1. Transitioning Youth: Tips for Successful Employment Professionals In Brain Injury Conference 03-30-12 © 2007, PACER Center

2. Who Are We? Sean Roy PACER Center sroy@pacer.org Abbie Wells-Herzog Vocational Rehabilitation Services Abbie.Wells.Herzog@state.mn.us Page 2

3. Session Agenda 1.Why is Employment Important 2.What you need to know about employment: Preparing Youth 3.Vocational Rehabilitation Services 4.Common Challenges and Accommodations in Employment for Persons with a Brain injury 5.Closing thoughts, questions, and evaluations Page 3

4. Why Is Work Important? Feeling of worth in contributing to society “Meaningful days” Learn social skills and responsibility Combats isolation and depression It’s what adults do Others? Page 4

5. It All Begins with Self-Awareness Many youth don’t know what their disability is, or haven’t practiced telling others about it. It is crucial that youth know how their disability affects them in school and employment. Page 5

6. Leveraging the IEP Beginning at 9 th Grade the IEP must contain transition goals High school is the time to work on functional academic and interpersonal skills Career exploration Identification of possible job accommodations or postsecondary academic accommodations Page 6

7. The Employer Perspective Employers are looking for: A good attitude about working Honesty Punctuality Good communication skills Reliability Appropriate behavior Willingness to learn new things Page 7

8. Work Skills Your youth can become better prepared for work by building strengths in these core work skills: Solving problems and making decisions Using technology Reading and doing math at a basic level Understanding the employer’s goals www.iseek.org Page 8 8

9. “Soft Skills” Employers also seek employees who have strong interpersonal communication and responsibility skills. Does your youth: Maintain personal appearance? Communicate so others can understand? Show personal responsibility, including showing up for work on time? Take work direction? Have enthusiasm and a good attitude? Page 9 9

10. Using Personal Networks Relationships, not Want Ads, yield the most job opportunities Your first job? Everyone has a network within the community they can utilize This is a great role for families Page 10

11. The Resume Do we expect youth with disabilities to follow the same process to find employment? Every job seeker needs a resume. Beware of gaps…red flag for employers Be creative with what’s listed. Paid employment is not the only example of work experience and skills Page 11

12. Volunteering Use volunteer experiences to build work skills and to enhance resume. Volunteering is not a long-term solution to paid employment If there is not a job, show volunteer experience for every 6 months on resume Shows employers that youth want to work despite lack of paid employment Vary experiences to explore different types of jobs Page 12

13. Disability Disclosure It may be necessary for a youth to disclose a disability during the interview process Only necessary if accommodation is needed Disclosure is a personal choice Youth should role play answering questions during interview, especially if asked something illegal 411 On Disability Disclosure (NCWD-Youth) http://www.ncwd- youth.info/resources_&_Publications/411.html Page 13 2006 | PACER | 13

14. Keeping the Job Show up Take direction and work well with others Teach flexibility Build support system at work Communicate regularly with employer and service staff Sometimes it just doesn’t work, that’s OK Page 14

15. Closing Thoughts Practice Applications Transportation Disability Management Postsecondary Education First job should not be the last job. Never stop expecting great things!! Page 15

16. Minnesota’s Vocational Rehabilitation Services Putting Possibilities to Work Career Services for Students and Young Adults with Disabilities

17. What is Vocational Rehabilitation Services? Vocational Rehabilitation Services is Minnesota’s individualized employment service for persons with significant disabilities. Vocational Rehabilitation Services works with youth transitioning from high school as well as adults at any age.

18. Putting Possibilities to Work A Vocational Rehabilitation Services counselor is assigned to every high school in the state. –A directory is available at: www.PositivelyMinnesota.com/vrs

19. Which Students Should be Referred? High school students with disabilities that affect their ability to prepare for, secure, retain, or regain employment will have the opportunity to learn about WorkForce Center and Vocational Rehabilitation Services.

20. When Should Students be Referred? In general, the best time for a Vocational Rehabilitation Services referral is about two years before graduation.

