Ask the Scholar
Document scope · 1 page
Scholar
Ask about this object, its catalog metadata, its source description, or the page inventory.
For page-specific OCR and visual context, open one of the page chats.
Scholar Source Context
Document identity
localId
24493770
label
ADA [Americans with Disabilities Act] [1]
core
doc
dtoType
document
citationUrl
pageCount
1
Source metadata
id
24493770
sourceUrl
contentType
document
title
ADA [Americans with Disabilities Act] [1]
citationUrl
collections
Records of the Domestic Policy Council (Clinton Administration)
Ann O'Leary's Files
imageCount
1
hasImages
yes
source
import
hasTranscription
no
Source extras
naId
24493770
levelOfDescription
fileUnit
otherTitles
42-t-7367480-20130436S-003-006-2015
recordType
description
ocrSource
nara-archive
Single page context
seq
1
pageIndex
0
type
document
mediaId
586374149ef553e1
ocrText
Clinton Presidential Records
Digital Records Marker
This is not a presidential record. This is used as an administrative
marker by the William J. Clinton Presidential Library Staff.
This marker identifies the place of a publication.
Publications have not been scanned in their entirety for the purpose
of digitization. To see the full publication please search online or
visit the Clinton Presidential Library's Research Room.
-
GLU:ADA
ADA
picture
U.S. Department of Justice
Civil Rights Division
- acorm a ECOL
Disability Rights Section
Enforcing the ADA:
Looking Back on a Decade of Progress
A Special Tenth Anniversary Status Report
from the Department of Justice
July 2000
This is a special edition commemorating the tenth anniversary of the enactment of the ADA. This report,
previous status reports, and a wide range of other ADA information are available through the Department's
ADA Home Page on the World Wide Web (see page 38).
Fle.ADA
Report from the
Subcommittee on
Expanding Employment
Opportunities for Young
People with Disabilities
TO THE
PRESIDENTIAL
Vichi v/
TASK FORCE
ON EMPLOYMENT
-
First Lady'e
-
OF ADULTS WITH
DISABILITIES
alen
Co-Chairs:
Sue Swenson, Commissioner
Administration on Developmental Disabilities
Department of Health and Human Services
Curtis Richards, Deputy Assistant Secretary
Office of Special Education and Rehabilitative Services
Department of Education
17
OF EDUCATION
UNITED STATES DEPARTMENT OF EDUCATION
MITED STATES of AMERICA
OFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES
The Honorable Alexis Herman
Chairwoman, Presidential Task Force on
Employment of Adults with Disabilities
The Honorable Tony Coelho
Vice-Chair, Presidential Task Force on
Employment of Adults with Disabilities
200 Constitution Avenue, N.W., Room S-2312
Washington, D.C. 20210
Dear Chairwoman Herman & Vice-Chair Coelho:
Under cover of this memorandum, we transmit the 1999 report to the President from the
Committee on Access to Employment and Lifelong Learning Subcommittee on Expanding
Employment Opportunities for Young People with Disabilities. We understand that this report
will be made available concurrent with publication of the full Task Force report in December.
The report contains a summary of current and planned activities and was drafted with the
assistance of Subcommittee members. It addresses school-to-work transition and other strategies
designed to improve young people's opportunities for success in the workforce.
We approve this report as written and submit it to you for publication and public use.
Sincerely,
Curtis Richards, Deputy Assistant Secretary
Sue Swenson, Commissioner
Office of Special Education and
Administration on Developmental
Rehabilitation Services
Disabilities, US Department of
Health and Human Services
600 INDEPENDENCE AVE.. S.W. WASHINGTON. D.C. 20202-2500
Our mission is to ensure equal access to education and to promote educational excellence throughout the Nation.
Mission and Goals
Background
The Subcommittee on Expanding Employment
Overview
Opportunities for Young People with Disabilities,
co-chaired by Sue Swenson, Commissioner of the
In its first report to President Clinton and Vice Presi-
Administration on Developmental Disabilities, and
dent Gore, the Task Force recognized the impor-
Curtis Richards, Deputy Assistant Secretary of the
tance of focusing attention on the issues facing
Office of Special Education and Rehabilitative Ser-
young people with disabilities. One of the recom-
vices, established the following mission and goals.
mendations in
The charge of the Subcommittee is to:
states:
1. Review and analyze current data on the status
The Administration should work with States,
of young people, with and without disabilities,
communities, schools and others to assist young
transitioning from adolescence to adulthood
people with disabilities with the tools they need
and the world of work.
to believe in themselves and to pursue positive
futures; to avoid teen pregnancy, substance abuse
2. Identify and promote effective practices that
and other risk behaviors; to finish high school
assist young people with disabilities in successful-
and go on to college or work; to take full advan-
ly transitioning from adolescence to employment.
tage of school-to-work and community and
3. Review and analyze current legislative authorities
national service opportunities; to experience,
and programs that affect young people with dis-
learn from, and build on early life successes; and
abilities, and make recommendations for the
to assume positive control and responsibility for
their individual lives and futures.
alignment or improvement of Federal programs
that ensure successful transition of young people
With this recommendation, the Task Force called
with disabilities to employment.
for an end to the expectation that yet another gen-
The goals of the Subcommittee are to:
eration of young people with disabilities would
stay out of the workforce and become dependent
1. Identify and eliminate Federal policies that are
on public assistance programs. Therefore, the lead-
barriers to employment for young people with
ership of the Task Force created the Subcommittee
disabilities.
on Expanding Employment Opportunities for
Young People with Disabilities as a subcommittee
2. Make recommendations that promote effective
of the Committee on Access to Employment and
Federal policies and eliminate policies which are
Lifelong Learning.
barriers to employment.
Definition of Terms
3. Develop an action plan that leads to a coordinat-
ed and aggressive national strategy to ensure that
At the Subcommittee's first meeting, the breadth of
young people with disabilities enter the work-
issues to be considered seemed daunting. Before
force at comparable rates and pace as their non-
shaping a specific charge, members of the Subcom-
disabled peers.
mittee believed it necessary to begin by defining the
key terms that would guide its work: Who is the tar-
4. Develop recommendations for influencing State
get audience? What is meant by transition and
and local policy and practice for young people
employment? The following common definitions
with disabilities and chronic health conditions in
were developed:
achieving employment.
Subcommittee on Expanding Employment Opportunities for Young People with Disabilities
19
Young People: The focus of the Subcommit-
tion services in the transition process for young
tee's work will be on young people between 14
people with disabilities.
and 25 years old. However, it is important to
remember that young people begin thinking
Research focusing on progress toward these goals
about work at much earlier ages. It is not
has revealed both troubling and encouraging indica-
uncommon for elementary and middle-school
tors relating to transition from adolescence to adult-
students to emulate adult role models and aspire
hood and the world of work. Data generated
to their professions. The Subcommittee believes
through research, especially longitudinal research,
that its work will occasionally address issues
illustrate both areas of progress and need. The Sub-
related to people younger than high school age.
committee reviewed a series of research and policy
studies and conducted a series of "listening sessions"
Transition: For the work of the Subcommittee,
with stakeholders.
transition is defined as the movement of young
people with disabilities into employment. Activi-
First, the Subcommittee examined the draft results
ties promoting this movement must be based on
of a review conducted in 1996 by the White House
an individual's self-determined preferences and
Domestic Policy Council on transition policy, titled
interests. These activities should include, but not
School-to-Work Transition: Disability Policy Review.
