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Promoting Equitable Employment for People with Developmental Disabilities Through Innovation, Training and Technical Assistance
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Washington Initiative for Supported Employment Insights Newsletter
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June 2009
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Clark County's Jobs by 21 Partnership Project
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Town Toyota Center Gets Valuable Employees!
Trina Mead, from Service Alternatives in Wenatchee, recently told us about some exciting new jobs in Chelan County:
“Town Toyota Center, a 4300 seat event center hosting year-round public ice skating, concerts, a semi-pro hockey team the Wenatchee Wild, and other events, opened in September 2008. Prior to the opening, Toyota Center had a job fair. Several of our customers went through the interview process and were met on an individual basis allowing them to sell themselves.
Service Alternatives contacted Mike Phillips, the Director of Finance, and had many meetings with him to explore his employee needs and to brainstorm ideas. Together, we looked at jobs in the front office, food services, building maintenance, guest services, and the box office.
They were on board from the beginning and excited about it. In October they called asking if we could find employees to wash the windows around the rink. We brought in four people who were individually hired: Craig, Steve, Darren, and Cameron.
Then Mike said he needed someone in guest services to hold the door for people, take tickets, and monitor events. He asked Cameron, based on his skills, if he wanted to 'move over' to this position. Cameron said yes. He is perfect for this job. It makes him feel good, he gets a paycheck, and he is working with people he loves. Cameron's interaction with people is what he is all about. He thrives on being around people, and people love him. He knows so many people in the community, and they love seeing him working the Wild games. He has a great memory for names and faces, and is friendly. He is pretty amazing - he greets people by name, and even asks them how their families and kids are doing by name. People have come out of their seats from way up top to say hi to him. This job allows him to be who he is. He was even asked to throw the puck on the ice at the first Wild's game.
Town Toyota Center also hired three of our Division of Vocational Rehabilitation program participants in food services, guest services, and parking attendant services. People are learning new skills and working independently. They have a sense of value and are earning good money. Some, like Craig, hadn't worked in years but we knew he had it in him. Once on the job he became the informal team leader guiding others, reminding them to take breaks, etc. They are happy and content with their jobs. This is creative long-term employment.
The supervisors and managers work with us on issues and are all very committed. Dave Wagner the manager of guest services came to Cameron's planning meeting to help figure out how to keep him in his job long-term and increase his hours. Eddie Mattson the operations manager worked with the window washers around safety and supplies and is always there when needed. They see our clients as people who need jobs and treat them like everyone else - which is key. They're an awesome employer. The public has reacted very well too. This is creating huge community awareness as 2000-4000 people see Cameron working during the events.
It is a great thing to see.”
Cameron’s mother, Nancy adds, “His success in finding a job at the Town Toyota Center has been due to Trina Mead finding him a job there. Cameron really loves working with both her and Dave.”
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Clark County Developmental Disabilities in collaboration with local school districts served by ESD #112 and W.i.S.e continues to participate in the Jobs by 21 Partnership Project through the State of WA Division of Developmental Disabilities.
The Partnership project in Clark County began in the summer of 2005 with the focus of building a network of services to ensure that all students with developmental disabilities have access to employment, appropriate formal and informal job supports, or additional educational opportunities as well as other needed community supports or linkages.
Since its inception, relationships between schools, state, county, and local agencies have strengthened and focused on the outcome of Jobs by June for the students. The following is a list of activities that are part of the partnership project:
1. The family training series has averaged 40 families per session per year for a total of over 200 families, ranging from parents of middle school students to recent graduates. Family participants receive information on the adult service system, public benefits, and the value of employment, guardianships, and trusts. Students have had the opportunity to display their employment success stories on the W.i.S.e. www.peopleworking.wikispaces.com website.
2. The teacher training series provides in-depth training for 15-20 teachers per year on Person Centered Planning, Job Development, Job Coaching and Service System Navigation. After 4 seasons of this course, we have developed a pool of senior instructors/mentors representing all of the districts participating. This training has been key in assisting the local teachers to identify and pursue paid employment prior to exiting school.
3. A DVD was created and continues to be distributed to families, schools and others related to the local Project Search Transition program. This DVD has been shown on the local city/county TV channel and one of the local cable education channels.
4. In year 3 and 4, the project began to connect intentionally with the adult employment system. In the first year, 23 individuals were targeted for this effort. Personal agents were assigned to each of the school districts that had identified students in the project cohort leaving school in June 2008. School districts and Clark County are working collaboratively to discuss how to make seamless and effective transitions for each student. This year we anticipate connecting 10 students who are on the Waiver to adult agencies. Additional resources will be offered to those students who are currently in paid jobs but not on the Waiver.
