Interagency collaboration has been repeatedly cited as one of the most important strategies in helping youth with disabilities move successfully from school into employment and adult life. However, often the primary focus of the collaboration and planning between school personnel and community service providers has been on disability-specific services and not on other, more generically available programs and services.The passage of the Workforce Investment Act (WIA) of 1998 offers new options and opportunities for youth in transition. WIA has challenged communities to create opportunities for all youth that moved beyond traditional vocational rehabilitation and related services. WIA represents expanded opportunities to prepare youth with disabilities for the transition to employment by assuring both access to and participation in WIA-funded youth and adult services. These services may benefit youth with disabilities as they plan for and make the transition from school to work

Kelli Crane

Marianne Mooney

Richard G. Luecking

English

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InformationNational Cen ter on Secondary Ed u ca tion and TransitionCreating Op por tu ni ties for Youth With Disabilities to Achieve Successful FuturesA partnership of —Institute on Community Integration,University of Minnesota,Minneapolis, MinnesotaNational Center for the Study of Postsecondary Education Supports (RRTC) Center for Disability Studies, University of Hawai‘i at ManoaTransCen, Inc., Rockville, MarylandPACER Center, Minneapolis, Min ne so taInstitute for Educational Leadership, Center for  Workforce Development, Wash ing ton, DCNational Association of State Directors of Special Education, Alexandria, VirginiaU.S. Department of Education, Office of Special Education Programs, Wash ing ton, DCBriefDecember 2002 • Vol. 1 • Issue 6Addressing the Transition Needs of Youth with Disabilities through the WIA SystemBy Richard G. Luecking, Kelli Crane, and Marianne MooneyIntroductionInteragency collaboration has been repeatedly cited as one of the most important strate-gies in helping youth with disabilities move successfully from school into em ploy ment and adult life. However, often the primary focus of the collaboration and planning be-tween school personnel and community service providers has been on dis abil i ty-specifi c services and not on other, more generically available programs and services.The passage of the Workforce Investment Act (WIA) of 1998 offers new options and opportunities for youth in transition. WIA has challenged communities to create opportunities for all youth that moved beyond traditional vocational rehabilitation and related services. WIA represents expanded op por tu ni ties to prepare youth with dis abil i- ties for the transition to employment by assuring both access to and par tic i pa tion in WIA-funded youth and adult services. These services may benefi t youth with disabilities as they plan for and make the transition from school to work.Accessing the WIA SystemWIA replaced the Job Training and Partnership Act as the country’s chief em ploy ment and training legislation. As such it brings a new emphasis and extensive reform to the delivery of employment and training systems by consolidating separate and disconnect-ed services organized according to categories of service recipients. Among other activi-ties, it funds a range of training, career development, and job placement services for diverse customers in convenient locations, called One-Stop centers. WIA also provides funding for programs spe cifi  cal ly focused on youth.WIA contains specifi c provisions that support the participation of youth with dis- abil i ties. Non-dis crim i na to ry provisions, for example, require that WIA-funded pro-grams offer services to people with disabilities that are fully in te grat ed with services extended to other nondisabled customers. Further, WIA requires that programs not impose eligibility re quire ments that screen out in di vid u als or a class (individuals with disabilities) for any program or service offered. In addition, WIA pro vides assurances that partnering entities in One-Stop centers include