be limited to, lifelong learning, community expe-
The Subcommittee also reviewed data from the
riences, and the development of a career path,
Department of Education/Office of Special Educa-
health and wellness, and other post-school and
tion Programs' 1993 National Longitudinal Transi-
adult living objectives. To accomplish this, it
tion Study, data analyses of beneficiaries from the
may be necessary to consider supports, related
Social Security Administration, and the Department
services, and other issues including: evaluation;
of Education's participation rates of students with
planning; reasonable accommodations; access to
disabilities in postsecondary education.
adequate health care and insurance coverage;
income supports; vocational training and rehabili-
The Subcommittee sponsored and participated in a
tation; service learning; school-, work-, and com-
series of "listening sessions" to solicit input from
munity-based experiences (paid and unpaid); and
young people with disabilities, their families, educa-
assistive technology.
tors, service providers and others about barriers
faced by young people with disabilities transition-
Employment: For the work of the Subcommit-
ing from adolescence to adulthood and work.
tee, employment is defined as regular engage-
These included a Town Hall meeting in Los Angeles
ment in skilled activities for payment.
sponsored by the Task Force, a roundtable discus-
sion hosted by the National Council on Disability, a
Policy Issues
Youth Policy Forum sponsored by the Social Securi-
ty Administration and the National Institute on Dis-
The Americans with Disabilities Act of 1990 (ADA)
ability and Rehabilitation Research, a luncheon dis-
identifies equality of opportunity, full participation,
cussion at the National Council on Disability's
independent living and economic self-sufficiency as
Youth Leadership Forum, and a meeting of the
key goals for persons with disabilities. Similarly, the
Healthy and Ready to Work Federal Interagency
Individuals with Disabilities Education Act (IDEA)
Work Group. During the course of its work, the
aims to "stimulate the improvement of the vocation-
Subcommittee plans to continue its participation in
al and life skills of students with disabilities to
these types of "listening sessions" to ensure that a
enable them to be better prepared for transition to
broad base of input is incorporated into the work
adult life and services." The reauthorization of the
of the Task Force.
Rehabilitation Act in 1998 echoed these goals by
incorporating IDEA's definition of transition servic-
From these activities, several patterns emerge which
es and increasing the focus on vocational rehabilita-
should be considered for future policy develop-
ment. First, the population of young people with
20
Presidential Task Force on Employment of Adults with Disabilities Committee Reports
disabilities is growing and becoming more diverse.
between the ages of 18 and 25 currently receive SSI
For example, according to the Census Bureau, there
benefits. Of those, only 10 percent report some
are 25.1 million Americans between the ages of 15-
form of work activity. Each year, 16,000 18-year-olds
21 years of age, 12.1 percent of who have a disabili-
and 56,000 individuals between 19 and 25 years of
ty or chronic health condition. Among 95 million
age are approved for SSI benefits. In addition, data
people between the age of 24-44, almost 15 percent
from the U.S. Census Bureau indicate that almost 80
have a disability.
percent of individuals ages 22-44 who do not have
disabilities have private insurance coverage, three
More importantly, this population is growing much
percent have public insurance and 17 percent are
more diverse, with significant rises expected in the
uninsured. In contrast, in the same age group,
numbers of African, Native, Asian and Hispanic
among individuals with disabilities almost 58 per-
Americans with disabilities. According to data from
cent have private coverage, 22 percent have public
the Survey of Income and Program Participation
insurance and almost 20 percent are uninsured.
(1993), an ongoing, nationally representative panel
survey of the economic status of the non-institution-
Data indicates that many young people with disabili-
alized, civilian population living in the U.S., the over-
ties are dependent on Federal income support and
all rate of disability is highest for Native Americans
public health insurance benefits. Promoting greater
(21.9%), followed closely by African Americans
self-sufficiency among beneficiaries cannot be
(20.0%), whites (19.7%), Hispanics (15.3%), and
achieved without eliminating work disincentives.
Asians and Pacific Islanders (9.9%).
The possibility of losing health insurance and other
crucial benefits discourages many from seeking
For women with disabilities, the situation is worse.
work. Further, for those who are employed, oppor-
Of the total population of adults with disabilities,
tunities to increase wages and earnings may be
men are twice as likely to be employed, are more
avoided for fear of losing these benefits. As the sys-
likely to work full-time, and, on average, receive high-
tem currently exists, many potential workers remain
er wages. The barriers faced by all women in the
unemployed and dependent, not because of laziness
workplace are compounded for women, of all ages,
or indifference, but because working is simply not
with disabilities. The "double discrimination" of being
in their best economic or medical interests.
a woman with a disability is evident in all aspects of
employment, including the employment-related pro-
Third, technology is transforming opportunities for
grams provided to individuals with disabilities.
young people with disabilities. Assistive technolo-
gy, distance learning, and the Internet are among
Second, access to health care, insurance coverage,
the technological innovations that are significantly
and income supports present barriers to employ-
transforming the workplace and lifelong learning
ment for young people with disabilities. While rapid
opportunities for young people with disabilities,
advances in medical science have enabled over 90
and will continue to do so at a rapid rate into the
percent of children born with special needs to
next century.
reach adulthood, youth with special health care
needs are much less likely than their non-disabled
Fourth, education, vocational rehabilitation, and
peers to finish high school, pursue postsecondary
workforce development efforts are signaling the
education, get jobs, or live independently. Few coor-
transformation of programs designed to serve peo-
dinated services have been available to assist them
pie with disabilities. Nowhere is this trend more
in their developmental transitions from school to
noticeable than in policies dealing with young peo-
work, home to independent living and pediatric-
ple with disabilities. In the education arena, for
based care to adult-based care.
example, the trend is toward increasing expecta-
tions and academic skills, and including young peo-
Current Supplemental Security Income (SSI) and
ple with disabilities in all aspects of general educa-
Medicaid benefit systems also create barriers to
tion reform, as reflected by the Individuals with
employment. Nearly 600,000 young people
Disabilities Education Act Amendments of 1997,
Subcommittee on Expanding Employment Opportunities for Young People with Disabilities
21
Goals 2000, Improving America Schools Act, and the
The IDEA Amendments of 1997 further strength-
School-to-Work Opportunities Act.
ened transition programs. For example, the law
emphasizes the need for transition planning to
Another example of the general systems reform
begin earlier (at age 14) and mandates that young
trend is demonstrated by the Workforce Investment
people know their rights and exercise self-determi-
Act of 1998 (WIA). The WIA brings a new emphasis
nation and choice in program selection and design.
on how youth are served within the workforce
This is critical as findings from the Office of Special
development system. WIA's major services for young
Education Programs' monitoring of State educational
people include: (1) the establishment of local youth
systems show a frequent lack of transition planing
councils; (2) comprehensive services based on indi-
in the Individualized Education Program (IEP)
vidualized assessment; (3) youth connections and
process. As a result, too many young people never
access to the One-Stop Career Center system; and (4)
receive the counseling, career education, vocational
performance accountability. The Department of
training, assistance in obtaining adult health care,
Labor's publication, The Workforce Investment Act of
and adequate insurance and other services they
1998: A Vision for Youth, specifically mentions
need to make successful transitions from school to
young people with disabilities as a specific target
work, or school-to-college-to-work
population under WIA. Federal policy efforts must
ensure that young people with disabilities are includ-
We also know that as the level of education rises, so
ed in the opportunities that WIA presents.
does labor force participation, and these rates
increase much more sharply for people with disabil-
In addition, as a part of WIA, the Rehabilitation Act
ities than those without disabilities. For example,
was amended with increased attention focused on
among people 25-64 years of age who have a dis-
transition. In addition to adding a definition for tran-
ability, only 16 percent of those with less than 12
sition services, WIA mandates that State vocational
years of education are working or looking for work.
rehabilitation plans include coordination with
The rate rises to 27.3 percent for those who com-
responsible State education officials to facilitate the
plete 12 years of school, increases again to 40.9 per-
transition of youth with disabilities from education
cent for those with 13 to 15 years of education, and
to vocational rehabilitation services. State plans
reaches 50.6 percent for people with 16 or more
must include interagency agreements that provide
years of education. Increasing academic skill expec-
information about technical assistance for education
tations and expanding lifelong learning opportuni-
agencies, personnel training, agency financial
ties are critical aspects of future success for young
responsibilities, outreach, and student identification
people with disabilities.
policies and procedures.
