ROUNDTABLE DISCUSSION:
ROLE OF STATE LEGISLATURE IN SUPPORTING CAREER READINESS AND EMPLOYABILITY OF PEOPLE WITH DISABILITIES
Background.Recent research shows that career development plays a significant role in student success, academic achievement, and personal development. Career development consists of three skill domains: 1) self-exploration, 2) career exploration, and 3) career planning and management. Work-based learning provides practical and meaningful opportunities for youth to cultivate their skills in each of these areas. Yet, at times, schools focus on college readiness versus career readiness. Furthermore, lack of access to generic systems and appropriate accommodations and business owners’ concerns about Americans with Disabilities Act (ADA) and Fair Labor Standards Act (FLSA) requirements make it difficult for students with disabilities to access career development and readiness opportunities.
Data suggest that all students, regardless of career aspirations or disability status, benefit from opportunities to develop career awareness and acquire information about the world of work. It's critical that any education and career development plans, which may include things like individualized education plans (IEPs) and individual learning plans (ILPs),be coordinated and directly involve students, taking into account their interests, strengths, abilities, and accomplishments. Given individual differences and the personal nature of this process, students should be afforded opportunities to think broadly and take appropriate risks. In order to design and administer plans and programs that effectively engage students and meet their needs, education professionals—and others who interact with youth and their families—need appropriate knowledge and professional training.
Student success depends onnot only appropriate education and career development plans, but also meaningful family engagement.In fact, family involvementis one of the most important predictors of academic success for all students, and it should includethe provision of culturally-competent, timely information and technical assistance that providesfamilies with a better understanding of the education and career opportunities available to students.Involving families in each stage of the process is particularly important for youth and young people with disabilities, who may require additional support navigating both generic and disability-specific systems.
Challenges and Opportunities.Youth with disabilities are best positioned to succeed when generic policies, programs and systems are designed and implemented in a way that considers their needs and perspectives.However, the lack of uniformity across state and local systems can sometimes make this challenging. While some states have found ways to engage students early, the presence of deficiency-focused service delivery models, lack of meaningful inclusion and transition planning that begins too late leave otherstudents with disabilities at a disadvantage when it comes to entering the workforce, as they may not have sufficient time or opportunities to explore their strengths, interests, and abilities or gain relevant experience.
Furthermore, school districts and state agencies are often incentivized to focus on college readiness rather than career readiness. Many may be uncertain about the most effective means of engaging students and families. With a lack of resources available for staff development and capacity building in this area, some education professionals and othersstruggle to develop and implement effective education and career development plans. Policymakers can help ensure consistency and coordination across state and local policies, programs, and practices related to transition planning and family involvement. Devoting greater resources to staff development and understanding the needs and perspectives of the business community have the potential to enhance career development and work-based learning opportunities for students with disabilities. Education and disability professionals must work closely with the business community to ensure that students are provided with not only meaningful work-based learning opportunities, but also the necessary supports and accommodations to succeed in them.
The purpose of this Roundtable is to discuss the possible roles state legislatures may play in enhancing education and career development and work-based learning opportunities, as well as essential supports for youth and young adults with disabilitiestransitioning to postsecondary education or the workforce.In order to facilitate discussion at the Roundtable, we are sharing possible themes and examples of current policies adopted by states. These themes and examples are not meant to be comprehensive or exhaustive, only illustrative. These themes and examples are based on a review of reports prepared and research conducted by NCSL, NGA, and SEED regarding:
- Transition planning and work-based learning
- Professional development and capacity-building
- Access to generic services and systems, as well as supports and accommodations
- Guidance to businesses
TRANSITION PLANNING AND WORK-BASED LEARNING
- Transition planning begins early and includes students with disabilities.
Examples:
a)State legislative language (e.g., Kentucky) and policy directives (e.g., Arizona, Colorado, Connecticut, and Wisconsin) include students with disabilities in career readiness programs.
b)Transition youth with disabilities at an earlier age (currently 16 in accordance with IDEA) (e.g., Arizona, Colorado, and Wisconsin).
- Education and career development plans (as well as training and job opportunities)are developed and delivered in a coordinated manner that highlight students’ skills and abilities—and encourage family engagement.
