Counselor Tips: 
Summer is rapidly approaching. The school vacation months offer prime transition planning and preparation time. We generally encounter fewer scheduling conflicts with young VR consumers than during the school year; more jobs and work experiences are available; it gives youth a chance to test out assistive technology in the community and in work settings; families and young adults have more opportunity to connect with local resources; continued focus on transition helps prevent skill regression; and young adults can have FUN while preparing for the future!

Working toward having full days in the summer will prepare youth to have a full life after high school. Research shows that "...youth with severe disabilities who are meaningfully engaged in the summers between the ages of 14 and 22 could gain a combined total of 1 to 2 years of additional opportunities to further develop their employment, self-determination, social, and recreational skills, as well as establish relationships in the community" (Carter, Ditchman, Sun, Trainor, Swedeen, & Owens, 2010). Spring work experiences and teacher expectations for summer work are positive predictors of summer employment outcomes...a summer job can be included as part of the transition IEP (Carter, Ditchman, Sun, Trainor, Swedeen, & Owens, 2010).

Clearly the time to start is NOW. So how can VR Counselors partner with other agencies, schools, families and consumers to maximize transition planning and preparation during the non-school months?

Identify Student Needs

Has the student had any work experience?

- No, and the school doesn't offer it (try a general work experience)

- No, and the student is earning a diploma (consider a matched work experience before college)

- Yes, the student has had work experiences through school (pursue a summer job)

Age of student?

- Younger students: exposure to work; try various tasks and environments; learn job-related skills; begin thinking about self-management and self-direction

- Older students: clarify what they want to do for work; build skills in areas of interest; learn what features of an employment environment work and don't work

- 18-21-year-olds: paid positions; expand skills and tasks in areas of interest; experience an ongoing job

Conduct a Local Needs Assessment

�         Do schools offer off-site work experience?

�         If so, what does it look like?

�         If not, how can it be developed?

�         What other resources are available for young adults?

�         Is the local provider inside your agency or in community?

�         What have students been exposed to?

�         What partners should we connect with? (E.g., schools, Workforce youth projects, adult agencies such as CRPs and developmental disability service providers, friends, neighbors, family members, mental health counselors, case managers, habilitation aides...)

Promote Summer Transition Activities

�         Developing independence skills (encourage families to work with their child to set and achieve goals such as learning to prepare a meal, developing safety strategies, building skills through chores, practicing self-advocacy, etc.)

�         Testing AT in different settings, including the workplace (explore alternative support strategies such as written, picture or tech-based checklists; digital watches; cell phone alarms; iPod apps for prompts...)

�         Participating in summer camps and community recreation (to build self-esteem and skills, clarify interests, establish community connections, etc...Independent Living Centers are often great resources)

�         Attending classes or specialty programs (mobility and transportation training, mentoring through peers at the Independent Living Center, life skills workshops, self-advocacy classes, community/adult education classes, etc.)

�         Volunteering (tie this in with the young adult's interests and work with the volunteer coordinator/supervisor to target specific tasks, develop skills, and build in necessary supports)

�         Job shadowing (short-term observations based on student's interests)

�         Service learning/internship (structured, hands-on, paid or unpaid)

�         General, matched or customized work experience (Department of Labor guidelines must be followed; focus on conditions, interests and skills)

�         Summer job/self-employment (generally for youth who have had work experiences; wages paid directly to young person who performs standardized or customized work assignments)

What Can We Learn from Summertime Work-Related Activities?

�         What environments work/don't work?

�         What type of supervision works best?

�         What tasks work/don't work for this individual?

�         How does this young person learn most efficiently?

�         What are his/her support needs?

�         How does he/she interact with coworkers? Customers?

�         What support strategies are most effective?

�         What motivates/interests this young adult? 

�         What is the overall quality and pace of performance?

�         Are there other connections that can be made through this activity/experience?

Give yourselves and your transition-aged consumers a head start on the next school year...work collaboratively to create a summertime transition plan this spring! 

Transition Innovation:

If you want resources to help you do a better job while enjoying it more, get on the NSTTAC (National Secondary Transition Technical Assistance Center) Listserve. The Listserve sends out once weekly notices of upcoming events and new resources, plus you get the "money back guaranteed" newsletter. If for any reason you feel the newsletter does not help you with your transition-related job, NSTTAC will send you a gift certificate for a free lunch in your town. To join the Listserve, send a message to Larry Kortering korteringlj@appstate.edu or Pat Braziel  brazielpm@appstate.edu.

America's Promise Alliance, in partnership with the Peter G. Peterson Foundation, has released a free online curriculum titled $aving Our Futures: A Financial Responsibility Program for Young People. It is designed for youth in middle and early high school to teach them about financial responsibility, and to advocate for smarter money management in their homes, communities and from elected officials.  

Legislation/National News: 

Social Security: 
Social Security has released the 2011 Redbook. Download or bookmark this handy resource for SSI and SSDI eligibility requirements, accompanying health insurance, state supplemental payments if any, and formulas for determining the monthly payment amount.

Career Connection Series: Ready to Choose Work? You May Already Have a Ticket is a blog entry by Dan O'Brien, Acting Associate Commissioner, Office of Employment Support Programs, Social Security Administration, that describes the Ticket to Work program in layperson's terms. 

Featured Web Sites:

YouthRules! was launched by the U.S. Department of Labor in 2002 to increase public awareness of Federal and State rules concerning young workers. The web page provides quick access to information about Federal and State labor laws that apply to young workers, such as the hours youth can work, the jobs youth can do, and how to prevent workplace injuries. As VR Counselors develop and promote work experiences and paid employment for transition-age youth, it is critical they be knowledgeable about applicable labor laws and wage and hour regulations. Counselors may use the handy interactive map to directly access their State guidelines and ensure young workers have safe and rewarding work experiences. VRCs - bookmark these sites today for speedy future reference!

National Gateway to Self-Determination provides information about current best and evidence-based practices in enhancing self-determination in the lives of people with developmental and intellectual disabilities.

Autism NOW National Autism Resource and Information Center 

a national initiative of The Arc, offers resources and information for individuals with Autism Spectrum Disorders (ASD) and other developmental disabilities, their families, and other targeted key stakeholders.

The Virginia Commonwealth University Autism Center for Excellence website provides information on training activities, fact sheets, and summaries of journal articles on topics related to ASD.