The transition needs of young people with disabili-
Fifth, there is a tremendous need to improve plan-
ties require appropriate services according to indi-
ning and delivery of transition services. While some
vidualized needs. However, data show that con-
individuals with disabilities appear to have better
sumer-driven services are elusive:
transition outcomes, others do not. According to
Only a third of young people with disabilities
the Department of Education, 20 percent of young
adults with disabilities do not graduate from high
who need job training actually receive such
school, compared to 9 percent of young adults with
training.
no disabilities. Approximately 23 percent of young
Only a fourth of young people who need life
people without disabilities have graduated from col-
skills training, tutoring, interpreting or personal
lege, as compared to less than 10 percent of young
counseling receive these services.
people with disabilities and only 6 percent of young
Contacts with vocational rehabilitation agencies,
people with significant disabilities. Youth and young
postsecondary institutions, job placement pro-
adults with severe emotional disturbances, for exam-
grams, employers, social service and mental
ple, experience particularly poor outcomes.
health agencies are substantially less frequent for
students with serious emotional disturbances.
22
Presidential Task Force on Employment of Adults with Disabilities Committee Reports
Within three to five years after exiting school
Department of Education
more than half of all young people with emo-
tional disturbances are arrested at least once.
The absence of needed services and the bleak out-
comes of many young people underscore the need
Transition Technical Assistance. The National
for effective policies and programs. How to improve
Transition Alliance (NTA) has identified promis-
service delivery for all young people with disabilities
ing programs and practices from across the
is therefore a fundamental policy question.
country which promote the transition of youth
with disabilities towards desired post-school out-
Students with disabilities want better education and
comes. The NTA provides technical assistance to
training opportunities to help them prepare for
School-to-Work State grantees and disseminates
employment and independent living. To keep pace
information regarding transition and school-to-
with the ever increasing technical skills required by
work issues nationwide.
the job market, more individuals with disabilities are
taking advantage of postsecondary education than
ever before: In 1978, the percentage of full-time col-
lege freshman reporting disabilities was 2.6 percent;
in 1991, this figure more than tripled to 8.8 percent.
Model Demonstration. Since 1985, OSEP has
Still, there is much room for improvement.
funded over 300 secondary education model
demonstration and outreach projects that
Studying progress and pitfalls helps us better under-
develop, implement, evaluate, and disseminate
stand the complexities of transition for young peo-
new or improved approaches for serving the
ple with disabilities. By learning from these, educat-
needs of students in high schools, and empha-
ed choices may be made to improve transition
size school-based learning activities that are
service delivery and to assist all young people in
linked to occupational skills standards and chal-
attaining the national goals. The needs of young
lenging academic standards.
people with disabilities transitioning from adoles-
cence to adulthood are great. Issues of coordina-
Self-Determination. Another of OSEP's sustained
tion, accountability and access must be addressed to
efforts is in the area of self-determination. This
promote positive transition outcomes, and the Fed-
effort has demonstrated that, with appropriate
eral government's leadership role must be asserted
guidance, students are clearly capable of partici-
to ensure that all means all.
pating in planning and decision-making regard-
ing their futures. Self-determination is the ulti-
If post high school academic and employment out-
mate goal of education.
comes are to improve, effective transition strategies
and activities must occur for all young people with
Systems Change. In 1991, OSEP initiated a spe-
disabilities. Only then will the goals of equal oppor-
cial grants program, specifically intended to
tunity, full participation, independent living, ade-
make available one-time, five-year grants to indi-
quate health care and insurance coverage and eco-
vidual States for the purpose of establishing
nomic self-sufficiency become a reality.
responsive State systems that address the school-
to-work transition needs of young people with
disabilities. These grants are intended to assist
Current Activities
States in developing effective strategies and pro-
The Subcommittee's initial task was to share infor-
cedures for implementing new requirements for
mation among the participating agencies in order to
transition services included in the IDEA Amend-
identify innovative programs and practices, possible
ments of 1997. To date, each State has received a
duplication, and gaps. The following briefly summa-
five-year systems change grant.
rizes current agency activities:
Subcommittee on Expanding Employment Opportunities for Young People with Disabilities
23
Information Dissemination: OSEP funds the
the effectiveness of those services, reduce job-
HEATH Resource Center, the national clearing-
lessness in Indian communities and serve tribally
house on postsecondary education for individu-
determined goals consistent with the policy of
als with disabilities, to assist in the transition
self-determination. More recently, the "Section
from school to college.
121 projects" (formally known as Section 130
under the Rehabilitation Act of 1973 as amend-
ed) have sought to reduce the continuing high
rates of unemployment on reservations. Data
Systems Change. Building on lessons learned
from 1996 shows that RSA funded 32 projects.
from the OSEP Transition Systems Change proj-
In 1999 RSA expected to provide 28 additional
ects, RSA recently funded State Systems Change
grant awards, which may include successful con-
projects focusing on improved employment out-
tinuing, as well as new projects.
comes for individuals with disabilities. These
RSA also supports Capacity Building for Tradition-
projects address the systemic barriers that per-
sons with disabilities face when seeking employ-
ally Underserved Populations, another program
to improve services provided under the Rehabili-
ment, particularly those who participate in
Social Security programs. Most of these six proj-
tation Act. This program targets services provid-
ed to individuals from culturally diverse back-
ects include emphases on youth and young
adults with disabilities.
grounds, and provides outreach and technical
assistance to Indian tribes and other entities
Special Projects. A number of RSA's special proj-
working with culturally diverse groups to
ects target youth and young adults with disabili-
enhance their capacity and promote their partici-
ties. For example, Project RISE in Spring Lake
pation in activities funded under the Rehabilita-
Park, Minnesota has developed a transition and
tion Act. The 12 recent awards provided grants
supported employment model program for tran-
to State and public or private nonprofit agencies
sitioning students that addresses their employ-
and organizations, including Indian tribes and
ment and independent living needs. The model
historically black or Hispanic institutions of high-
emphasizes coordination among businesses and
er education serving traditionally underserved
State and local agencies that provide transporta-
racial and ethnic groups.
tion, mental health services, and employment
services for students with disabilities. Partners
for Youth With Disabilities, Inc. of Boston, Massa-
chusetts has an entrepreneurship program for
Rehabilitation Research and Training. NIDRR
youth with disabilities using a multi-tiered
supports Rehabilitation Research and Training
approach of classroom instruction, mentorship,
Centers (RRTC) that directly and indirectly ben-
and business community development in order
efit transitioning young people with disabilities.
to assist youth with disabilities in transition.
