Summer Jobs for Students

Summer Jobs

It is common to hear students say, “I need a job!”  It is just as common for parents to tell their child, “You need a job!”  When this time comes for students they are often unsure of what to do. 

Teachers can help students.  However, all that teachers can often do is provide them with references and help filling out applications.   There are two agencies that can help students develop job skills and, at times, provide paid work experiences. 

DVR

The Division of Vocational Rehabilitation (DVR) is a division of the Department of Workforce Development.  This is a state agency that  “conducts important research, performs data analysis and identifies issues and trends that influences the state's employment picture” (Department of Workforce Development).  This agency works on the basis of eligibility.  People with disabilities apply, and then eligibility is determined.  There is a screener for eligibility available at http://dwd.wisconsin.gov/dvr/ on the right hand side of the page under “How To Apply.”  In addition, you can request an application.  When you complete an application and send it in write RFHS student on the top.  This will ensure it gets to the RFHS DVR counselor, Gina Haupt, in a timely manner. 

WFR

Workforce Resource Centers are located in each state.  Look up the Office of Workforce Development for your state.  They compile information about jobs, and are a resource for finding employment.  They work with youth that are eligible either by income, or disability.  Visit the United States Department of Labor for more information on the services of the centers. 

Some tips for finding summer employment:

· Don’t wait until May, summer employees are already hired by then

· Think outside the box,  look at small businesses

· Use family friends and connections to get in and gain experience

· Be willing to work any hours and do any work.

Entitlement Vs. Eligibility

Tim Sheehan, the keynote speaker at the Youth Transition Conference, made a profound statement about transition.  He searched to define transition.  He made a good point that all students transition from high school to adult life.  So, what makes those students with an IEP in need of “Transition Services?”  Mr. Sheehan explained that it’s more than transitioning into adult life, it is a transition from a world of entitlement to a world of eligibility.  This transition is what needs guidance and resources. 

Entitlement is the right to benefits specified, especially by law or contract ( Merriam-Webster,Incorporated, 2012).  Eligibility however, is being qualified to participate or be chosen  ( Merriam-Webster, Incorporated, 2012).   

In the public school system every child is entitled to, or has the right, to receive a Free and Appropriate Public Education.  Once they exit the public school system through graduation or aging-out they must apply for services and wait to see if they meet the criteria, set forth by the agency or state, in order to receive services. 

Waiting for services after submitting the application is often the most frustrating part of the process for students and parents.  To avoid a break in services it is best to apply as soon as possible.  This time is different for every agency, so ask them when applications can be made. 

The second most frustrating  part of the eligibility world of adulthood is being denied services.  Many services are denied with the first application.  It is important to follow the appeal process and get help if you need it.  Many services  that are at first denied, are approved after the appeal process. 

The other frustration experienced by students and parents after high school is the lack of merit of the IEP.  Once a student exits high school the IEP is simply paper.  It no longer guarantees services.  It can be used to provide insight, information and background for adult services, but it does not transfer.  The Summary of Performance provided upon exit of the public school system is a document that is useful for adult service agencies and post-secondary institutions.  The functionality and process of writing the summary of performance is being revised in the state with input from post-secondary and adult services. 

The world of eligibility also means that students MUST be self-advocates.  No one will find them to provide services, they must seek them out.  Watch for more information about helping your student become a self-advocate in the next newsletter.

TIPS:

· Get help!  The best resources are through the Aging and Disability Resource Centers (ADRC) in each county or region.

· Apply early!  Age 17 years and 9 months for state agencies, earlier for some

· Be patient!  It is a world or hurry up and wait.

· Appeal!  If your child gets denied services, follow the appeal process.

What is Transition?

The U.S. Department of Education defines transition services as"a co-ordinated set of activities for a child with a disability that: Is designed to be within a results oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities, including postsecondary education, vocational education, integrated employment (including supported employment); continuing and adult education, adult services, independent living, or community participation;

Is based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests; and includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and, if appropriate, acquisition of daily living skills and functional vocational evaluation." [34 CFR 300.43 (a)] [20 U.S.C. 1401(34)] For more information go to: http://idea.ed.gov/explore/view/p/,root,dynamic,TopicalBrief,17,

In simpler words, it is providing instruction and services to the student to help them successfully move into adult life after high school. This process must involve the student. This looks different for every student. Students with disabilities have the same post-high school options as students with out disabilities. Some will go into the military, four-year college, or Technical College. Some will begin work right away and still others will need supportive living services provided by parents or a residential facility such as a group home. There are many options and each student is different.

The Federal Law requires the Transition process begin at age 16. However, Wisconsin law requires it to begin at age 14.
Transition truly is a process. If it is put off until a student’s junior or senior year, the process will be stressful and frustrating. If begun earlier, it will be another milestone of your student.

Simple interventions that help parents educate children with Autism. Five interventions that help parents and teachers of students with autism from Tech & Learning http://www.techlearning.com/Default.aspx?tabid=67&EntryId=4151.

Learn more about Discovery and Customized Employment for anyone with any kind of disability at  http://www.marcgold.com/mcallahan.html.  This process is helpful for people with disabilities that have great difficulty in finding a job, but have the desire to work.  It was originated for people with significant disabilities.  However, if it works for the most difficult, it will work for less difficult situations as well.

Follow me on Twitter https://www.twitter.com/uetz_transition

Did you know....in Wisconsin students with disabilities can apply for adult services when they are 17years and 9 months old?  Contact your local Aging and Disability Resource Center (ADRC) for assistance.  Find your local ADRC at http://www.dhs.wisconsin.gov/ltcare/adrc/customer/adrccontactlist.pdf.

Not a "Cheese Head"....go to this site https://www.disability.gov/benefits#map to look up agencies by state.

For National Resources check out the National Dissemination Center for Children with Disabilitieis (NICHCY) Services for Adults with Disabilities page at http://nichcy.org/families-community/help/foradults

Go to Teachers pay Teachers site for a Self-Advocacy script that can be used for students to tell their teachers about their disability, accommodations, and strenths.  There is very little writing required (just their name).  The other information is entered using drop down menus in excel.  After my students complete the script and practice it, I video them and then send it to their teachers.  This is a better solution for many that just can't do it face to face.