Section 1 – Self-Advocacy Tips on how to assess your skills and interests Selective Service Registration Information moved here Section 3 – Employment/Career Person Inventory form – removed the item for Social Security Number Soft Skills article was edited IdahoWorks Career Centers – updated and moved to this chapter Employment Advocacy Services – updated and moved to this chapter Disclosure Decisions to Get the Job – NEW Idaho Able-to-Work website - NEW Section 4 – Post Secondary Education High School/College Key Differences - updated Federal Student Financial Aid information - updated Helpful General Information – NEW Disability Support Services – updated Section 6 – Independent Living Idaho Help Web-based Community Resource Directory information – NEW Person Centered Planning information – updated Assistive Technology information/resources – updated Section 7 – Services Medicaid Services for Adults and How to Apply for Adult DD Services – updated Department of Health and Welfare offices listing – NEW Vocational Rehabilitation Services information and regional offices – updated Idaho Commission for the Blind and Visually Impaired info and offices – updated Section 8 – Resources Agency office listings from Section 8 in previous versions have been moved into Section 7 or Section 3 as appropriate. New resources and previous web addresses updated Check out the addition of the… Planning for Graduation for Students and Families in the new Appendix Idaho Transition Timeline behind the Appendix Contents
Phone: 208-783-1202 Fax: 208-783-5561 Email: St. Maries: Phone: 208-245-2518 Fax: 208-245-2012 Email: Southwestern Idaho Offices ______________________________________________ : 219 W. Main St. 208-332-3575 Fax: 208-334-6222 Email: Emmett: . Phone: 208-364-7780 Fax: 208-365-6599 : 1090 E. Watertower Lane, Suite 100 Meridian, ID 83642 Phone: 208-364-7785 Fax: 208-895-8441 Email: Payette: Phone: 208-642-9361 Fax: 208-642-7150 : 4514 Thomas Jefferson Street Caldwell, ID 83605 Phone: 208-364-7781 Fax: 208-454-7720 Email: McCall: Phone: 208-634-7102 Fax: 208-634-2965 Email: Mountain Home: 1150 American Legion Blvd. Mountain Home, ID 83647 Phone: 208-364-7788 Fax: 208-587-2964 Central and Eastern Offices ________________________________________ Blackfoot: 155 N. Maple Phone: 208-236-6713 Fax: 208-785-5036 Email: Wood 733 N. Main St. Suite C Bellevue, ID 83313 Phone: 208-788-3526 Fax: 208-788-3041 Email: Falls: Phone: 208-557-2500 Fax: 208-525-7268 Email:
Mini-Cassia: 127 W. 5th St. North Phone: 208-678-5518 Fax: 208-678-1765 Email: Rexburg: Phone: 208-557-2501 Fax: 208-356-0042 Email: Soda Springs: 208-236-6711 Email: : 420 Falls Ave. Twin ID 83301 Phone: 208-735-2500 Fax: 208-736-3007 Email: : Phone: 208-236-6710 Fax: 208-232-0865 Email: Salmon: Unit 1 Salmon, ID 83467 Phone: 208-756-2234 Fax: 208-756-4672 Email:
2. Decide WHEN to Disclose: Consider Pros and Cons When Potential Gains Potential Setbacks In a cover letter Advance time to prepare positive written disclosure and to tailor your abilities to duties of job description. Employer's preconceptions may hinder opportunity for an interview. Unable to read employer’s body language and mood. In a resume or on a job application Establishes "up front" relationship and communication. Employer may have stereotypes disa- bilities and may not offer you an interview. When employer calls for an interview Establishes open communication and gives an employer time to review Americans with Disabilities Act of 1990 compliance information. May not get serious consideration during interview. Before the interview Shows respect to employer, gives employer advance notice to secure any accommodations that may be needed during the interview, and time to research proper etiquette or refresh knowledge on ADA. Employer has advance time to yield to his or her stereotypes about disabilities. During the interview Opportunity to read employer body language, to time the disclosure, and to disclose in a brief, positive manner. Employer may feel uneasy and ill prepared to respond with appropriate and legal questions. After the job offer May have legal recourse if disclosing disability negatively affects the hiring decision. There is time to get accommodations in place before the job starts. Positive relationship has already been established with employer. Employer may feel that you have been dishonest in the application process, which may erode trust. After the job begins opportunity to establish credibility before disclosure. Gives freedom to talk with co-workers about disability related issues. May take time to secure requested accom- modations. Employer may believe you have not been honest which may negatively affect your relationship. When performance difficulties arise Difficulties may not arise (i.e. you may never need to disclose). Employer may have difficulty changing his or her perceptions of your work performance, feel betrayed or wonder why you waited so long. Never Disability information is kept private. Not protected from discrimination under the