Some of these focus on mental illness, support-
ed employment, community living, and employa-
Attention to Diverse Needs. RSA has provided
bility. The RRTC at the University of Hawaii, the
support for persons from diverse racial and eth-
National Center for the Study of Postsecondary
nic groups, as demonstrated by implementation
Educational Supports, focuses specifically on
of the Indian Employment, Training and Related
postsecondary educational supports for students
Services Demonstration Act of 1992. This was
with disabilities.
one of two major programs designed to address
the high rates of unemployment for American
Indians with disabilities. The initial program
Demonstration Projects. OSERS and OPE have
demonstrated how Indian tribal governments
provided important technical assistance to shape
could integrate the employment, training and
the new "Demonstration Projects to Ensure Stu-
related services they provide in order to improve
24
Presidential Task Force on Employment of Adults with Disabilities Committee Reports
dents with Disabilities Receive a Quality Higher
builds on these successes and also includes the
Education." This $5 million program focuses on
Gear Up Program, designed to increase early
the development of education models for stu-
awareness and encourage all students to aspire
dents with disabilities, and at least two awards
towards postsecondary education.
will target the needs of students with learning
disabilities specifically. Activities include devel-
Department of Labor
oping innovative teaching strategies (including
Youth Opportunity Grants. The Employment
distance learning and assistive technology), syn-
and Training Administration (ETA) will award
thesizing research, professional development and
competitive grants under the Youth Opportuni-
training, evaluation, and dissemination. The over-
ty initiative in January 2000. The Workforce
all purpose of these demonstrations is to
Investment Act specifies that Youth Opportunity
increase postsecondary faculty awareness and
grants are to be used to increase the long-term
preparedness so that students with disabilities
employment of youth who live in empower-
receive the accommodations and supports neces-
ment zones, enterprise communities, and high-
sary for quality educational experiences.
poverty areas. These projects will develop high-
Attention to Diverse Needs. The population of
quality programs that help individual youth find
young people with disabilities is growing much
better jobs and increase their educational attain-
more diverse. While significant rises are expect-
ment, and achieve community-wide increases in
ed in the number of Asian and Hispanic Ameri-
youth employment rates and educational attain-
cans with disabilities, increased attention will
ment. Young people with disabilities are includ-
also need to be given to the needs of African
ed in the target population to be served by
American and American Indian youth with dis-
these grants.
abilities. High school counselors, teachers, other
Demonstration Projects. DOL's 15 Disability
staff and community members must be prepared
Employment Grants spur innovation, coordina-
to provide culturally appropriate guidance to
tion and quality outcomes for improving employ-
these students, as they provide guidance and
ment outcomes for individuals with disabilities.
access to resources that will facilitate successful
Many of these projects address the needs of
transition to postsecondary education for all
youth and young adults with disabilities.
young people. Support has historically been pro-
vided to students from diverse cultural groups,
Department of Health and Human Services
students with disabilities, and disadvantaged stu-
dents through special programs designed to ben-
efit underserved populations. Recent Federal leg-
islation provides additional assistance through
the Higher Education Amendments of 1998
Healthy and Ready to Work (HRTW). The
(HEA). The intent of HEA is to improve outreach
HRTW initiative (1) focuses on young people
to students and strengthen linkages to employ-
with special health needs and the transition to
ment and secondary education programs. HEA
adulthood and (2) promotes wellness and
also continues to improve educational opportu-
improved access to appropriate health care. This
nities through the TRIO Programs (Educational
includes moving from the pediatric to adult
Opportunities for Low-Income and Disabled
health care system and reducing health crisis
Americans) and the Fund for the Improvement
episodes so youth can optimize their transition
of Postsecondary Education (FIPSE) programs.
from secondary to post-secondary education,
The FIPSE and TRIO programs (including
employment, and self-sufficiency. Through
Upward Bound and Talent Search) have
HRSA's Special Projects of Regional and National
improved educational opportunities for all stu-
Significance funding mechanism, MCHB has
dents, including opportunities that focused
implemented nine demonstration projects
specifically on students with disabilities. HEA
Subcommittee on Expanding Employment Opportunities for Young People with Disabilities
25
addressing transition for young people with spe-
250 young people (aged 15 to 17) per year will be
cial health care needs and funded a national cen-
examined soon after their supplemental security
ter to provide technical assistance to the projects
Income (SSI) disability review process is completed.
and to State programs, and to promote intera-
After conducting enhanced assessments, the partici-
gency partnerships on the Federal level.
pants will be referred to the State Vocational Reha-
bilitation agencies, the Department of Labor employ-
The projects are reporting outcome information
ment programs (in particular the school-to-work
in categories corresponding to six national MCHB
system), Department of Health and Human Services
performance measures that assess the health and
programs, and other agencies for services and inter-
well-being of children with special health needs,
ventions, as appropriate. From this three year pilot
including issues such as employment status,
project, SSA will examine the impact of an early and
access to a medical "home" (not a place, but a sys-
more proactive approach on the successful transi-
tem of services that is community-based, cultural-
tion of young people from school, and the SSI rolls,
ly competent, comprehensive and continuous)
to work. SSA expects this initiative to: inform young
and a source of health insurance.
people and their families about work incentives and
work; motivate and assist them in transitioning to
work; increase independence and decrease depend-
ence on public benefits; and inform SSA operations
Data Collection. ADD funds three ongoing data
and policy development.
centers, one of which provides comparative
data by State on costs and outcomes associated
President's Committee on Employment
with the employment of people with develop-
of People with Disabilities
mental disabilities.
The President's Committee operates four youth-
focused programs designed to foster both the career
Employment and Temporary Assistance to
development and leadership skills of young persons
Needy Families. ADD funded a three-year techni-
with disabilities.
cal assistance project to improve access to
employment under TANF for people with devel-
Workforce Recruitment Program. Each year,
opmental disabilities.
trained recruiters are sent to approximately 140
colleges and universities, all across the country,
Self-Determination. A three-year nationwide
to interview over 1,500 college students with
project to improve self- determination for per-
disabilities. Each student interviewed is evaluat-
sons with developmental disabilities has been
ed and a descriptive narrative is prepared. In the
funded by ADD.
early spring of each year, a listing of all these stu-
Family Support. ADD funded 22 States (over $4
dents is released to employers who either have
million) to establish Family Support Systems
pledged to hire these students for paid summer
Change projects to develop a comprehensive sys-
internships, or who are actively recruiting job
tem of family support services. The projects
applicants with disabilities for both paid sum-
focus on helping children achieve independ-
mer internships or full-time employment. This
ence, productivity, inclusion, and integration by
program is designed to facilitate contact
ensuring that families are supported in raising
between college students with disabilities and
their children with disabilities at home.
interested employers.
Social Security Administration
High School/High Tech (HS/HT). There are
presently over 60 HS/HT programs in 20 states
In 1999, SSA announced a new, three year pilot proj-
across the country. HS/HT is an enrichment activ-
ect, known as the "Youth Continuing Disability
ity designed to provide special education stu-
Review Initiative," in which the particular needs of
dents with experiences, mentors and paid intern-
26
Presidential Task Force on Employment of Adults with Disabilities Committee Reports
ships in technology-related occupations. Through
for young people with disabilities (see "Future
these activities, students are challenged to
Issues," below).
expand their ambitions and to seek post-second-
ary education as well as careers in technology-
1.
he Sub-
related fields. Local HS/HT programs represent a
committee will work to expand existing Federal
coalition of community organizations, employers
government internship opportunities for young
and school systems, all working together to pro-
people with disabilities, such as the Workforce
vide these activities. HS/HT is a dramatic way to
Recruitment Program for People with Disabili-
break down stereotypes and to offer an extracur-
ties and the High School-High Tech Program,
ricular activity that affords students alternative
both run by the President's Committee on
ways to find their potential.
