In September 2011, the U.S. Dept. of Education provided revised guidance on secondary transition. Among the clarifications:

"The IEP for a child with a disability must, no later than when the child turns 16 (younger if appropriate), include:

(1) measurable postsecondary goals based upon age-appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills; and
(2) the transition services needed in reaching those goals.

Because employment is a distinct activity from the areas related to training and education, each student's IEP must include a separate postsecondary goal in the area of employment."
 

"The Summary of Performance (SOP) is to provide the child with a summary of the child's academic achievement and functional performance in order to assist the child to transition beyond high school. The SOP must include recommendations on how to assist the child in meeting his or her postsecondary goals. The IDEA does not otherwise specify the information that must be included in the SOP; rather, state and local officials have the flexibility to determine the appropriate content to be included in a child's SOP, based on the child's individual needs and postsecondary goals."

"Section 614(c)(5) of the IDEA does not require the LEA to include in the SOP the documentation necessary to determine a child's eligibility for another program or service, such as the State VR Services program, or the child's need for accommodations in college or in other postsecondary educational settings. However, the SOP may include information that may assist another program to determine a student's eligibility for services or accommodations. For example, section 102(a)(4) of the Rehabilitation Act of 1973, as amended, requires the State VR Services program to use information submitted by education officials to assist in making eligibility determinations for students with disabilities. The SOP is one of the educational records that may be used to provide information to determine a student's eligibility for VR services."

"In addition to providing information that may be used to determine a student's eligibility for VR services, the SOP serves as a functional document that provides the VR Services program with information describing a student's vocational, employment, academic and personal achievements as well as vocational and employment supports needed by the student."

"If determined to be eligible to receive VR services, the student, with the assistance of a VR counselor, develops an individualized plan for employment (IPE) to achieve a specific employment outcome. An SOP may facilitate the development of a meaningful IPE by providing information that describes the student's secondary and postsecondary goals, career interests, levels of academic performance, need for reasonable accommodations for work, and the functional levels of the student's social and independent living skills, at the time of completion of secondary education."

"In general, an SOP that informs the State VR Services program of the student's academic and vocational functional performance may minimize delays in the transition service delivery system and better prepare the student for a successful career."
 

(Source: U.S. Department of Education Q and A: Questions and Answers on Secondary Transition)

How DBTAC Can Help VR Improve Employment Outcomes is a toolkit to assist Vocational Rehabilitation professionals who work with employers and business to advance employment for people with disabilities. It includes training materials on the Americans with Disabilities Act.

The Employment First manual covers 40 key elements needed to support Employment First. It includes a self-assessment tool and an appendix of sample policies from around the U.S. The paperback version is available for $30; the online version (a download) is $25.

The Power of Digital Inclusion: Technology's Impact on Employment and Opportunities for People with Disabilities released by the National Council on Disability examines the importance of social media and other information technologies in connecting people to job opportunities. The report includes a review of six digital technologies that have "the potential to enhance social engagement; increase opportunities for workplace participation; heighten employment prospects; and/or create new employment opportunities for people with disabilities."

The Office of Disability Employment Policy (ODEP) recently launched its Integrated Employment Toolkit. The Toolkit offers a collection of resources, reports, papers, policies, fact sheets, case studies, and discussion guides to increase capacity and understanding about the value and potential of integrated employment. Specific sections target Employers, Community Employment Agencies, Individuals & Family Members, Policymakers and Researchers.

The Riot! has issued Part 2 of their two-part series on employment for people with intellectual and developmental disabilities. In this issue, they talk about what state leaders, policy makers, advocates and others all over the country are doing to promote real jobs.

In October, NCWD/Youth completed a three-part blog series on Youth and Registered Apprenticeships. In November, the blog featured Engaging Employers: Moving From a Handshake to Hands-On Opportunities for Youth. This post stresses the importance of building relationships with employers, especially in fiscally challenging times.

The Autistic Self-Advocacy Network (ASAN) has released Navigating College: A Handbook on Self-Advocacy Written for Autistic Students from Autistic Adults [PDF]. This guide covers accommodations, independent living, health and safety, self-advocacy, and social issues.