disability programs, like state voca-tional rehabilitation agencies. Also, recognizing that there has been his tor i cal ly diffi cult access to these types of services, specifi c dem on stra tion grants have been award ed to selected One-Stop centers around the country to make their operations phys i cal ly and pro gram mat i cal ly accessible to people with disabilities.Special educators and transition practitioners have the opportunity to expand their effectiveness by using the resources of the One-Stop centers and WIA youth programs to assist youth in their career development (For suggestions on how to access and use One-Stop centers and WIA youth pro grams, see action steps listed on page 3). The WIA This publication is avail able online at www.ncset.orgAddressing Trends and Developments in Secondary Education           and Transition2 • National Center on Secondary Education and Transition Information Briefsystem offers several potential ad van tag es for youth with dis abil i ties, no matter what their stage of career de vel -op ment. Some of these advantages are outlined in Table 1. As Table 1 indicates, WIA offers resources that can boost the options available as youth, families, educators, and community service providers plan for transition. In fact, WIA programs themselves are important collabora-tors in in ter agen cy efforts to assist youth with disabilities.The advantages offered by WIA will not be established without the careful and active participation of pro fes -sion als knowledgeable of the circumstances of youth with disabilities. It is for this reason that individuals or agencies serving youth with disabilities might consider becoming actively involved and associated with WIA programs. Not only will their participation benefi t the transition outcomes for youth with disabilities, but also the WIA system itself.Table 1: Transition Enhancements Offered through WIA ProgramsfosecruostneinevnocdnalanoitiddAnoitamrofnitnempolevedreeracerasretnecpotS-enOhguorhtelbaliavasecivreserocehtgnomAymonoces'aeraehtnonoitamrofni,noitamrofnitekramrobaltnempolevedreeracotsseccatenretnI,sreyolpmednasecivresrehtofotsohadna,tnempolevedemuser,noitamrofni,srotacude,seilimaf,htuoyotstcnujdalufesuedivorpyamtaht.gninnalpnoitisnartnidevlovnisrehtodnaamgitsfonoitcudeRehtsecuderAIWfohcaorppaecivresdetanidroocdednetniehT,smetsystnempolevedecrofkrownisleballacirogetacrofdeenfoerusolcsidtahtsnaemsseccalasrevinunosisahpmeehtdna.ecnereferplaudividninotnednepedsiytilibasidrofseitinutroppodednapxEsbojdnagninraeldesab-krowecrofkrowehtfosecivresrehtodnasmargorphtuoyhguorhTfonoitpoehtevahseitilibasidhtiwhtuoy,metsystnempolevedmehtevigotdengisederatahtseitivitcafotsohanignitapicitrapro,otstcnujdayekebnactahtsecneirepxekrowoterusopxe.mulucirruccimedacarieht,fostraplargetnisdliubtahttnemssessadezilaudividnInoitanimreted-flesfotpecnocehtnotnemrewopmelaudividnidnadnanoitacudelaicepsninoitingocergnisaercnisierehTelpoeprofnoitanimreted-flesfoeulavehtfosmargorpytilibasidehtfoelpicnirpenotsrenrocasinoitonsihT.seitilibasidhtiw.metsystnemtsevniecrofkrowwendnagnirotnemotsseccAsecivreshtuoyrehtodezilaudividnidnanoisulcninosisahpmedewenerhtiWmargorphtuoyderosnops-AIWeht,htuoyllarofstnemssessa,noitisnartniseitilibasidhtiwhtuoyrofsecruoserdnapxesledomlufsseccusroflacitircebyamsecivresesehtfoynammohwrof.semoctuotludafotnemevlovnidetanidrooCnoitatilibaherlanoitacovmargorpetarapesasatsixeotseunitnocnoitatilibaherlanoitacoVfoenosititub,ecruosgnidnuflaredefnwostihtiwAIWrednulanoitacoV.metsysAIWehtfostnenopmoclargetniehtehtaiveergedemosottsaeltaelbaliavaerasecivresnoitatilibahertnemegnarrasihT.noitacol-ochguorhtnetfo,sretnecpotS-enOrehtodnasihtotsseccatneinevnoceromyllaitnetopsedivorpotnoitisnartrofnalphtuoysasrentrappotS-enOmorfsecivres.efiltludatnempolevedreeraccirenegotsseccAsecivresgniniarttnemyolpmednaotdereffosecivresgniniartdnatnempolevedreeracehtfoynaMsecivresgnidivorpfolaitnetopehtevahsremotsucpotS-enOehtoteudseitilibasidhtiwsremotsucotelbaliavanuylsuoiverpro/dna,ytilibasidniesitrepxefokcal,snoitadommoccafokcalfo.secivrescificeps-ytilibasidnoecnailerevissecxesuounitnocdnatneinevnoCdnalanoitacovcificepsotsseccasmargorpecivrestludaecivresytilibasidedulcnilliwsretnecpotS-enOynamecniSothtuoyknilotseitinutroppoeblliwereht,srentrapsasredivorpmorfnoitisnartriehtfoemitehttaylnotonsecivreseseht.efiltludariehtniemitynatatub,loohcsotssecca,gnolefil,etinifednIecnatsissatnempolevedreeracynaotelbaliavaerasretnecpotS-enOehtfosecivreseroCsihT.reeracrehrosihniemitynata81revolaudividnihcraesbojdnareeracrofnruterothtuoyswollaytinutropporonoitanimretedytilibigilerofgnitiawtuohtiwecnatsissa.slarrefermargorpdetangiseddnagniniartbojdezimotsuCsecivrestroppusreeracgniniartdezilaudividnirofsnoisivorpniatrecsniatnocAIWcificepseusrupdnayfitnediotsremotsucelbanetahtstnuoccaylediwatonsisihthguohtlA.gnisoohcnworiehtfogniniartbojemosrof,ylppasetisiuqererpresucificepsdnanoitpoelbaliavareffoyamsecivresgniniartdezilaudividnieseht,stludagnuoynoitaraperpbojcificeps,rofyapotsyawdna,otssecca.erehwesleelbaliavanuAddressing the Transition Needs of Youth with Disabilities through the WIA System • 3Wider Benefi ts to WIA Systems by Effectively Serving Youth with DisabilitiesIt is fair to assume that WIA programs are serving a percentage of youth with disabilities with Individual Ed- u ca tion Programs (IEPs) without being aware of their sta-tus as special education recipients. This is especially the case for youth with “hidden” disabilities, such as learning and emotional disabilities. IEP teams should fully address this concern by improving the sharing of in for ma tion between schools and WIA service providers.Failure to identify, accommodate, and respond to the unique social, emotional, intellectual, and career de vel op ment needs of these youth will most likely result in poor adult outcomes. Thus, the ability to identify, assess, and address previously unidentifi ed disabilities will enhance the overall effectiveness of WIA-sponsored youth services. Implementing program services for youth that include individualized planning, a range of available supports and accommodations, and universal access will likely benefi t all youth–those with identifi ed disabilities, those with disabilities that are not apparent, and those with no discernable disability but who have “at risk” char ac ter is tics. Since a critical feature of WIA is the emphasis on universal access, designing WIA service models that make them accessible to all young people will likely challenge workforce development systems, given the wide variety and range of accommodations needed by people with dis-abilities. Where this notion of universal access has been applied in schools, the work place, and in public en vi -ron ments, there is often wider benefi t for non-disabled people who enjoy the resultant access. Ul ti mate ly, this means that WIA programs need the as sis tance and collab-oration of special educators and other disability experts.Action Steps for Full Access for Youth in TransitionAccess to WIA youth employment programs will require the expertise of transition staff knowledgeable about youth with disabilities. This expertise must be made available to One-Stop centers and other WIA program staff. Several actions that special educators, transition specialists, and adult community service personnel can consider include:l Visiting the local One-Stop center: Take youth to the One-Stop center and begin identifying the core, intensive, and training services that they may access in keeping with their age and need for employment prep a ra tion and de vel op ment;l Visiting other WIA-funded youth programs and learn what they have to offer: Refer youth with dis abil i ties to these programs as appropriate to their transition planning in their IEPs;l Becoming on-site partners at One-Stop centers;l Organizing staff development programs for One-Stop centers, Youth Opportunities centers, and other WIA programs;l Providing training so that all staff involved develop the capacity to serve youth with disabilities;l Working to eliminate programs within WIA service systems that emphasize special “disability only” youth development and employment services so that youth with disabilities can participate in those avail able to all youth;l Inviting One-Stop personnel and WIA youth ser-vices staff to participate on IEP teams;l Providing connections to employers