Serving Youth with Disabilities Within School-to-Work Systems

Since 1984, when a strong federal policy emphasis on school-to-work
transition for youth with disabilities was initiated by the U.S. Department
of Education, a great deal has been learned about what it takes to assist
these youth to make the transition to adult life successfully. Schools are
now increasingly aware of what is required to prepare youth with
disabilities, regardless of type or degree of disability, for productive and
satisfying employment. Virtually every student with a disability can leave
school with a high likelihood of adult employment, given the proper
opportunities, guidance, and support. In fact, when work-based learning,
especially paid work, is integrated into the curriculum, employment outcomes
for students with disabilities approximate those for non-disabled students.

The Individuals with Disabilities Education Act (IDEA) promotes academic and
career development by requiring Individualized Education Programs (IEPs) for
all youth with disabilities. IEPs outline all the academic services a
student will receive, and also must include a transition plan for students
aged sixteen and older. Transition plans detail specific programs,
activities, and services that address the obstacles that youth with
disabilities face as they make the transition to work. The IEP can serve as
a model for education and career development plans that are important
components of a school-to-work system.

The characteristics of the most successful transition programs for youth
with disabilities are strikingly similar to those that are emphasized by the
School to Work Opportunities Act. Some of the most important of these
characteristics include learning in real work environments, relating
classroom education to these real life experiences, linking these
educational activities with related programs and services, and connecting
students and their families to necessary community resources and supports.

This bulletin starts with an overview of the issues surrounding
implementation of services and components proven to be successful. It then
presents a set of strategies that have been employed and supported by
programs offering transition services for youth with disabilities. Selected
organizations and other resources for further information on such services
are then provided.

Features of Effective Transition Programs

The items outlined below are a few of the more important features of
effective transition programs for youth with disabilities, identified after
more than a decade of research and demonstration.

Longitudinal Planning. It has long been recognized that there is wisdom in
beginning early to plan for a viable career path and to identify
opportunities for career exploration, assessment, and work-based
opportunities. In fact, this recognition led to the legal requirement, under
IDEA, to incorporate transition planning into the IEP for students in
special education as early as age fourteen. Long-term planning is most
effective when it is actively influenced by students, as well as their
families or other significant adults.

Emphasizing Careers, Not Labels. When school-to-work programs are organized
according to the interests and aptitudes of each individual student, rather
than by disability or categorical label, students tend to achieve better
employment outcomes. Opportunities for peers, with and without disabilities,
to interact with and learn from one another increase. By organizing career
preparation around industry clusters, or "career majors," schools increase
the post-school success for all students.

Work-based Learning. Work-based learning includes career exploration,
assessment, job shadowing, internships, and paid work experiences at
employer work sites. The more opportunities available, the more successful
the student is likely to be in postsecondary employment. Paid work is an
especially critical component of educational curricula. Regardless of
disability type or degree, students are significantly more likely to be
employed as adults if they have engaged in real, paid work while in high
school.

Connection to Community Resources. The non-work life needs of students can
significantly influence their eventual adult employment. Family support,
living arrangements, income, peer interactions, and other circumstances can
significantly affect post-school outcomes. Student success is often
contingent on linking students to necessary ancillary community resources
that address these circumstances.

Sustained Involvement of Employers. Employers are willing to invest time and
resources in workplace learning activities so long as they perceive direct
benefit. The motivation of employers to participate in transition programs
must go far beyond corporate good citizenship. Opportunities to influence
curriculum, directly train prospective employees in the intricacies of their
industry, and receive effective consultation in workforce preparation are
just a few of the possible benefits. Effective transition programs create
these opportunities with employers as indispensable partners and valuable
customers.

Strategies for Serving Youth with Disabilities

The following strategies have been employed by practitioners developing
school-to-work transition services for youth with disabilities. They help
ensure that all students are served under the School-to-Work Opportunities
Act, and that the culmination of every student's education is a job in a
chosen career.

Partnerships with Schools. Programs for youth with disabilities work best
when treated as part of the existing school-to-work system. Considering them
to be set-aside programs may prevent youth from reaching their fullest
potential by limiting their range of options. Full integration within the
school offers youth with disabilities access to the same range of services
and opportunities provided to all students, and promotes their integration
into the mainstream education system.