The relationships continue to deepen and the partnership with schools is a great example of the power of coordinating local resources. This partnership enables the adult system to co-create and collaborate to leverage the best of both systems for the benefit of individuals and families.
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Social Security One-time Economic Recovery Payment Now Available
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Jason C. Davies, Positive Motivational Speaker
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MAY 2009
OLYMPIA – Some Washington residents are among the more than 50 million people in the United States who became eligible May 1 for a one-time $250 economic recovery payment.
Certain beneficiaries who receive Social Security, Supplemental Security Income (SSI), Railroad Retirement and Veterans benefits will receive the payment as part of The American Recovery and Reinvestment Act of 2009.
If individuals were eligible for one of these benefits at any time during the months of November 2008, December 2008 or January 2009, they may be eligible for the one-time payment.
The payment is automatic and no action is required by potential recipients. Individuals will receive the payment the same way they currently receive their federal benefit - whether by check, direct deposit or Direct Express debit card. The one-time payment will be sent separate from their regular monthly benefit payment.
Additionally, if both a beneficiary and his or her spouse receive Social Security or SSI benefits, each of them will get the $250 payment.
Individuals should receive their one-time payment by the end of May. However, if payments have not been received by June 4, 2009, those who believe they are eligible should contact the Social Security Administration. More information about the one-time economic recovery payment is available at www.ssa.gov/payment.
Beneficiaries may report suspicious activity involving the one-time payment or other Social Security programs to the Social Security Fraud Hotline Web site at http://www.ssa.gov/oig/hotline/ or by calling 1-800-269-0271.
Jennifer M. Gau ~ Communications Office ~ (360) 902-7829 ~ gaujena@dshs.wa.gov
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A Positive Strategy for Expanding Market Share What's the third largest market segment in the United States? The answer might surprise you. It's not a particular ethnicity, gender or age group. It's people with disabilities. The size of this population—54 million strong—surpasses Hispanics, African Americans and Asian Americans, as well as Generation X and teens. Add in their families, friends and associates, and you get a trillion dollars in purchasing power.
Read more in the May issue of ODEP's monthly newsletter, Business Sense, which is now available.
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Dream!!
"I’M ALWAYS DOING THINGS I CAN’T DO. THAT’S HOW I GET TO DO THEM."
~PABLO PICASSO
To Whom It May Concern:
My name is Jason C. Davies, and I have been “doing things I can’t do” my entire life. Shortly after I was born, doctors told my parents I would never walk, or talk, or do any of the things “normal” people do. Well, here I am! I am walking, talking, and writing you to let you know that you too can do all those things you “can’t do.” I am a positive motivational speaker, writing to introduce myself and my business. What I have to share can change people’s perceptions of themselves and the world around them in a positive way
I have various presentations to offer. I would be happy to speak to your group, organization or students in their classrooms or as part of an assembly. Perhaps, first, you would like me to speak to your staff. I provide a variety of presentations which can be individualized to meet your needs.
Feel free to contact me at (509) 701-8491. I look forward to talking with you soon.
Sincerely,
Jason C Davies, Positive Motivational Speaker
“We need to remember that All People are valuable and have rights.”
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Rotary Partners for Work (PFW)
"Hiring a person with a developmental disability:
Getting started. The goal of Rotary Partners for
Work (PFW) is to create employment opportunities
for people with developmental disabilities by
utilizing Rotarian business leadership as a vital
link between job candidates and paid work.
As a Rotary member and an employer, you may
be wondering if you should give this a try. Perhaps
you’ve got a lot of questions, a few concerns, and
are not sure where to begin. Hopefully, this article
can help. Rotarians and employers who are not in
a position to hire can still contribute by generating
other business contacts..."
Read the article here:
To learn more about Partners for Work (PFW), contact:
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Employers must comply with certain legal requirements concerning the accommodation of employees with disabilities. Beyond just complying with these requirements, an increasing number of employers are taking advantage of programs that encourage hiring and recruiting people with disabilities, as well as tax credits to help cover the cost of accommodations for employees with disabilities.
If you are a new employer or new to employing people with disabilities, start by reading the Guide to Disability Rights Laws. This guide summarizes the major disability laws affecting employers, governments, schools and other organizations.
Business.gov helps small businesses understand their legal requirements, and locate government services supporting the nation’s small business community.
www.Business.gov is an official site of the U.S. Government.
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The Shared-Work Program
If you are facing a temporary decline in business, the Shared-Work Program offers you an alternative to laying off workers.
The program allows you to reduce the work hours of your full-time employees, while the workers collect partial unemployment benefits to replace a portion of their lost wages.