Examples:
a)Youth with disabilities develop career and life goals, assisted by adults who are genuinely invested in seeing students succeed (e.g., Arizona, Colorado, and Wisconsin).
b)Comprehensive training provided for parents on a variety of topics (e.g., Maryland, Illinois, Massachusetts, Nevada,and Minnesota); topics include family awareness of the career development process, career opportunities, and relevance of education and post-secondary training to pursuing these opportunities (e.g., Arizona, Colorado, and Wisconsin).
c)Family members are permitted to use leave to attend parent teacher conferences and other functions (e.g., volunteering and school events) to ensure that parents are supported in their engagement efforts.
d)Families, including families with children with disabilities, serve as advisors when designing career and workforce development programs and strategies (e.g., Colorado, Minnesota, and Washington).
e)Easy-to-understand, culturally-sensitive materials as well as technology support for parents and families(e.g., Arizona, Colorado, and Wisconsin).
f)Collaboration between state and local educational agency and state vocational rehabilitation programs (e.g., Wisconsin).
PROFESSIONAL DEVELOPMENT AND CAPACITY-BUILDING
- Resources are devoted to staff development and capacity-building.
Examples:
a)Staff competencies developed around the design and implementation of evidence-based, accessible programs, and strategies (e.g., Colorado, Kentucky, and Wisconsin); education professionals are provided appropriate tools and supports to develop meaningful education and career development plans.
b)Use of evidence-based career development practices and research. (e.g., Arizona, Colorado, Kentucky, Washington, and Wisconsin).
c)Professional development that helps educators mentor all students, especially those with disabilities, and particularly students with the more significant disabilities (e.g., Kentucky).
d)Statewide training to teachers and school staff aligned to National Parent Teacher Association (PTA) standards for Family and School Partnerships.
ACCESS TO GENERIC SERVICES AND SYSTEMS, AS WELL AS SUPPORTS AND ACCOMMODATIONS
- Students have adequate access to generic services and systems as well as appropriate supports and accommodations.
Examples:
a)ILP programs and strategies that incorporate universal design for learning principles to ensure that all youth have access to fully engage in career development activities (e.g., Arizona, Colorado, and Wisconsin).
b)Guidance for quality work-based learning experiences that include youth with disabilities and addresses the provision of essential related services and supports to encourage full participation (e.g., Arizona, Colorado, and Connecticut).
c)Special education policies specify identified accommodations and supports that enable youth to make progress toward career and life goals (e.g., Arizona, Colorado, Connecticut, Kentucky, and Wisconsin).
GUIDANCE TO BUSINESSES
- Businesses have clear guidance on the ADA and FLSA, and student preparedness efforts align with business community needs.
Examples:
a)Programs include “soft skills,” such as self-awareness, self-regulation, self-motivation, persuasion and influencing, communications, conflict management leadership, strategic thinking, and problem solving (e.g., Arizona, Colorado, and Connecticut).
b)Two-year apprenticeship programs give juniors and seniors opportunities to participate in work-based learning and related coursework, often with college credit (e.g., Wisconsin).
c)Programs lead to a degree or certificate in a high-skill, high-wage and high-growth or emerging fields by fostering collaboration amongst stakeholders, articulated pathways, leveraging existing funding, and including a work-based learning component (e.g., Massachusetts and Wisconsin).
d)Guidance to businesses clarifying requirements under ADA, FLSA, and other laws (e.g., Colorado and Wisconsin), especially for businesses providingwork-based learning experiences.
e)Public-private partnerships through local workforce investment boards to connect schools and businesses (e.g., Oregon, South Carolina, and Wisconsin).
f)Brokered work-based learning opportunities (e.g., Oregon, South Carolina, and Wisconsin).
RESOURCES
- A Better Bottom Line: Employing People With Disabilities, Blueprint for Governors (2012-2013 Chair’s Initiative), a report prepared by the National Governors Association
- State Pathways to Prosperity Initiative, Council of State Governments (CSG)
- Engaging Families in Education, National Conference of State Legislatures (NCSL)
- Designing Statewide Career Development Strategies and Programs(2015), a report by the National Collaborative on Workforce & Disability for Youth [NCWD/Youth]identifying research and best practices related to career development and individualized planning—including policies and practices adopted by state legislatures and state agencies
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