for youth with disabilities suggest, there remains a critical need to expand work-based learning opportunities for these youth and to integrate these experiences into secondary education. This brief highlights the benefits of work-based learning, what constitutes quality work-based learning, and selected evidence-based models of work-based learning.

Supplemental Security Income: Your Right to Appeal

September 1, 2003

Many people are denied SSI benefits when they first apply. Disability Determination Services reports that, nationally, 62% of the original applications are denied. Some of the initial denials are overturned through the appeals process. Four levels of appeals are available.Most people who appeal are granted reversals at the first and second levels of appeal. Before appealing, make sure that the basic financial eligibility requirements are met. If financial eligibility is met and the disability limits or restricts the ability to work, it is advantageous to appeal. As the above statistics indicate, a new decision at appeal levels 1-3 can result in a favorable decision.

Supplemental Security Income: So You Have Decided to Apply

April 1, 2003

Supplemental Security Income (SSI) is a federal income support program administered by the Social Security Administration (SSA) that serves many different individuals. SSI provides monthly cash assistance to persons who have disabilities and limited income and resources. The following information on the SSI program is written specifically for people with disabilities who are 18 years and older, single, pay rent or contribute to the living expenses at home or who live away from the family home, are either in or out of school, and have disabilities other than blindness.

Supplemental Security Income: A Bridge to Work

March 1, 2003

Information in this Parent Brief is meant to help people with disabilities dispel myths and to find out if the Supplemental Security Income program is for them. SSI is a complex program that serves many different individuals.

Youth with Disabilities and the Workforce Investment Act of 1998

December 1, 2002

The purpose of this Policy Update is to present key aspects of the statutory language of Title I of WIA and describe its potential implications for youth with disabilities as they prepare for the transition from school to employment and adult life as described in Sections 126-129 of Chapter 4 Youth Activities.

Connecting Employers, Schools, and Youth Through Intermediaries

December 1, 2002

Partnerships between education and business have proven to be an effective means for preparing young people with disabilities for positive postschool outcomes. Employers, however, are often inundated by requests for participation, causing confusion and ultimately hampering relationships between the two parties. Intermediaries can coordinate the connection between schools and employers.