Clearly Defined Roles and Responsibilities. Parents, teachers, counselors,
service providers, and students themselves should be equal partners in the
development of both the IEP and the transition plan that together serve as a
blueprint for identifying needed school-to-work opportunities. Once IEPs are
completed, the roles and responsibilities of each partner for specific
components of a school-to-work program should be clearly defined.

Fostering Communication Between All Partners. Under school-to-work,
representatives from different sectors work together to develop IEPs. This
is particularly important when serving youth with disabilities, because
keeping all members of the IEP team in continual contact with each other
allows parents, teachers, counselors, service providers, and students to
understand how their responsibilities fit with other program components.
This strategy, in addition to creating a more coordinated training system
and preventing the duplication of services, helps to foster understanding,
engagement, and support from all partners.

Transition Specialists. Within school-to-work programs, career guidance and
counseling helps students identify the career options open to them within
different industries and occupations, and the educational background they
would require to succeed in these occupations. Experienced transition
specialists serve the same function for youth with disabilities by assisting
partners with program development. As youth with disabilities continue to
enter the workplace at an increasing rate, businesses will require
assistance in adapting their workplaces to meet the needs of these youth,
teachers will have to learn how to teach advanced skills to youth with
disabilities while holding them to high standards, and parents must be
taught how to help their children take advantage of this wider range of
options.

Student Self-determination. Youth with disabilities should be actively
involved in creating their IEP and transition plans in order to ensure
relevant coursework, career exploration, work-based learning opportunities
and, in the end, improved student achievement and performance. This further
promotes the belief that school-to-work is most effective when individual
planning and career development activities are considered. Making student
preferences the central focus of programs serving youth with disabilities
allows them to take an active role in planning their own future and lets
them explore a broader range of career and life options. This helps to guide
them through the process of weighing options while making difficult and
important decisions, building their self-esteem, and developing their
ability to live and work independently.

Long-term Outcomes. School-to-work views education and training as a
developmental continuum, not as an unrelated series of one-year programs.
Services for youth with disabilities, however, often focus only on
short-term progress, with assessments and decisions typically based on one
year's performance. The introduction of the transition plan into the IEP can
help reverse this trend by requiring that all members of the youth's
transition team consider how services today will apply to the workforce
demands of tomorrow.

Set High Standards. For school-to-work to be successful, high standards must
guide transition programming, and be used to assess individual and program
performance. Low standards limit the range of school, work, and life
experiences available to youth, and prevent them from reaching their fullest
potential. School-to-work programs should offer the same opportunities and
choices to youth with disabilities that are available to all other youth,
ranging from high technology to manufacturing industries.

Social and Interpersonal Skills. School-to-work recognizes the array of
social and interpersonal skills required for success. School-to-work
programs should enable youth with disabilities to develop skills that allow
them to become actively engaged in all aspects of community life and
continue to focus on lifelong learning and social integration. Examples
include helping students to develop communication skills through classroom
presentations and group projects, or providing learning experiences that
allow students to work in teams.

Effective Practices

Oregon's Youth Transition Program (YTP) is a comprehensive, state-wide
initiative geared toward improving the post-school and life successes of its
participants. Started as a seven site demonstration project in 1990, YTP has
expanded to 26 sites across the state and served more than 1,000 youth
through 1995. Over one-half of all participants are youth with disabilities,
and many others are at-risk or have encountered a variety of obstacles to
successful post-school transition.

Designed and overseen at the state level, but implemented and operated at
the district and local level, YTP shows how the strategies discussed in this
bulletin can promote successful outcomes for youth with disabilities.
Central to the success of YTP has been its ability to identify clear roles
for each partner in the transition process. The key stakeholders of YTP are
the Oregon Vocational Rehabilitation Division (OVRD), the State Department
of Education, the University of Oregon, schools and school districts,
employers, parents, and students. Not only have roles been clearly defined,
but communication between each partner has been continual. This has created
more coordinated and better defined services, and has helped avoid
duplication of services. One of the unique features of the program is the
ongoing training and technical assistance provided to local practitioners by
the University of Oregon.

YTP sites are funded by the OVRD, which is also involved in the screening
and selection of participants. Once youth are selected for participation,
they and their parents become actively involved in developing a student's
individualized education program and transition plan. Teachers, transition
specialists, and vocational rehabilitation counselors are also part of the
planning team. Student participation ensures that services incorporate
student needs and interests, and allows youth to have a voice in determining
their future. Other team members guarantee that services build upon one
another, and that proper short- and long-term goals and outcomes are used as
benchmarks.