The program helps you retain your skilled workers, reduce your payroll costs and avoid the expense of recruiting, hiring and training new employees when the economy improves.
Participation
Any company, large or small, can participate as long as the company is registered in Washington for at least six months prior to applying for the program.
Your participating employees must:
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Be full-time and hourly;
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Have worked at least 460 hours for you in the quarter prior to the quarter you apply for Shared Work;
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Be eligible for regular unemployment benefits; and
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Be able and available to work all hours offered by the shared-work employer.
The Shared-Work Program is not for slowdowns that are an expected part of an industry or business. The program cannot be used to support seasonal businesses during the off season or companies that traditionally use part-time employees.
Reductions in work hours
You must reduce the weekly work hours of your participating employees by at least 10 percent, but not more than 50 percent. For example, the work schedule for a full-time employee who typically works 40 hours a week must be reduced by at least 4 hours, but not more than 20 hours.
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Herman Trend Alert: Hiring People with Disabilities Makes Business Sense
Greensboro, NC
As the labor market tightens and employers begin considering overlooked population segments, they will find a gold mine in people with disabilities. According to Alexis Herman, former United States Secretary of Labor, "only one-third of disabled Americans are employed, even though more than two-thirds of unemployed people with disabilities say they would like to work".
Unfortunately, discrimination is alive and well. Mostly, this prejudice is rooted in fear and misunderstanding: fear of not knowing how to relate to people with disabilities, fear that accommodations will be costly, fear that "once hired, never fired", and fear of potential lawsuits. However, as companies and organizations that hire people with disabilities will tell you---these fears are often groundless and easily can be overcome.
An organization of business leaders, the US Business Leadership Network (USBLN®) (www.usbln.org) is having a major impact on this situation. Representing over 5000 businesses networking together, members share best practices and look for innovative solutions for recruiting and retaining workers with disabilities. In the spirit of cooperation, they work together, dedicated to educating each other on the business imperative of hiring individuals with disabilities---and the Return on Investment this socially responsible effort brings to the table.
One major USBLN® initiative is its Annual Career Fair, held in conjunction with its Annual Conference, which provides an opportunity for businesses to meet with high school and college students about career choices. As reported by Career Opportunities for Students with Disabilities (www.cosdonline.org), about 45 percent of college graduates with disabilities are unemployed or underemployed. USBLN is working to fix this disconnect.
Beyond connecting businesses to youth, the USBLN® markets the business case for hiring people with disabilities. Aside from doing "the right thing", hiring people with disabilities enhances a company's bottom line by creating a more varied workforce with true diversity of thought in meeting workplace challenges. Surveys have shown that people with disabilities have lower absenteeism rates, which correspond to additional dollars going to a company's bottom line.
Hiring people with disabilities will attract customers with disabilities to your products and services as they'll see, through your employees, your commitment to their community. From a Gallup poll, we also know that 88 percent of American people would prefer to give their business to companies that hire people with disabilities. The time is overdue for companies to overcome their fears and increase the employment of people with disabilities within their ranks.
According to Katherine McCary, USBLN's President, and a loaned executive from SunTrust Bank, "Hiring people with disabilities requires CEO commitment; when CEOs get disability as a diversity case, they often get the business case".
Our forecast: business leaders worldwide will embrace the profitability of hiring people with disabilities to help them address the growing, critical skilled labor shortages.
Joyce L. Gioia, CSP, CMC
Certified Speaking Professional and Management Consultant
The Herman Group
Greensboro, NC
336-210-3548
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Students With Learning Disabilities Get Help With College
College Living Experience helps students with learning disabilities pursue their dreams of higher ed
Posted February 24, 2009
Before moving away from her Southern California home to become a student at the Community College of Denver, Brittany Ross was nervous. She had tried college once before, but her Asperger's syndrome made it difficult for her to connect with her peers and stay focused on her schoolwork. Her grades were "all over the place," Ross says, because she had test anxiety, trouble writing essays, and panic attacks that grew worse with each social and academic misstep.
The difference between Ross's first college experience and her time in Denver is the support she receives from College Living Experience, a private program operating in six cities around the country that helps students with learning disabilities thrive in a college setting. Students enroll concurrently in CLE and a college near one of the program's centers and work with CLE staff not just on their coursework but also on their social skills, their emotional maturity, and their ability to live independently. Though CLE will serve students with any type of learning disability, it is one of only a few programs nationwide that specialize in helping students with autism spectrum disorders and Asperger's syndrome gain access to college.
