Copyright (c) 2013 University of Massachusetts Boston All rights reserved. http://scholarworks.umb.edu/ici_institutebrief Recent documents in The Institute Brief Series, Institute for Community Inclusion en-us Mon, 28 Jan 2013 18:32:36 PST 3600 http://scholarworks.umb.edu/ici_institutebrief/18 http://scholarworks.umb.edu/ici_institutebrief/18 Mon, 30 Apr 2012 10:56:29 PDT Strategies for establishing links to the business community and relationships with prospective employers through the development of employment advisory boards.

]]> David Hoff et al. http://scholarworks.umb.edu/ici_institutebrief/17 http://scholarworks.umb.edu/ici_institutebrief/17 Mon, 30 Apr 2012 10:56:27 PDT Guidelines and steps for people with disabilities to evaluate agencies in order to receive services that best meet their individual needs.

]]> David Hoff http://scholarworks.umb.edu/ici_institutebrief/16 http://scholarworks.umb.edu/ici_institutebrief/16 Mon, 30 Apr 2012 10:56:24 PDT Recommendations from community recreation providers on how to include youth with disabilities in recreation programs.

]]> Maria Paiewonsky et al. http://scholarworks.umb.edu/ici_institutebrief/15 http://scholarworks.umb.edu/ici_institutebrief/15 Mon, 30 Apr 2012 10:56:22 PDT This brief gives a basic overview of the act and examines its impact on the lives of people with disabilities as well as the systems and organizations that assist them.

]]> David Hoff http://scholarworks.umb.edu/ici_institutebrief/14 http://scholarworks.umb.edu/ici_institutebrief/14 Mon, 30 Apr 2012 10:56:19 PDT Recent legislation emphasizes collaboration between state agencies. A good interagency agreement is one tool that can assist collaboration and promote systems change. Researchers offer four important considerations for an effective agreement and a worksheet for agency personnel.

]]> John Butterworth et al. http://scholarworks.umb.edu/ici_institutebrief/13 http://scholarworks.umb.edu/ici_institutebrief/13 Mon, 30 Apr 2012 10:56:17 PDT This checklist can help staff and directors at One-Stop Career Centers and state and private agencies evaluate the quality and responsiveness of their services to job seekers with disabilities. Areas covered include access to resources, agency culture, coordination, and consumer-directedness.

]]> Doris Hamner et al. http://scholarworks.umb.edu/ici_institutebrief/12 http://scholarworks.umb.edu/ici_institutebrief/12 Mon, 30 Apr 2012 10:56:15 PDT Sometimes counselors think that person-centered career planning has to involve a big meeting, or is only for people with the most significant disabilities. The first issue in the new ICI Professional Development Series lays out the principles of listening to job seekers to help them shape and achieve their career goals.

]]> Colleen Condon et al. http://scholarworks.umb.edu/ici_institutebrief/11 http://scholarworks.umb.edu/ici_institutebrief/11 Mon, 30 Apr 2012 10:10:03 PDT Successful job development for people with disabilities is about meeting the specific and often unique needs of each job seeker. Job creation is a way to modify or restructure existing jobs or bring together a combination of job tasks that fill the work needs of an employer while capitalizing on the skills and strengths of workers with significant disabilities. This is the second issue in the new ICI Professional Development Series.

]]> Colleen Condon et al. http://scholarworks.umb.edu/ici_institutebrief/10 http://scholarworks.umb.edu/ici_institutebrief/10 Mon, 30 Apr 2012 10:10:01 PDT With the current emphasis on universal access to employment services for all members of the community, the workforce development field needs to evaluate service delivery. A "mystery shopper" program is one of many evaluation tools available to ensure continuous quality improvement and customer satisfaction. This technique allows organizations to collect data on the experiences of One-Stop Career Center customers from the customer perspective. The brief includes a sample shopper questionnaire.

]]> Heike Boeltzig et al. http://scholarworks.umb.edu/ici_institutebrief/9 http://scholarworks.umb.edu/ici_institutebrief/9 Mon, 30 Apr 2012 10:09:58 PDT College students with disabilities enter with less work experience and have a harder time finding jobs than their nondisabled peers. Experiential education-- mentoring, internships, job shadowing, and so on-- can create a bridge to graduation and employment. However, that requires college professionals to consider access issues for all students. A new Institute Brief provides basic disability awareness information, suggests ways to create welcoming career offices, and offers ideas to increase access to experiential education.

]]> Cynthia Zafft et al. http://scholarworks.umb.edu/ici_institutebrief/8 http://scholarworks.umb.edu/ici_institutebrief/8 Mon, 30 Apr 2012 10:09:56 PDT There are many steps to finding and getting the right job, and this process can be challenging. Many job seekers have found that breaking the job search down into a series of small, workable tasks makes the process much more manageable. It also gives the job seeker a sense of accomplishment when each task is completed. A 30-Day Placement Plan is one way to keep tasks in order.