Employers have also grown enthusiastic about their participation in YTP.
This is partly due to transition specialists, who work closely with
employers to foster stronger links between the workplace and school, and to
ensure that job requirements match the skills being developed in the
classroom. One result of this collaboration has been that schools and
employers have increased expectations of youth and promote higher standards.

YTP has also developed independent living and interpersonal skills. Off-site
apartments allow youth to focus on cooking, cleaning, financial
responsibility, and other living skills, while interacting with their peers
on a more social basis. This helps to build self-esteem and has translated
into improved confidence on the job and in interacting with others. Compared
with other youth with disabilities, YTP participants have exhibited
tremendous successes. Relative to non-YTP peers, they are more likely to
earn more, be competitively employed, have a stronger sense of self-esteem,
and identify the relevance of school.

For further information, contact Dr. Michael Benz, Associate Professor,
University of Oregon, 175 College of Education, 5260 University of Oregon,
Eugene, OR 97403-5260. 541-346-1408.
[FOR MORE INFORMATION ABOUT THIS TOPIC, CONSULT THE FOLLOWING ORGANIZATIONS AND JOURNALS:]

Organizations

The Council for Exceptional Children (CEC) advocates for appropriate
governmental policies, sets professional standards, provides continual
professional development, advocates for newly and historically underserved
individuals with exceptionalities (students with disabilities and/or the
gifted), and helps professionals obtain conditions and resources necessary
for effective professional practice. CEC's Division on Career Development
and Transition focuses specifically on transition and school-to-work-related
issues. 1920 Association Drive, Reston, VA 22091-1589. 703-620-3660;
703-264-9494 (TTY).

The Council of State Administrators of Vocational Rehabilitation (CSAVR) is
a membership organization composed of the chief administrators of
rehabilitation agencies in the United States, District of Columbia, and
United States territories. CSAVR provides information and technical
assistance to its membership, which serves people with physical and mental
disabilities. 1055 Thomas Jefferson Street, NW, P.O. Box 3776, Suite 401,
Washington, DC 20007. 202-638-4634.

The ERIC Clearinghouse on Disabilities and Gifted Education responds to
requests for information on special/gifted education and produces
publications on current research, programs, and practices. 1920 Association
Drive, Reston, VA 22091. 800-328-0272; 703-264-9474 (in DC area);
703-264-9449 (TTY) n ericec@inet.ed.gov.

The Institute on Community Integration (ICI) at the University of Minnesota
is dedicated to improving the quality and community awareness of
professional services and social supports available to individuals with
disabilities and their families. ICI achieves this through interdisciplinary
professional education, technical assistance, applied research, and
information dissemination. ICI's National Transition Network serves as an
information center for publications and other materials surrounding the
transition from school to work for America's youth, and can provide detailed
information on state and local transition initiatives. 102 Pattee Hall, 150
Pillsbury Drive SE, Minneapolis, MN 55455. 612-624-6300; 612-624-4848 (TDD).

The Job Accommodation Network (JAN) is an international toll-free consulting
service that provides information on job accommodation and the employability
of people with functional limitations. JAN offers instant access to the most
comprehensive and up-to-date information about methods, devices, and
strategies that can help persons with disabilities in seeking employment.
P.O. Box 6123, Morgantown, WV 26506-6123. 800-526-7234; 800-526-4698 (in
WV). jan@jan.icdi.wvu.edu.

The National Association of State Directors of Special Education, Inc.
(NASDSE) is a not-for-profit corporation which promotes and supports
education programs serving youth with disabilities. NASDSE meets this
mission through expanding the capabilities of state education agencies to
ensure successful outcomes for individuals with disabilities, providing
leadership on the development of disability-related policies, and providing
information pertaining to the education of individuals with disabilities.
1800 Diagonal Road, King Street Station 1, Alexandria, VA 22314.
703-519-3800.

The National Center for Research in Vocational Education (NCRVE) provides
research and information on all aspects of work-related education. NCRVE
often features publications and studies that focus on services for youth
with disabilities. University of California at Berkeley, 2150 Shattuck
Avenue, Suite 1250, Berkeley, CA 94720-1674. 800-762-4093; 510-642-4004 (in
CA). AskNCRVE@vocserve.berkeley.edu.

