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Employment

Becoming A Valuable Employee

A major focus of education today is to assist students in making a successful transition from school to work. Students need varying degrees of vocational support and guidance both during and after their high school experience. Assistance might be provided during high school in a pre-vocational setting, a student job-training program, or a competitive community job. The educational system can provide extensive support to maximize student potential. However, parental support and involvement are essential in fostering independent skills, which can transfer to the work setting.

Here are some ways to help your student become a valuable employee:

1. Help develop a positive work attitude.

a. Teach your student to feel good about work.

b. Show pride in your own job.

c. Make your student a productive part of the household – assign chores.

d. Don’t accept sloppy work – work with other students to correct mistakes and improve.

e. Emphasize his actions and behavior, rather than just the results.

f. Demonstrate your awareness that all levels of work are meaningful and important.

2. Provide encouragement in personal development.

a. Help your student interpret social situations and get along with other.

b. Teach awareness of time.

c. Help your student develop a strong but realistic self-image.

d. Help your student go as far as possible in school.

e. Encourage careful career explorations being careful to address disability related limitations.

3. Support growth through work e xperience.

a. At the right time for your student, encourage your student to actively look for work.

b. Check for good grooming before your student goes for an interview.

c. Help with transportation, if necessary.

d. Help your student learn to balance school and work demands.

e. Use your family/business contacts to help your student find work.

f. Be aware of community resources including government programs.

g. Help your student identify strengths and encourage his abilities.

h. Be supportive through encouragement and listening.

Vocational Support Services

There are various levels of vocational supports available for individuals with disabilities. The following lists the type of employment, the level of support given and area agencies that offer that service .The list starts with minimal assistance and support to the most extensive intervention.

Competitive Employment: This is employment obtained in the real world of work. These agencies offer direct placement services with some job coaching assistance. Contact the Department of Human Services, Division of Rehabilitation who authorizes services.

Supported Employment: Is obtained and maintained in the real world of work with more extensive assistance of a job coach. This person is usually an employee of a vocational agency receiving funding by the Department of Human Services, Division of Rehabilitation. The purpose of the job coach is to help the disabled individual obtain and maintain successful employment and provides follow up for and extended period (usually up to 18 months maximum). The job coach would work extensively in the initial job start-up by providing supervision, feedback, and simple job accommodation for the new employee. It is the expectation of SEP; the disabled individual will be able to successfully maintain employment with minimum job coach intervention after 18 months.

United Cerebral Palsy,130N.16^thSt.,Springfield,Il,62703

Goodwill Industries, 810 North 10^th Street, Springfield, Il 62702

Springfield Association for Retarded Citizens, 232 N. Bruns Lane, Springfield, Il 62702,

Pathway Services Unlimited, Inc. 1201 South Main Street, Jacksonville, IL. 62650 Phone: (217)479-2300 Fax: 479-2305

Sheltered Workshop: Is a program within a facility that provides vocational services for moderate to severely disabled individuals who are not ready or able to sustain competitive employment.

Most workshops offer rehabilitation or developmental training with a focus in increasing independence in daily living skills or community involvement (such activities would include instruction in self care, budgeting, community volunteer work, crafts, etc.).

Workshops receive funding through the Office of Developmental Disabilities. There is a fee for programs that can vary greatly depending on the availability of state funded slots. Some workshops offer limited transportation service for a fee.

Most workshops also offer a supported employment program (previously described) where participants are placed in the jobs in the community. DRS provides the funding for the SEP therefore individuals must apply for and be accepted into DRS before starting an SEP program offered at a shelter workshop. DRS does not pay for participation in a sheltered workshop. Families could pay for programs through SSI benefits, Supported Living Services funding, home- based support services, or their own income.

Springfield Association For Retarded Citizens,(2 locations) 2929 Stanton, Springfield, IL. 62703, Phone:(217) 529-8793 & 232 Bruns Lane, Springfield, IL. 62702, (217)793-2100

Goodwill Industries, 800 N. 10^th. St., Springfield, IL. 62702, Phone:(217)789-0400 (21)544-5729

Elm City Rehabilitation, 1314 West Walnut, Jacksonville, IL. 62650 Phone:(217)245-9504, TTY:(217)245-9504

The State Vocational Rehabilitation Services Fact Sheet

State of Illinois · Department of Human Services · Division of Rehabilitation Services

Description: The Division of Rehabilitation Services (DRS) can be thought of as the port of entry or gatekeeper to a wide range of vocational services for adults with disabilities. Typically, DRS can open a case for a high school student with a disability at age 15 years. The Transitional Specialist (DRS representative) monitors the student’s progress in their academic and vocational programs during the last high school years. During the last semester, DRS can begin to purchase vocational services and programs as the student transitions into adult services.

The Division of Rehabilitation Services (DRS) and it is designed to assess, plan, develop and provide the VR services to eligible individuals with disabilities, consistent with their strengths, resources, priorities, concerns, abilities, capabilities, interests and informed choice. By providing services in the way, DRS enables individuals with disabilities to prepare for and engage in gainful employment.

Application For Services: High school staff usually initiates a referral to DRS for high school students perceived as needing vocational support during and after school. Transition Specialists are often invited to attend the student’s annual review and meet with the parents and the student soon after the referral to discuss DRS services and complete the application paperwork. Parents or students can also initiate a referral to DRS as well. DRS should determine eligibility within 60 days of application. Documentation of the disability(s) is necessary before DRS can open a case and the person can receive services.

Receiving Services: The counselor gathers as much information as possible about the individual’s work history, education and training, abilities and interests, rehabilitation needs, and possible career goals. In gathering the information, the counselor will first look at existing information, so it is important for an individual to bring copies of medical, educational and similar documentation.

Based on the information gathered in the assessment phase of the VR process, an Individual Plan for Employment (IPE) that identifies the individual’s desired employment outcome is developed. The IPE also lists, among other things, the steps necessary to achieve the individual’s employment outcome, the services needed to help the individual achieve that outcome, criteria used to determine progress toward the employment outcome. DRS may only provide those services listed on the IPE. The State VR counselor provides some services directly to the eligible individual and arranges for other services from providers in the community.

Developing An IPE: Once an individual is determined eligible to receive VR services, he or she must develop an IPE. The individual must be given the opportunity to make an informed choice in selecting, among other things, an employment outcome, needed VR services, and providers of those services.

Fees For VR Services: Based on the individual’s available financial resources, DRS may require an eligible individual to help pay for services. Family or student income must be within DRS financial guidelines for certain services. For example, DRS can provide financial assistance for college/trade schools only if the person meets the guidelines and other criteria.

The following services are available to all eligible individuals, regardless of their financial resources without charge:

Eligible Services: VR services are those services that an individual may need in order to achieve his/her employment outcome. These include, but are not limited to, the following:

· An assessment for determining eligibility and VR needs

· Vocational counseling, guidance, and referral services

· Vocational and other training, including on-the-job training

· Maintenance for additional costs incurred while the individual is

receiving certain VR services

· Reader services for individuals who are blind

· Services to assist students with disabilities to transition services from school to work

· Personal assistance services (including training in managing,

supervising, and directing personal assistance services) while an

individual is receiving VR services

· Supported employment services

· Job placement service

Client Assistance Program (CAP): CAP is available in each State to assist individuals in their relationship with the VR agency (in this case, ORS). If an applicant for, or a recipient of VR services is not satisfied with the services received, or the decisions made by the VR counselor, CAP may be able to help resolve the dispute. Illinois’ CAP can be reached by calling 1-800-641-3929 (Voice/TTY), or by writing to the Client Assistance Program, 100 North 1^st Street, Springfield IL 62702.