Employment of People with Disabilities. Other
opportunities should also be expanded for
Youth Leadership Forums. In the summer of
young people with disabilities, such as the Presi-
2000, 25 state-level conferences for high school
dential Management Internship Program, White
age students with disabilities are being planned
House and other agency fellowships and intern-
to provide each state's participants with career
ships, and the high school summer intern jobs
and leadership skills development. Participating
program. In addition, we recommend that pub-
students are afforded the opportunity to share
lic-private sector partnerships be created to
experiences and ideas with other students with
develop new internship opportunities and to
disabilities and, thereby, grow in self-awareness
expand existing internship opportunities for
and community spirit. The goal of this effort is to
young people with disabilities with an emphasis
impact these students' futures as well as prepare
on leading technology industries.
the next generation of disability leaders. The five-
year goal of this annual program is to bring this
2.
program to each of the 50 states.
The Subcommittee is developing an
initiative to stimulate higher participation rates
National Youth Leadership Conference. With the
of young adults with disabilities in postsec-
support of key federal agencies, the President's
ondary education. This will be done, in part, by
Committee holds an annual National Conference
emphasizing the need for lifelong learning for
in Washington, D.C. This four day program is led
people with disabilities, stimulating greater par-
by young people with disabilities and offers
ticipation of vocational rehabilitation consumers
them programming in the areas of civil rights,
in postsecondary education, and focusing inten-
empowerment and career planning.
sive efforts on young people who receive Social
Security and Supplemental Security Income (SSI)
disability benefits.
Recommendations
3.
The Subcommittee recommends that the Social
Subcommittee
Security Administration explore fiscally sound
Recommendations
options for regularly increasing the Substantial
Gainful Activity (SGA) level, with an emphasis on
The Subcommittee, recommends the following six
young adults with disabilities transitioning into
actions be addressed by Federal agencies or funding
employment. We also recommend that SSA pur-
sources. These recommendations can be imple-
sue necessary legislative and regulatory changes
mented through budget authority or by interagency
to increase the age limit and the amount of the
work groups. The Subcommittee will continue to
SSI. Student Earned Income Exclusion.
examine policy options and to formulate recom-
mendations to align and improve Federal programs
4.
The Subcommittee will work to
Subcommittee on Expanding Employment Opportunities for Young People with Disabilities
27
coordinate and expand a Federal interagency
disabilities, who were charged with taking the
National Youth with Disabilities Leadership
results of the conference and making policy recom-
Development Program funding priority.
mendations to the conference sponsors.
5.
The Youth Policy Work Group submitted a proposal
The Subcommittee recommends the
for a "Voluntary Social Insurance Life Voucher Sys-
inclusion of a target goal for Healthy People 2010
tem," a consumer-controlled vehicle for accessing
dealing with young people with disabilities and
needed supports for maximum independence. This
transition. Medical practices and health care
includes, but is not limited to, education (elemen-
services must be delivered in a way that empow-
tary, secondary and postsecondary), access to ade-
ers young people to take progressively increasing
quate health care and insurance coverage, employ-
control of managing their own health care.
ment, housing, transportation, income supports, and
technology and assistive devices.
6.
The Subcommittee is
The Voluntary Social Insurance Life Voucher System
examining strategies to coordinate various
would be a program in which young people volun-
research projects being implemented by agen-
tarily apply and are given the opportunity to write
cies. These include the Department of Educa-
their own budgets and ongoing "future plans" for
tion's second National Longitudinal Transition
their needed supports. In these plans, individuals,
Survey, the Social Security Administration's sur-
possibly with the assistance of others, would look at
vey of children who receive SSI, and the Depart-
(1) what supports they will need annually, and (2)
ment of Labor's military aptitude study and
what supports they could acquire on their own
youth opportunity study. The Subcommittee
which would require no financial assistance, such as
believes it important to assure that these surveys
a circle of support from friends and family. Individu-
are asking the appropriate research questions in
als would submit their proposals for the dollars of
order to help policymakers better understand
services they would require to be equal to non-dis-
the barriers faced by young people with disabili-
abled peers. The financial portions could include
ties. The differing goals and strategies for devel-
educational supports, housing and transportation,
oping these surveys will affect the degree to
vocational training and support, access to adequate
which such coordination can be achieved. Nev-
health care and insurance coverage, as well as any
ertheless, interactions between sponsoring agen-
other supports necessary to achieve an ultimate
cies will enhance the effectiveness of the surveys
goal of self sufficiency.
in answering important questions for young peo-
ple with disabilities.
Once a plan is approved, it would be managed by
the person with a disability. If there were any
Youth Policy Work Group
changes, amendments could be made through quar-
terly reviews. The benefit of this idea is that it
Recommendation
would have positive effects on the competitive mar-
Of specific import to the work of the Subcommit-
ket. For example, education would be forced to
improve when individuals could take their dollars
tee was input from young people. For example, sig-
and receive education at the institution of their
nificant input was obtained from the annual Social
choice at any age.
Security Administration and NIDRR employment
conference in July 1999. This conference, which
Plans could be contained in a "credit card" in
the Subcommittee co-sponsored, focused primarily
which individuals access their money, as well as
on issues related to transitioning young people
look at their long-term life plan budget and narra-
with disabilities to adult health care, employment
tive. The Youth Policy Work Group believes that
and independence. One of the major activities of
this system could possibly be maintained by a cor-
the conference was to create a Youth Policy Work
porate entity, such as Visa or MasterCard, in lieu of
Group, comprised exclusively of young people with
28
Presidential Task Force on Employment of Adults with Disabilities Committee Reports
the existing social service system. The existing sys-
Future Issues
tems (e.g., Social Security, Vocational Rehabilitation,
Public Health, Medicaid, Public Assistance, Special
The Subcommittee has developed a growing list of
Education) would work together to assist individu-
issues to devote its attention, and that of the Task
als in identifying the dollar amounts and supports
Force, over the next three years. As a follow-up to
to create successful life plans which are flexible
this report, the Subcommittee will develop a plan
and change over time. Additionally, these systems
for addressing these critical issues:
would pool program dollars into a common fund
in which there was one application. Eligibility for
Research
different supports would be based on medical and
Coordinate interagency research agenda, such as
financial needs.
longitudinal studies.
This proposed model changes the direction of pro-
Examine and synthesize "Best Practices" and
grams that "take care of" individuals by using public
study the use of social marketing to design an
financial supports for a lifetime. Supports would be
awareness campaign to publicize and to replicate
only those that were necessary and useful toward
proven practices.
the person's ultimate life goals. All individuals
would have to give back to this system, possibly
Policy Development
when reaching a certain age, by being engaged in
meaningful work activity, whether paid or volun-
Examine and develop a "Memorandum of Under-
teer. Since work activity in this model is mandato-
standing" between the Department of Education,
ry, it would operate under the assumption that all
Department of Labor, the Social Security Adminis-
people can contribute to their communities. When
tration, Administration on Developmental Disabil-
a person acquires paid employment, premiums
ities, the Health Resources and Services Adminis-
would be paid into the voucher system.
tration, and the Substance Abuse and Mental
Health Services Administration for policy guid-
The Youth Policy Work group believes that this sys-
ance and coordination to State and local agencies
tem would support and encourage people to work
regarding youth transition services and programs.
and contribute to their communities, as well as
achieve valuable experience toward chosen life
Investigate how implementation and monitoring
goals. Under this model, all individuals would have
efforts at the Federal level will strengthen
to show productive activity. Life plans and personal
enforcement of existing laws, including Title V of
activity would need to display a commitment
the Social Security Act, IDEA and the Rehabilita-
toward achieving self-sufficiency. This system is an
tion Act, and how these efforts can assist States
investment in people and their futures, not only by
in strengthening enforcement at the local level.
the system but by the individuals involved. Every-
one is vested in the ultimate outcome: productive,
Develop a comprehensive initiative focused on
tax-paying citizens.
young people in foster care receiving SSI bene-
fits to expand the Federal Independent Living
While this proposal raises as many questions as it
Program, offer economic support, provide access
answers, it reflects the frustrations, fears and values
to adequate health care and insurance coverage,
of today's young people with disabilities. The Sub-
and create a transitional living program.
committee believes it is significant that so much of
the Youth Policy Work Group's proposal focuses on
Create a fiscally sound grants/budget initiative
the themes of system collaboration and coordina-
within the Departments of Health and Human
tion, self-direction, consumer control and choice.