1. Determine NEED for Disclosure: Gather all the Facts Consider the questions below. "Yes" answers may indicate a need for or benefit of disclosure. "No" answers may indicate a need for more preparation or limited benefit of disclosure. Area Questions Circle Answer Company • Do I have background information about the company? • Does the company, senior management, or welcome and value diversity? • Has the company participated in any disability related recruitment programs? • Is there a company policy on hiring individuals with disabilities? • Does the company offer any internship programs? • Is pre-employment testing required? What is the medium for testing? Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Job Position • Have I requested a detailed job description for the position? • Do I know what are the essential functions and expectations of the job? • Can I talk with an employee who is currently in this position or in a similar one? • Will my compensatory strategies (e.g., use of adaptive software or assistive technology) change the traditional way of getting the job done? • Will I need accommodations for the application process, interview process, or at the worksite? Yes / No Yes / No Yes / No Yes / No Yes / No Employer • Does the supervisor use a flexible and personal management style? • Does the employer have experience in managing differences or diversity? • Does the employer focus on essential, rather then marginal functions? • Has the employer had positive experiences hiring individuals with disabilities? • Can I provide the employer with resource information about the Americans with Disabilities Act of 1990 (ADA) and my specific accommodation needs? Yes / No Yes / No Yes / No Yes / No Yes / No Myself • Am I familiar with the protections provided by the ADA? • Am I comfortable with my disability? • Am I aware of my strengths and functional limitations? • Will I need potential medical assistance? • Have I explored technology or strategies to compensate for my limitations? • Have I previously used accommodations at a work-site? • Have I practiced disclosure with a family member, close friend, or career professional? Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Need More Information? company and position: • University career centers • Human resource departments • Professional associations • Local chambers of commerce • Company specific websites • Informational interviews About potential accommodations: • Job Accommodations Network • Idaho Assistive Technology Project • ABLEDATA --
Software for organization of ideas and studying (like Inspiration, Draftbuilder, PowerPoint) Voice to text software Computer Access (Keyboard and Mouse) Word prediction, abbreviation/expansion (to reduce key-strokes) Keyguard (to hitting unwanted keys) Arm support (like Ergo Rest) Trackball/track pad/joystick with keyboard Alternate keyboard (like Intellikeys) Mouth stick/Head Master/Tracker with on-screen keyboard Switch with Morse code Switch with scanning Voice recognition software Communication Communication or book with objects, pictures or words Eye gaze Single voice output device (like Big Mack) Voice output device with levels (which can hold more words or phrases) Voice output device used on laptop or palmtop computer Device which turns typing into speech Recreation and Leisure Toys adapted with VelcroTM, magnets, handles, etc. Toys adapted for single switch operation Adaptive sporting equipment (like a lighted or beeping ball) Universal cuff/strap to hold drawing or painting tools Modified arts and crafts tools Arm support for drawing/painting Remote controls for TV, DVD, CD player, etc. Computer art activities Computer games Activities of Living (ADLs) Nonslip materials to hold things in Universal cuff/strap to hold items in hand Color coded items for easier locating and identifying Adaptive eating utensils Adaptive drinking devices Adaptive dressing equipment (like button hook, elastic shoe VelcroTM instead of buttons, etc.) Adaptive devices for the bathroom (adapted toothbrushes, raised toilet seat, shower chair, paperless toilet) Adaptive equipment for cooking Mobility Grab bars and rails Manual wheelchair including sports chair Powered scooter or cart Powered wheelchair Adapted vehicle for driving Positioning and Seating Non-slip surface on chair to prevent slipping (like Dycem) Bolster, rolled towel, blocks for feet Adapted chair, sidelyer, or stander Custom-fitted wheelchair or insert Changes in text size, spacing, color Modified for page turning (like page fluffers or binders) Words paired with symbols or pictures Talking dictionary
Work on your leadership skills and lead your IEP team meeting. Teach the student to use educational technology (email, web-based research, discussion boards, wikis, etc.) and identify any assistive technology needed for access. Student with Family or other IEP Team Member Grade 10 Take the PSAT test in order to prepare for testing in your junior year. Go to college, job information, and career fairs. Go to the Tools for Life Fair at least once during your high school experience. Find out about scholarship opportunities and application deadlines. Take challenging classes will help you prepare for college and other education or training programs. Keep researching college and other education and training options and take classes that will meet admissions requirements. Keep saving money and plan financially for college and other education and training programs. Practice self-advocacy skills by knowing how to describe your disability, how it affects you, and what accommodations you need in Provide student/family with information on the PSAT. Apply for needed accommodations for the PSAT Check with your school to