In the early 1990s, the definition of autism expanded to include a range of milder conditions, and the swaths of children diagnosed then are starting to consider higher education now. While colleges and universities are required by law to offer students with learning disabilities extra time on tests, note-taking services, and other accommodations, the schools are not required to provide support as comprehensive as what some students require. This gap in available support led to CLE. Although its cost is $33,500 per student per year—a sum that only some states will partially subsidize—it's an option that opens doors for some learning-disabled students and their parents.
Stephanie Martin, director of CLE, says the program currently has 187 students enrolled, many of whom pay in full (in some cases, a federal tax deduction is possible) and consider the opportunity to work toward a college degree at a vocational, two-year, or four-year school an investment in their future. The program opened its first center in Fort Lauderdale, Fla., in 2005, recently opened its sixth in Rockville, Md., and plans to continue expanding as demand grows, Martin says. Like Ross, about 30 percent of CLE's students tried college at least once before enrolling in the program. Preliminary results of an ongoing federal Department of Education study show that fewer than half of students with learning disabilities have received postsecondary education and that the proportion of students who complete their degrees is even smaller.
The transition between high school and college is huge for students with severe learning disabilities like autism, says Tom Welch, the clinical psychologist for CLE's Denver program. In high school, the goal for these students was merely to pass a class, complete a grade level, or graduate, Welch says. At the college level, students start to envision what is possible for them as independent adults. "Our understanding of what's possible for us in this world is as narrow as our experiences," Welch says. "To make a friend or lose a friend, to meet someone researching something you never knew about or to meet a friend training for a career you never knew was possible for you—it opens up a whole new world for these students."
Welch's job at CLE Denver is to support each of the location's 50 participants in their emotional and psychological development. Some students, he says, can be up to six years behind their age developmentally and need support to complete a semester without failing classes. Because many autistic students struggle with executive functioning--the ability to understand time, maintain a schedule, or plan ahead--the preparation required to take a final exam can seem overwhelming, Welch says. It is common for students who have worked hard all semester to allow their anxiety to sabotage their effort and suddenly stop attending classes. Programs like CLE, Welch says, can help students recognize and address the problem before mounting absences and missed assignments mean flunking out.
As social coordinator and resident adviser for CLE's Denver program, Kirk Redwine helps students overcome slightly different problems. CLE students live with one another in apartment buildings near their college rather than living on campus. While performing rounds of the CLE students' rooms like a resident adviser from any other college, it is not uncommon for Redwine to remind students to shower, wash their crusty dishes, or clean the dirty laundry spread across their floors. If not for Redwine's reminders, these tasks might never get done, he says. Such responsibilities are just one piece of what students with autism and other learning disabilities need to learn to succeed. "Comprehensive support is so crucial," Redwine says. "To think someone with so many issues could do college without this type of multifaceted assistance is setting them up to fail."
Michelle Gross, academic liaison for CLE's Denver program, also sees the ability to organize an apartment or make friends as small successes that should come before—or at least in conjunction with—academic achievement. "If you're academically successful but you have no friends, then what's the point?" Gross says. She works hard to provide and coordinate academic support services tailored to each CLE student. If a student is anxious about attending a certain class, Gross frequently walks the student to the classroom door to ensure he or she arrives on time. Instead of providing students with one tutor for all their subjects, Gross works hard to hire tutors who specialize in students' coursework. For example, if a student is taking an accounting class, CLE will hire an upper-level accounting student to tutor. If a student is taking a culinary arts class, that student gets a chef as his or her tutor. CLE provides a different tutor two hours per week for each of a student's classes. Most important, Gross teaches students to be self advocates—to know how to explain their disabilities and to know what accommodations they need.
Though Brittany Ross has not graduated from the Community College of Denver, she is already putting the skills she learned through CLE to the test. In January, Ross left Denver to intern for one semester in Disneyworld through the Disney College Program. She says the achievement would not have been possible without her participation in a program like CLE. Each day Ross works as a restaurant hostess, she must use her social interaction skills, since the job is heavily dependent on customer interaction. Without CLE's tutoring, Ross's grades might have compromised her application to the program, and without CLE's emotional support, leaving Denver would have seemed too great a risk, she says.
Ross "loves" her Disney job, but she also misses the friends she has made through CLE. That in itself is a kind of accomplishment: Before she enrolled in the program, she struggled to form friendships with peers. "When I was younger I had a few friends, but I was never very popular and didn't really feel I belonged," Ross says. "Now, I have 50 students who have become my brothers and sisters and best friends, and I finally don't feel like I'm the one left out of the group."
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Got an idea for a story? Know someone doing great work for people with disabilities in Washington State? Questions? Comments? Contact: jim@theinitiative.ws or call 206-343-0881 x109 THANKS!
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