1 Career Transition Staff Disability Training Sylvia Domagalski Regional Disability Consultant

2 Introduction Keep in mind CTS activities for students with disabilities are the same as that of all students. However, a student with a disability may have issues of particular importance.

3 Role of Career Transition Staff (CTS) Educate student Educate employers Develop transition plan Become active member of interdisciplinary team prior to start of career transition phase

4 Educating the Student Make student confident, comfortable discussing his/her disability How? Specific training Literature Self-advocacy groups/other community resources Topics Disclosure Workplace rights (interviews, applications, medical forms/examinations) Social Security benefits/work incentives

5 Educating Employers Involve employer’s in the center’s programs and activities Include disability organization representatives on the center community relations and business industry councils Provide employers with information on hiring individuals with disabilities through discussion and literature

6 Transition Plan Accommodation Needs—The CDD and CTS should work together to conduct an accommodation needs assessment. Does the student have all accommodations necessary to conduct job searches? Does the student have the necessary supporting documentation to secure accommodations in the workplace, in institutions of higher learning, or for state certification examinations?

7 Transition Plan (continued) Support Services—Students with disabilities will typically need the same support services as students without disabilities, but they may have additional issues to consider. For example, all students need to consider how they will get to work, but a student who is a wheelchair user who plans to use public transportation needs to ensure the transportation is accessible. Like all students, this student needs to find housing but also needs to consider accessibility issues.

8 Transition Plan (continued) Transfer of Services—If the student has accepted employment outside of the area where he/she is currently receiving services from a disability provider, CTS should work with the student and service providers to ensure coordination and continuation of services. If the student will continue to receive services from a local disability service provider after graduation, the student and CTS should notify the service provider of any change in needs for service as a result of exiting the program.

9 Resources/Partnerships Vocational rehabilitation agencies Local disability and social service providers Centers for Independent Living and other self- advocacy organizations Social Security Administration One-Stop centers Office of Disability Employment Policy Other placement and independent living resources on Job Corps disability Web site

10 Resources (continued) Transition Planning for Adolescents with Special Health Care Needs and Disabilities: Information for Families and Teens—Provides information, ideas, tools and resources to help prepare young adults with special health care needs or disabilities for transition to adulthood. Transition Planning for Adolescents with Special Health Care Needs and Disabilities: A Guide for Health Care Providers—Provides information, resources and strategies needed by health care providers to help adolescents and their families prepare for employment, independent living and other activities of adult life. Both available online at