determine when accommodations need to be requested for the SAT, ACT, COMPASS, or Accuplacer testing required in junior year. (NOTE: There is a strict deadline for submitting accommodation requests.) Provide student /family with information on job and career fairs and the Tools for Life Transition Fair. Determine if student has any gaps between academic abilities and college or other post-secondary entrance requirements. Use this information to update four year learning plan/IEP. Review with student his or her four year learning plan to be sure it includes all the classes required for the post-secondary education and training options he or she is interested in attending. Make adjustments to the four year learning plan as needed. Teach the student how to self-advocate by knowing how to describe his or her disability, how it affects him
Commission for the Blind, develop an Individual Plan for Employment (IPE) with a Vocational Rehabilitation counselor. Apply for jobs in your community. Advocate for accommodations and supports you need in the workplace. Provide information about Vocational Rehabilitation services or Commission for the Blind services. Help student find out if he/she is eligible; complete referral form. Student with Family Teacher/Staff or other IEP Team Member Grade 12 continued Make a plan for transportation to and from work. If appropriate, invite the Vocational Rehabilitation or Commission for the Blind representative to attend IEP meeting. Teach student about reasonable accommodations to request in educational and employment settings. Community Participation ~ Suggested Activities Grade 8 Student with Family Teacher/Staff or other IEP Team Member Get involved in extra-curricular activities (school clubs, sports, etc.), personal hobbies/leisure activities, recreation, and community activities that interest you. These might include Special Olympics, 4H, Scouts, church groups, camp, etc. Get a library card. Find out about summer camps for teens. Guide student to complete leisure interest inventory. Provide information local libraries. Teach student about social etiquette. Grade 9 Participate in school activities, clubs, athletics, and organizations. Provide information about free or low cost leisure and community recreation activities.
Find out special interest and social clubs for adults in your community (model train, photography, biking, running, Lions, Kiwanis, Civitans, etc.) Independent Living ~ Suggested Activities 8 Student with Family or other IEP Team Member Be able to tell someone about your health care needs and medications. Make friends and find mentors. Eat healthy and exercise regularly. Learn skills in how to manage money, help with making meals, shopping duties, and taking care of your clothes. Take opportunities for making your own choices (meals, things to do in your spare time, elective classes, etc.) Add current school paperwork to your Moving On Binder. Teach student how to prepare for their IEP meeting and support him or her to participate actively on IEP team. student how to use technology safely – computers, internet, cell phones. Consider instruction or experiences in money management, meal preparation, shopping, and caring for clothes. student how to identify, prevent, and report bullying (physical, verbal, and on-line). student about fire safety in the home and other environments. Grade 9 Learn and practice daily living skills at home like keeping yourself looking nice, keeping clean, eating. Participate in transition assessments to measure your independent living skills. Teach student daily living skills (grooming, hygiene, eating skills, etc.)
Grade 11 Get information about different housing options where you can live with or without supports. Learn skills in how and when to get medical help and manage your physical health and mental health care needs. Practice making your medical appointments, keep a record of your medications, keep any medical equipment you use in good condition, etc. Teach student about substance abuse prevention. Teach student how to open a bank account, use a debit card, use credit cards, and manage personal finances. (Learn about asset limits to reduce possible impact on benefits.) Teach student how to compare costs for food and household items (appliances, linens, etc.) Student with Family or other IEP Team Member Grade 11 continued Open a savings or checking account, including a debit card, and know safety rules for using debit and credit cards. Add current school paperwork to your Moving On Binder and update what is already in there. Learn about applying for Social Security Income. Tell student and family student’s legal rights that will transfer to him/her at age 18. Teach student how to protect against personal identity theft and to keep personal information safe (social security number, health information, debit card information, etc.) Grade 12 Register for Selective Service within 30 days of your 18th birthday. (Males) Register to vote after you turn 18. Finalize your plan for independent living and develop a personal budget (housing, food, leisure, transportation, etc.) Manage your physical health and mental health care Practice making your medical appointments and keep a record of your medications, etc. Update your Moving On Binder Teach student how to file taxes. student about the legal rights and responsibilities of an adult (18 years old.)