Services, Education, and Labor, and the SSA to
increase the delivery of assistive technology,
including state of the art computer equipment,
to transition-age students.
Subcommittee on Expanding Employment Opportunities for Young People with Disabilities
29
Formalize the Healthy and Ready to Work Feder-
range of work-based learning opportunities for
al Interagency Work Group through a Presiden-
high school and college students with disabilities
tial Directive or legislative change, with clear
during the academic year by enhancing existing
responsibilities and authority for the appropriate
Federal government work-based learning pro-
Federal agencies to work together around the
grams, and where necessary, creating new oppor-
issue of young people with disabilities transi-
tunities for young people with disabilities.
tioning to adulthood and independence. A
corollary is the Federal Interagency Coordinat-
Create a "Get-to-Work" initiative focused on the
ing Council for Young Children with Special
large numbers of young people with disabilities
Needs that is mandated under the Department
who are still on Social Security and/or SSI disabil-
of Education's legislation.
ity benefits six months after completing college.
Conduct a review of all Federal agency goals
Develop and expand use of individualized
under the Government Performance and Results
accounts for young people with disabilities
Act (GPRA), identifying those that apply to the
available through the Health Care Financing
needs of young people with disabilities in transi-
Administration.
tion and examining where there is overlap,
opportunities for coordination, and gaps.
Assure that health insurance incorporates the
Title V requirement to develop a community sys-
Investigate fiscally sound mechanisms, through a
tem of services that provides health care through
demonstration project or legislative change, to
a medical "home" (not a place, but a system of
require the Maternal and Child Health Programs
services that is community-based, culturally com-
for Children with Special Needs to work with
petent, comprehensive and continuous).
the schools and the State vocational rehabilita-
tion agencies, to prepare young people before
Examine and develop initiatives which strength-
age 16 so they will have received the services
en the critical role of family members in the tran-
they need to help them be good candidates for
sition of young people with disabilities. This
vocational rehabilitation services and real jobs
effort could also examine the link between fami-
for real pay, with benefits.
ly involvement and self-determination, choice
and consumer control.
Develop a mechanism to allow the blending of
Federal funding when it is for the same purpose,
Develop a National Youth Mentoring Program in
so that funding "follows" individuals with disabili-
partnership with State and local government and
ties and allows them to obtain the services they
private sector employers.
need with less bureaucratic red tape, more con-
sumer choice and greater satisfaction.
Examine how Federal programs serving young
people with disabilities can be enhanced to
Institutionalize feedback from young people
increase and integrate academic and career
with disabilities into policy development and
development skill outcomes critical to successful
assure their participation in Federal, State and
transition results.
local policymaking.
Public Awareness, Technical Assistance
Program Development
and Training
Support and reinforce the goal expressed in the
Launch a public relations campaign to increase
recently released Office of Personnel Manage-
student, parental and provider expectations of
ment's report, Accessing Opportunity: The Plan
young people with disabilities.
for Employment of People with Disabilities in
the Federal Government, to expand the full
30
Presidential Task Force on Employment of Adults with Disabilities Committee Reports
Investigate methods for effectively reaching
assessment through the entire life span and mul-
underserved populations, including those with
tiple service delivery systems.
low literacy levels, non-English speakers, those
who speak English as a second language, and
Refine and publicize the Department of Labor's
those without access to the Internet.
Youth2Work and "YO! Movement" Web sites and
use them as vehicles to disseminate information
Conduct a Transition Summit and Research
on young people with disabilities in transition.
Forum for State and local educators (e.g., second-
ary, adult and postsecondary education), vocation-
al rehabilitation professionals, workforce develop-
Conclusion
ment providers, SSA staff, researchers, grantees,
advocates, young people with disabilities and fam-
Based on the Subcommittee's activities and input
ilies to address transition services policy and
from stakeholders, several themes emerge: raising
implementation issues for the future.
expectations; family involvement; employer
Work with the Department of Labor's Employ-
involvement; changing demographics; and connect-
ment and Training Administration to develop a
ing and strengthening access to adequate health
care and insurance, education, vocational rehabilita-
technical assistance, training and outreach cam-
paign that assures youth with disabilities are
tion and workforce development, and work incen-
tive reform efforts.
properly served and participating in DOL's
youth programs, including Job Corps, Youth
It is imperative that specific strategies be examined
Opportunities, School-to-Work, Year Round
and implemented to change expectations for young
Youth, and Summer Youth.
people with disabilities. The Subcommittee will
Direct the Department of Education to develop
develop innovative strategies to work with families
a model "Personal Learning Plan Guidance" that
and service providers around expectations and to
assists all students in receiving educational serv-
widely promote a message about increasing expec-
ices and transitioning from school to work, or
tations for young people with disabilities. Another
school to college to work.
theme is the crucial role of family members in the
successful transition of young people with disabili-
Build, expand and coordinate self-advocacy
ties. Balancing the role of families with the emerg-
instruction for youth with disabilities.
ing role of young people in determining and choos-
ing their own road to transition and independent
Develop training materials and programs for
living will be addressed.
schools and community-based organizations to
educate young people with disabilities about
Employers, both large and small, are increasingly
accommodations.
raising concerns that many young people do not
have the necessary entry-level skills (academic, voca-
Have accommodations follow individual from
tional, and employment) to be successful on their
school, postsecondary education and into work.
first job. Public-private partnerships with a variety
of employers will be initiated in order to expand
Emphasize the need to expand career prepared-
and increase the full range of work-based learning
ness and development in elementary and middle
opportunities for young people with disabilities.
school years as well as during the early years of
high school education.
The Subcommittee is committed to addressing the
theme of changing demographics and increasing
Develop a disability diagnostic tool(s) that can
diversity of young people with disabilities and how
follow the person with a disability from early
current Federal programs are meeting the needs of a
Subcommittee on Expanding Employment Opportunities for Young People with Disabilities
31
changing, and more diverse, population. This issue
Resources
will be discussed in greater detail in future reports.
American Council on Education, HEATH Resource Center,
Finally, the Subcommittee continues to assess
College Freshman with Disabilities:A Statistical Profile.
Washington, DC: 1992.
health, education, vocational rehabilitation, work-
Cameto, R., "Support Services Provided by Secondary Schools."
force activities, and work incentive reform efforts.
In Wagner, M., The Secondary School Programs of Students
We are looking at how strengthened enforcement
with Disabilities:A Report from the National Longitudinal
Study of Special Education Students. Menlo Park, CA: SRI
of existing laws, coordination of general system
International, 1993.
delivery activities, and improved use of work incen-
Hebbler, K., "Overview of the High School Experiences of Students
tives can improve transition results and ensure that
with Disabilities." In Wagner, M. (Ed.), The Secondary School
young people with disabilities access, participate,
Programs of Students with Disabilities. Menlo Park, CA: SRI
International, 1993; U.S. Department of Education, Office of
and benefit from these important programs. The
Educational Research and Improvement, National Assessment of
Healthy and Ready to Work Federal Interagency
Vocational Education Interim Report to Congress: Executive
Work Group will be crucial to this assessment and
Summary, Washington, DC., 1994.
resulting Federal activities.