]]> Colleen Condon et al. http://scholarworks.umb.edu/ici_institutebrief/7 http://scholarworks.umb.edu/ici_institutebrief/7 Mon, 30 Apr 2012 10:09:54 PDT This publication provides guidance to service providers regarding the increase in minimum wage, with a particular focus on assisting consumers with questions and concerns they may have regarding the impact on their public benefits.

]]> David Hoff http://scholarworks.umb.edu/ici_institutebrief/6 http://scholarworks.umb.edu/ici_institutebrief/6 Mon, 30 Apr 2012 10:09:52 PDT The national percentage of people of working age with disabilities who are employed continues to hover around 37%, compared with 80% for their peers without disabilities. However, according to the Harris Poll (2004), 67% of people with disabilities who are not currently working would like to be. In the late 1990s, a Presidential Task Force began work on improving the employment rate for adults with disabilities, a national priority that was further supported by the New Freedom Initiative of 2001, creating a bipartisan effort. Despite these initiatives, the rate of employment for people with disabilities has not increased.

]]> Allison Fleming et al. http://scholarworks.umb.edu/ici_institutebrief/5 http://scholarworks.umb.edu/ici_institutebrief/5 Mon, 30 Apr 2012 10:09:49 PDT One potential arena of employment for young people with disabilities is the arts. This brief reports on effective strategies that 47 young artists with disabilities used to gain access to arts-related experiences in order to further their educational and career pathways. Across program years 2002–2005, these young artists, all aged 16 to 25, were finalists in the VSA arts/ Volkswagen of America, Inc. Program, an arts competition that was intended to showcase their talents and accomplishments. As part of the overall evaluation, we were able to identify career development strategies based on a review of finalists’ program applications. This brief is mainly targeted at visual artists, although the strategies may also apply to other groups of artists.

]]> Heike Boeltzig et al. http://scholarworks.umb.edu/ici_institutebrief/4 http://scholarworks.umb.edu/ici_institutebrief/4 Mon, 30 Apr 2012 10:09:47 PDT It has been known for decades that individuals with autism spectrum disorders (ASD), including those with significant impairment or who have behaviors that others find challenging, can work when they are given appropriate supports. It is also clear that individuals with ASD can benefit from employment. Benefits include improved emotional state, greater financial gain, decreased anxiety, greater self-esteem, and greater independence. Nonetheless, employment outcomes for individuals with ASD have traditionally been poor. Even those who do find work are often underemployed or do not hold onto jobs for a long period of time.

]]> Alan Kurtz et al. http://scholarworks.umb.edu/ici_institutebrief/3 http://scholarworks.umb.edu/ici_institutebrief/3 Mon, 30 Apr 2012 10:09:45 PDT One-Stop Career Centers serve a diverse range of customers. These include individuals with a variety of educational and work backgrounds, people from diverse racial, linguistic and ethnic cultures, as well as individuals with a wide range of disabilities and support needs. One way of addressing the needs of this diverse customer base is to develop services and systems that respond to the needs of each of these groups. However, this can be expensive and labor-intensive. A more effective way to serve this broad customer pool is to provide One-Stop services according to the principles of what is known as "universal design," using common strategies that benefit many groups and that reinforce the concept of an inclusive setting that welcomes and celebrates diversity.

]]> David Hoff et al. http://scholarworks.umb.edu/ici_institutebrief/2 http://scholarworks.umb.edu/ici_institutebrief/2 Mon, 30 Apr 2012 10:09:43 PDT The Individuals with Disabilities Education Act, last amended in 2004 (IDEA 2004), encourages parents and educators to work collaboratively, emphasizing that as a team they are uniquely suited to make decisions that help improve the educational experiences and outcomes of children with disabilities. The Advancing Parent-Professional Leadership in Education (APPLE) Project was funded to develop the leadership skills of parents individually and within their communities. The project took place in Massachusetts, where school districts are required to have a special education parent advisory council (SEPAC).

]]> Heike Boeltzig et al. http://scholarworks.umb.edu/ici_institutebrief/1 http://scholarworks.umb.edu/ici_institutebrief/1 Mon, 30 Apr 2012 10:09:40 PDT This Institute Brief summarizes the key elements of a training and support approach designed to improve job development practices. Employment Consultants who participated supported more individuals to enter employment, and supported people to achieve higher-quality jobs with more hours and higher levels of pay, than a control group who had not yet received training.

]]> Amy Gelb et al.