Enhancing Employment Outcomes through Postsecondary Education

Jessie Green

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Agenda •  Brief history of Postsecondary programs for

individuals with ID •  Overview of Ohio’s programs including Ohio State •  Strategies to help get students hired

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Why College for Students with IDD? Despite years of investment in special education services:

•  Youth with IDD have the poorest outcomes •  81% of adults are served in facility-based settings •  Transition-age youth with IDD’s employment rates were less than half of peers

without disabilities

Sources: Butterworth et al., 2013; Grigal & Hart, 2015; Newman et al., 2011

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12

20 19

$3.25

$7.08 $8.60

0

5

10

15

20

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Sheltered Enclave Community Employment

Setting

Ohio's Average Wage and Hours Worked by Setting

Hours Hourly Wage Sheltered n=7,182 Enclave n=2,155 Community n=2,396

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65%

90%

65%

15.5%

2% 1.4% 6.4% 6%

0.8% 0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Sheltered Enclave Community Employment

Setting

Acuity Rates by Setting

Acuity A Acuity B Acuity C Sheltered n=7,182 Enclave n=2,155 Community n=2,396

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Higher Education Opportunity Act (HEOA)

•  Enacted August 14, 2008 •  Implemented 2010 •  Definition of a student with intellectual disability •  Model demonstration program – Transition and Postsecondary Programs for Students with ID (TPSID) •  National Coordinating Center

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Goal of TOPS:

Develop and refine postsecondary programs for students with ID that aligns with federal laws & policies, national standards and results in GAINFUL EMPLOYMENT!

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Four Key Areas Addressed: 1.   Academic Access 2.  Career Development 3.  Campus Membership 4.  Self-Determination

Key areas look different at each institution.

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Academic Access: •  Audited classes •  Classes for credit •  In class supports & pre/post teaching •  Tutoring & academic centers •  Program-only courses

Focused on accommodations and/or modifications coursework.

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Career Development: •  Internships every semester •  Internships particular semesters •  Paid and Unpaid •  Job Coaches (paid staff or undergrad students)

•  Coursework

Focused on gainful employment post program.

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Campus Membership: •  On-campus housing •  Off-campus housing •  Student ID card, email access, etc. •  Participation in on and off campus events •  Social coaches

Focused on increasing students’ social abilities and self-advocacy.

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Self-Determination: •  Life-Coaches •  Person-Centered-Plans (PCP) •  Direct instruction

Focused on increasing students’ self-determination throughout all aspects of their life.

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0%

20%

40%

60%

80%

100%

120%

OOD Successful Closures

TOPS Students with VR Support

TOPS Graduates

TOPS Employment Outcomes

Percent Successful Closures

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What are we doing to get students with ID/D career positions? •  Coursework •  Video prompting •  Position creation •  Video Resumes •  Employment First

All the things you are doing!

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Video Prompting •  Providing a video of each broken down step

of a particular task(task analysis)

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Position Creation •  General Service Assistant •  HR created position for TOPS graduated

students •  Hours are flexible •  Position description is flexible •  Pay is flexible

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Video Resumes •  Job seekers have the ability to show skills

and abilities via video beyond the paper •  Does not replace paper video •  What to include:

•  Introduction •  Education •  Learning Style •  Strengths and Qualities •  Employment and Internship Experiences •  Supervisor Testimonials •  Closing Statements •  Contact Information

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Video Resume Examples

Colin EVS Video Resume Seamus Sterilization Video Resume

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Video Resume Critique

Think/Pair/Share •  What is good about this video? •  How can this be improved? •  Is this something you feel you are able to

implement? •  If not, what would you need to be able to

implement?

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Ohio’s Employment First

•  Career Discovery Profile •  Career Discovery Tools •  Provider Trainings

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Resources:

1.  Think College: www.thinkcollege.net

2.  TOPS at OSU: www.nisonger.osu.edu/specialed-transition/tops

3.  National Secondary Transition Technical Assistance Center: www.nsttac.org

4.  National Collaborative on Workforce and Disability/Youth:

www.ncwd-youth.info/

5.  National Center for Secondary Education and Transition: www.ncset.org

6.  Association of Higher Ed and Disability: www.ahead.org

7.  Disability Benefits 101: www.db101.org

8.  Employment First: www.ohioemploymentfirst.org

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References: •  Butterworth, J., Migliore, A., Sulewski, J., S., Zalewska, A. (2014). Trends in employment

outcomes of young adults with intellectual and developmental disabilities 2004–2012. Boston, MA: University of Massachusetts Boston, Institute for Community Inclusion.

•  Butterworth, J., Smith, F. A., Hall, A. C., Migliore, A., Winsor, J., Domin, D., & Sulewski, J. (2014). StateData: The national report on employment services and outcomes. Boston, MA: University of Massachusetts Boston, Institute for Community Inclusion.

•  Grigal, M., Hart, D., Smith, F. A., Domin, D., Sulewski, J., Weir, C. (2015). Think College National Coordinating Center: Annual report on the transition and postsecondary programs for students with intellectual disabilities (2013–2014). Boston, MA: University of Massachusetts Boston, Institute for Community Inclusion.

•  Higher Education Opportunity Act of 2008, Pub. L. No. 110–315 § 122 STAT 3078 (2008). •  Individuals with Disabilities Education Improvement Act (IDEA) of 2004, PL 108–446, 20

U.S.C. §§1400 et seq. •  Migliore, A., & Butterworth, J. (2008). Postsecondary education and employment

outcomes for youth with intellectual disabilities (DataNote series No. 21). Boston, MA: University of Massachusetts Boston, Institute for Community Inclusion.

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Contact Information:

Jessie Green, Program Manager jessie.green@osumc.edu 614-685-3189