Marder, C., Weschler, M., and Valdes, K., Services for Youth with
Disabilities after Secondary School:A Special Topic Report from
the National Longitudinal Transition Study of Special Education
The issues facing young people with disabilities
Students. Menlo Park, CA: SRI International, 1993.
who need to transition into the workplace are
Newman, L., "Social Activities." In Wagner, M., Newman L., D'Amico,
immense. They face multiple barriers - low family
R., Jay, E.D., Butler-Natlin, P., Marder, C., and Cox, R., Youth with
and provider expectations, poor self esteem, lack of
Disabilities: How are They Doing? The First Comprehensive
Report from the National Longitudinal Study of Special
educational and vocational supports, inadequate
Education Students. Menlo Park, CA: SRI International, 1991.
service delivery coordination, and health care and
income support disincentives. The Subcommittee is
raising all of these issues in an informed, research-
based approach to problem solving. It will craft a
coherent national policy addressing the needs of
young people with disabilities that the Task Force
can adopt and promote.
We refuse to throw another generation of young
people into a welfare-like dependency system of
public benefits. We must instill a strong sense of
personal worth and responsibility, self-direction
and independence, personal productivity and self-
sufficiency in future generations of young adults
with disabilities.
32
Presidential Task Force on Employment of Adults with Disabilities Committee Reports
Members of the Subcommittee
on Expanding Employment
Opportunities for Young
People with Disabilities
Sue Swenson, Commissioner
Administration on Developmental Disabilities,
Department of Health and Human Services
Curtis Richards, Deputy Assistant Secretary
Office of Special Education and Rehabilitative
Services, Department of Education
Department of Education:
Office of Special Education and Rehabilitative
Services - Rehabilitation Services Administration
and Office of Special Education Programs; Office
of Postsecondary Education; Office of Bilingual
Education and Minority Language Affairs; Office
of Adult and Vocational Education
Departments of Education and Labor:
National School-to-Work Office
Department of Health and Human Services:
Office of Family Assistance; Maternal and Child
Health Bureau, Division of Services for Children
with Special Health Needs; Office of Civil Rights;
Substance Abuse and Mental Health Services
Administration; Office of Community Services
Department of Labor:
Employment and Training Administration -
Office of Disabilities Initiatives and Office of
Youth Programs; Women's Bureau
National Council on Disability
President's Committee on Employment of
People with Disabilities
Social Security Administration:
Disability and Income Security Programs -
Office of Employment Support Programs; Office
of Policy
Subcommittee on Expanding Employment Opportunities for Young People with Disabilities
33
GROUP REPORTS
DAY ONE
June 20, 2000
National Transition Summit
Group #1
Desired Outcome:
Independent living and "meaningful citizenry" (includes sustainable and meaningful
employment)
Action:
Educate local one stop operators and partners; state agencies; Federal agencies on the
impacts of Employment On Public Entitlements and Insurance.
step: create partnerships with state agencies that govern financial institutions to
produce educational materials-Model at Federal Level.
Action:
Increase Employer Involvement
step: provide real financial incentives (e.g., tax credits)
Action:
Align educational systems, including standards-based education, to produce multiple
opportunities for young people.
steps:
1) increase department of education budget
2) policy directives that specifically target kids with all disabilities
Priority: Accessible health care and expanded affordable coverage
Action:
Create vehicles that ensure continue insurance of young people (post 18 years of age)
step: Federal policy (e.g., universal health care, expansion of title V)
Action:
Empowerment of young people and families
step:
1) educate on rights & resources grant monies from Federal agencies)
2) Federal/National Bill of Rights with mandate to states to create Bill of
Rights as well.
Action:
Encourage multi-agency collaborations through transitions.
steps:
1) flexibility in funding at sate and Federal levels
2) look at "limiting" language in policy to prevent tracking of young
people with respect to services (loosen the definition of "whose kid is it?")
Group #2 Day 1
1. Fully fund IDEA and follow through with implementation.
2. Enhance Inter Agency Collaboration through a system where funding follows individual.
3. Provide person-centered One Stop Services from date of diagnosis where funding follows
individual.
4. Provide competency based professional development to all service providers.
5. Fund a media campaign to raise expectations.
Group # 3 Day 1
1. Reauthorization of IDEA with language change
-"person-centered" strategies
2. Federally sponsored technical assistance to all stakeholders-include WBL; info on all systems,
programs (system alignment).
3. Research/development for model programs; include evaluation.
4. Public information/awareness campaign.
5. Accountability for stakeholders -schools, employers.
Group 4 Day 1
1. Make all Federal agencies accountable by tying dollars to youth outcomes through GPRA,
medicaid; monitor local providers (education community providers, medicaid) by outcomes.
2. Require that state improvement plans and grants incorporate core competencies related to long
term planning, goals, and outcomes for youth with disabilities; addressing raining needs of
educators, related services, and medical.
3. The Task Force should conduct a comprehensive, nationwide, culturally sensitive campaign to
increase awareness of the capabilities and contributions of youth with disabilities; target all
audiences.
4. Create and fund a Federal interagency commission for transition-aged youth; including all
stakeholders.
5. Collect, analyze, and disseminate information and data related to the intended and unintended
consequences of standards-based education for youth with disabilities.
Group 5 Day #1
1. Require interagency collaboration with strong mandates to co-fund programs/services.
2. Require postsecondary schools to offer a broad range of curricula and support services to
prepare individuals for employment and self-sufficiency.
3. Develop a system of professional development that cross-trains educators, employers and
related service providers that reflects the education/service provider licensor/certification
framework.
4. Require workforce development programs to document the participation and successful
completion of students with disabilities, including students with severe disabilities.
5. Infuse STW (school-to-work) principles (contextual teaching and learning, work-based
learning), functional skills, career development, and lifelong learning into the curriculum across
all subject areas.
Group #6 Day 1
1. Task Force should work with Congress to redefine eligibility for public. Income support and
related benefits so that the definition supports employment.
2. Enforce the requirements of IDEA and other legislation, particularly that which pertains to the
education of individuals with disabilities.
3. Establish local youth councils to promote the training and education of youth with disabilities
regarding their civil rights.
4. Create tax incentives and recognition which encourage employers to participate in job fairs,
STW and hire people with disabilities.
5. Improve and support student skills and employability skills:
create community based experiences;
courses in job employment skills; and
include in all STW programs.
Group #7 Day 1
1. Refocus Federal policy to support individual choice and control.
2. Fully fund and implement IDEA with a focus on accountability for outcomes.
3. Clearly identify and disseminate information about existing employer incentives to support
hiring and retention of people with disabilities.
4. Ensure that youths and adults with disabilities have all of the support and opportunity
necessary to reach their full potential.
5. Build community capacity through public education and awareness that goes beyond the K-12
school system.
6. Create a system of access to information that facilitates the competency and capacity of youths
with disabilities and their families to advocate for their needs.
Group #8 Day 1
Priorities
1. A public awareness campaign concerning the needs of students with disabilities and the wide
range of disabilities.
2. Review, identify, and re-align existing policies that support services for students with
disabilities across federal agencies.
3. Identify "best practices" for students with disabilities to:
Improve skills by:
a) self-knowledge
b) self-advocacy
c) social skills
To provide a good match in education/training programs, careers, and jobs, and to
promote success.
4. Provide funding for the development of mentorship programs for youth with disabilities.
5. All Federal policy concerning youth with disabilities will have a focus upon the development
of self awareness and advocacy skills:
Is the language there?
Is stated properly?