The National Clearinghouse on Postsecondary Education for Individuals with
Disabilities (HEATH Resource Center) is an information exchange center on
educational support services, policies, procedures, adaptations, and
opportunities available for youth with disabilities making the transition to
adult life. One Dupont Circle, Suite 800, Washington, DC 20036-1193.
800-544-3284 (Voice/TDD); 202-939-9320 (in DC area).

The National Information Center for Children and Youth with Disabilities
(NICHCY) is a clearinghouse for information on disabilities and
disability-related issues. NICHCY also provides technical assistance and
offers advice to any person interested in or affected by disability-related
issues. P.O. Box 1492, Washington, DC 20013-1492. 1-800-695-0285 (Voice/TDD)
and 202-884-8200 (Voice/TDD). e-mail: nichcy@aed.org

The National Rehabilitation Information Center (NARIC) is a national
disability and rehabilitation library and information center that collects
and disseminates the results of National Institute on Disability and
Rehabilitation Research-funded projects, which include books, journal
articles, and audiovisuals. In addition, information specialists provide
customized database searches of NARIC's various information databases. 8455
Colesville Road, Suite 935, Silver Spring, MD 20910. 800-346-2742
(Voice/TT). naric@capaccess.org.

The National Transition Alliance for Youth with Disabilities (NTA), a
consortium of organizations, promotes the transition of youth with
disabilities toward gainful employment, postscondary education and training
opportunities, and independent living. Alliance members provide technical
assistance to personnel who provide transition services, particularly those
who work on planning and implementing school-to-work systems and model
transition programs funded by the Office of Special Education and
Rehabilitative Services. Transition Research Institute at Illinois,
University of Illinois at Urbana-Champaign, 113 Children's Research Center,
51 Gerty Drive, Champaign, IL 61820. 217-333-2325.

The Rehabilitation Resource develops, publishes, and disseminates print and
visual materials on the topic of vocational rehabilitation to both
vocational rehabilitation and educational personnel. Stout Vocational
Rehabilitation Institute, University of Wisconsin-Stout, Menomonie, WI
54751. 715-232-1342. fryr@uwstout.edu.

The Transition Research Institute (TRI) at the University of Illinois
provides information and assistance to transition programs serving
individuals with disabilities. TRI covers such areas as evaluation design,
management, instrumentation, data collection and analysis, and information
dissemination. Assistance is provided by phone, electronic mail, published
materials, workshops, and site visits. College of Education, University of
Illinois at Urbana-Champaign, 113 Children's Research Center, 51 Gerty
Drive, Champaign, IL 61820. 217-333-2325.

Journals

American Rehabilitation. A quarterly journal that discusses vocational
rehabilitation in medical, social, and employment contexts. Available from
Rehabilitation Services Administration, 330 C Street, SW, Room 3212,
Washington, DC 20202-2531. 202-205-8296.

Career Development for Exceptional Individuals. A bi-annual publication
devoted to career development for individuals with exceptional
characteristics and needs. Available from Division on Career Development and
Transition, The Council for Exceptional Children, 1920 Association Drive,
Reston, VA 22091-1589. 703-620-3660; 703-264-9494 (TTY).

The Journal of The Association for Persons with Severe Handicaps. A
quarterly journal focusing on services and strategies that help persons with
severe handicaps function more effectively at home, in the workplace, and in
the community. Available from The Association for Persons with Severe
Handicaps, 29 West Susquehanna Avenue, Suite 210, Baltimore, MD 21204.
410-828-8274; 410-828-1306 (TTY).

Journal of Vocational Rehabilitation. A quarterly journal dedicated to
research in vocational rehabilitation. Available from Journal of Vocational
Rehabilitation, Box 2011, Virginia Commonwealth University, Richmond, VA
23284. 804-828-1851.

Transition Summary. A yearly publication discussing the transition from
school to employment and adult life for youth with disabilities. Available
from National Information Center for Children and Youth with Disabilities,
P.O. Box 1492, Washington, DC 20013-1492. 1-800-695-0285; 703-893-6061 (in
DC area); 703-893-8614 (TDD).

                 For additional information, please contact:
         The National School-to-Work Learning and Information Center
                      400 Virginia Avenue, SW, Room 210
                            Washington, DC 20024
                            Phone: 1-800-251-7236
                              Fax: 202-401-6211
                            E-mail: stw-lc@ed.gov
                       Internet: http://www.stw.ed.gov

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