21. Eligibility is Based on: Documentation of a physical or mental condition which causes a substantial impediment to employment. Evidence that the individual requires vocational rehabilitation services in order to prepare for, secure, retain, or regain employment. The presumption that the individual is able to benefit from Vocational Rehabilitation Services in terms of an employment outcome.

22. Also must have “serious functional limitations” in at least 1 of 7 areas: Mobility Self-Direction Self-Care Interpersonal Skills Communication Work Tolerance Work Skills * Not every student with a disability will require, benefit, or even be interested in Vocational Rehabilitation Services.

23. Documenting a Disability: School assessment Psychological report Medical provider’s statement/records –If the student is not able to provide this documentation, the Vocational Rehabilitation Services counselor will obtain it with written consent.

24. The IEP/IIIP and 504 Plans: Are critically important to Vocational Rehabilitation Services in the career planning process. Vocational Rehabilitation Services staff should be included on IEP/ IIIP/ 504 planning for their eligible students.

25. Services Can Include: Counseling and guidance Interest and ability testing Help getting and keeping a job Advocacy at school and work Training and education Job seeking skills education Equipment/assistive technology

26. What Do Services Cost? There is no charge for: –Determining a student’s eligibility –Counseling –Job placement –Interest and ability assessment –Many other services For some purchased services, a schedule of financial participation, based on family income, may apply.

27. Can Vocational Rehabilitation Services Pay for Transition Services While a Student is Still in High School? The needs of the student and the terms of the IEP/IIIP/ 504 plan and Vocational Rehabilitation Services employment plan should drive service decisions. –Vocational Rehabilitation Services does not typically fund services until the student graduates. –However, in some cases, it may be appropriate to provide Vocational Rehabilitation Services before graduation. –Sharing of such costs can be discussed.

28. Vocational Rehabilitation Services Transition Services For more information: www.PositivelyMinnesota.com/vrs 1.800.328.9095, or 651.259.7366 TTY 1.800.657.3973

29. Is a TBI a disabilities under the ADA? The ADA has a general definition of disability that each person must meet. Under the ADA a person has a disability if he/she has a physical or mental impairment that substantially limits one or more major life activities. Some individuals with a TBI will have a disability under the ADA and some will not.

30. Disclosing TBI’s to Employers Employees or applicants with a disability are not required to disclosed their disability to their employers. Applicants who have a TBI may want to disclose their disability if they need an accommodation to complete a job application or during an interview.

31. Disclosing TBI’s to Employers Employees need only to disclose their TBI if they require an accommodation to perform the essential functions of the job. Some people with TBIs will need accommodations to perform their job and many others may need few or no accommodations.

32. Common Limitations as a result of TBI Working with supervisor Attendance Difficulty handling change Problem solving Memory deficits Concentration

33. Common Limitations as a result of TBI Handling stress Visual problems Physical Limitations Stamina

34. Assessing the employee’s need for accommodations What barrier to employment is the employee with TBI experiencing? How do these obstacles affect the employee and his/her job performance? What specific job tasks are effected as a result of the barriers?

35. Assessing the employee’s need for accommodations What accommodations are available to reduce or eliminate these obstacles to employment? Has the employee with TBI been consulted about the obstacles and the need for accommodations?

36. Assessing the employee’s need for accommodations Once the accommodations are in place, would it be valuable to meet with the employee to evaluate the effectiveness of the accommodations? Are additional accommodations needed? Do co-workers and supervisors need training about TBI?

37. Accommodation Ideas Flexible scheduling Longer or more frequent breaks Divide large tasks into smaller steps Daily checklists and to-do lists Written as well as verbal instructions Assign a co-worker to be a mentor Provide positive praise and feedback

38. Accommodation Ideas Provide picture diagrams of problem solving techniques Write clear explanations of responsibilities and consequences of not meeting those responsibilities Prepare the worker for changes in job duties or supervisors Utilize Assistive Technology

39. TBI and Accommodations For more information visit http://AskJAN.org/corner/vol05iss04.htm