and other com- mu ni ty resources who have successfully in clud ed youth with disabilities in their operations;l Identifying and correcting any architectural barri-ers, acquiring or modifying equipment and devices for disability accommodations, providing modifi ed test formats and training materials, and providing qual i fi ed readers and interpreters when necessary;l Pursuing membership on local workforce in vest -ment boards that govern WIA programs; andl Pursuing membership on local Youth Councils that are required to provide advice and direction to WIA-funded youth programs. Legal requirements notwithstanding, WIA programs will be more likely to successfully serve all eligible youth by adopting the notion that any youth may need learning and other accommodations, regardless of a clear dis abil i ty label. Special educators and transition specialists are in a position to promote the knowledge and skills that will make this possible.ConclusionThe WIA system, through the One-Stop centers and youth services, expands considerably the resources avail-able to youth with disabilities as they transition into adult employment. It also offers the promise of a more inclusive system that is less dependent on “special” ser-vices for people with disabilities. Therefore, the involve-ment of youth with disabilities in this system only improves their potential of achieving meaningful and productive adult em ploy ment. Those involved in tran si tion planning for youth with disabilities can also ac-cess the ad di tion al service alternatives that WIA pro grams offer.National Center on Secondary Education and TransitionInstitute on Community In te gra tion (UCEDD), University of Minnesota, 6 Pattee Hall, 150 Pillsbury Dr. SE, Minneapolis, MN 55455Tel: 612.624.2097; Fax: 612.624.9344; Web: http://www.ncset.org; E-mail: ncset@umn.eduThis report was supported in whole or in part by the U.S. Department of Ed u ca tion, Office of Special Education Pro grams, (Co op er a tive Agree ment No. H326J000005). The opinions expressed herein do not necessarily reflect the policy or po si tion of the U.S. De part ment of Educa-tion, Office of Spe cial Education Pro grams, and no official en dorse ment by the Department should be inferred.The Uni ver si ty of Min ne so ta is an equal op por tu ni ty educator and em ploy er. This pub li ca tion is available on the Web at http://www.ncset.org, and is available in alternate formats upon request. To request an al ter nate format or additional copies, contact NCSET at 612.624.2097.National Center on SecondaryEducation and TransitionInstitute on Community Integration (UCEDD)University of Minnesota6 Pattee Hall, 150 Pillsbury Drive, SEMinneapolis, MN 55455Non-profi t Org.U.S. PostagePAIDMpls., MNPermit No. 155Conclusion, cont.The concepts of universal access and individualized service have been bench marks of disability legislation for at least two decades. The fact that these concepts are so heavily embedded in WIA suggests a new common ground for transition initiatives targeted for youth with disabilities and generic workforce development activities. The involvement of youth with dis-abilities in WIA programs further promotes cross-agency, cross-program, and cross-disciplinary models that can lead to improved levels of service coordina-tion and col lab o ra tion, and ultimately, improved tran si tions for all youth.ResourcesU.S. Department of Labor, Offi ce of Youth Op por tu ni ties; http://www.doleta.gov/youth_servicesOne-Stop; http://www.onestops.info/Disability Online; http://wdsc.doleta.gov/disability/Institute for Community Inclusion (2001). Access for all: A resource manual for meeting the needs of One-Stop cus tom ers with disabilities. Boston, MA: Author. Retrieved March 5, 2003 from http://www.onestops.info/article.php?article_id=137&subcat_id=64.Authors Richard G. Luecking, Kelli Crane, and Marianne Mooney are from TransCen, Inc.

Addressing the Transition Needs of Youth with Disabilities through the WIA System

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Addressing the Transition Needs of Youth with Disabilities through the WIA System

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