Include in all "Request for Proposals" (RFP's).
Group #9 Day 1
Priority #1
Initiate-
Comprehensiveness and consistency in training which empowers stakeholders and results
in:
1. Flexible delivery of culturally competent supportive services.
2. Strategies unique to the community.
3. Which results in positive outcomes for the individual.
Action-
Increased funding for research and training that mandates cross agency participation.
Priority # 2
Increased availability of funding and resources that promotes a range of housing options that
honors individual choice.
Action-
Create and expand creative financing options for individual home ownership and other
housing options.
Priority # 3
Create authentic collaboration and coordination in service delivery through a single point of
entry for information and services.
Action-
Create and promote an integrated national database* that promotes collaboration and
coordination.
*to access any database.
Group # 10 Day 1
Priority #1: The Task Force will create strategies to ensure success in supporting goals of all
students and families with a special emphasis on underserved populations.
Priority #2: The Task Force will establish community wide strategies to provide and develop
partnerships to ensure resource integration for all students.
Priority #3: The Task Force will put forth an agenda that promotes inclusive (i.e. most
integrated) lives and redefines special education as a means of support.
Priority #4: The Task Force will promote data-driven change strategies to build capacity to do
things differently.
Priority #5: The Task Force will promote funding to appropriately support the priorities.
Group #11 Day 1
1. Create a user friendly transition system.
2. Promote youth empowerment.
3. Produce a positive image campaign.
4. Demonstrate to employers the benefits of hiring people with disabilities.
5. Expand access to health coverage.
6. Crate a Presidential Youth Task Force.
Group #12 Day 1
The Task Force should:
1. Increase the number of youth with disabilities who participate in work based learning within
the federal government and outside.
2. Change SSI policy:
to ensure work-based learning does not threaten SSI eligibility
to increase income and assets for student-earned income exclusion
to ensure that SSI participants retain entire cash benefits until combined income
exceed poverty level.
3. Examine ways to identify and reclaim youth with disabilities who are out of school:
seek ways to engage out-of-school youth with disabilities in training, education,
and developmental opportunities (e.g., WBL)
examine the impact of high stakes testing on youth with disabilities to ensure no
adverse impact.
Group #13 Day 1
Guiding Principles:
Build a system of consumer-driven (student/"family") support based on civil rights and
self advocacy
that
is customized to individual needs (over system needs)
offers informed choices
recognizes diversity of individuals (socio-economic, ethnic, racial, gender, cross-
disability)
maximizes use of funding; manages resources effectively
is a life-long continuing process that integrates child and adult model (e.g. learning,
teaching, program, service delivery)
aligns system goals and outcomes to consumer needs, evolving as needs change
establishes a national baseline of expected services and support
Recommendations
Federal government models the coordination/collaboration and linkages of services and
program and research efforts.
Eliminate redundancy in Federal programs.
Establish a national education campaign to build awareness of services and rights.
Increase capacity of community to focus on unserved and underserved populations by
professional development training and competitive employment for community members
to meet service needs.
Federal funding guidelines should require a standard representation of paid consumers,
where Federal money flows.
Add disability to SBA Section 8A to promote consumer-owned businesses.
GROUP REPORTS
Day Two
June 21, 2000
National Transition Summit
EMPLOYERS: Group #1 Day 2
Actions to take:
1.
Help educate other employers about STC. Help them understand importance of involvement
especially in career and technical education. Communicate benefits of participation.
2.
Help education groups understand how to market to employers.
Heightened understanding from employer perspective of what employers need.
3.
Employers need to better communicate the skills people need to function the workplace
including technical skills but especially assisted technology skills.
4.
Employers should assist with and inform the curriculum development process.
Federal Support Needed:
Minimize points of contact for employers (better coordination through One-Stops)
Identify and promote intermediary entities to broker connections between employers,
schools, and agencies.
More help from schools and agencies to provide young people with the support they will
need to succeed beyond secondary ed in the workplace. (E.g., employers need support to
effectively accommodate young people with disabilities.)
Better communicate availability of existing financial supports that help businesses
accommodate workers with disabilities. (Especially to small and medium sized businesses,
includes health care.)
LOCAL PROVIDERS: Group #2 Day 2
Come to common understanding on the nature and importance of customer
choice/control/responsibility.
Help build employer led intermediary organizations.
Develop local collaboratives to achieve system alignment (a la youth councils)
Enhance, strengthen and expand professional development opportunities and recruit and
prepare transition specialists.
Create opportunities to participate in post Summit follow on activities, e.g. working groups,
issue groups.
How Federal Government Can Help
Encourage and fund expansion of employer-led intermediary organizations.
Offer incentive grants to states and localities to accomplish inter-agency cross training.
Fund the creation of a collaborative of national organizations that would concentrate on
developing consistent principles and common language.
Encourage and support the development of more transition specialist education and training
programs.
LOCAL PROVIDERS: Group #3 Day 2
What 5 (five) actions can our stakeholder group, Local Agencies, take to make the priorities happen?
We took 2 of the 5 priorities.
1ˢᵗ-Improve employment rate:
Include the infusion of STW
Employer partnerships
Health insurance
What we can do?
1.
Educate employers about youth with and without disabilities.
2.
Include employers to:
a)
understand their needs and vice versa
b)
be a part of planning development process of STW curricula
3.
Collaborate internship with employer financed by service provider
4.
Get community to support participating employers
How can the Federal Government equip, empower, and support us to do it?
1.
Streamline tax incentives for hiring youth
a)
user friendly
b)
publicize the tax incentives
2.
Examine tax incentive policy remove ceiling/make it flexible -maybe replace hiring with
mentoring or other activities.
3.
Support the development of web based clearinghouse that's local and relevant-"One-Stop
WordNet."
4.
Assure outcome accountability: for funded programs.
5.
Make community organizations aware of availability funding sources.
6.
Align SSI/work incentives.
7.
Improve access to health care so it's not a dis-incentive to employers.
8.
Long-term public service/awareness campaign.
2nd Align programs and services and foster community partnerships to improve outcomes.
What we can do?
1.
Willing to communicate/offer services to foster partnerships.
a) committed to be a partner in "One-Stop Shops."
2.
Coordinate information and application for all community organizations so consumer can
access in one place and process is user friendly.
What Federal government can do?
1.
Universal application for services
Federal and local services.
2.
Provide funding incentives, i.e. matching grants to those communities with a proven track
record of collaborative team-work resulting in successful outcomes for youth.
National Advocacy Organizations: Group #4 Day 2
Action #1: Establish and cultivate opportunities for young people with disabilities and their families
to acquire leadership skills, knowledge of their rights and responsibilities and control of the services
and supports designed for their benefit at the local, state, national, and international level.
Federal Action:
1.
RFP's will include the priority action as a requirement for funding.
2.
New and existing state implementation plans will be required to incorporate this goal.
Action #2: Advocate for full funding and implementation of IDEA to realize the spirit as well as
letter of the law.
Federal Role: Need presidential and bipartisan leadership supporting this action without negatively
impacting other education or human service programs.
Action #3: Develop partnerships at the local, state, national, and international level with private
sector employers to assist youth with disabilities to transition to productive and satisfying careers.
Federal Role:
1.
Make tax incentives consistent and easier to understand.
2.
Involve businesses in strategic planning.
Action #4: Advocate that Federal systems impacting youth with disabilities (i.e., education, health,
employment, and income supports) work to align their goals and practices to support equality of
opportunity, economic self-sufficiency, independent living and full participation in all aspects of
society.
Action #5: Advocate for the strategic alignment at the local, state, and Federal levels of general,
special, and vocational services in K-12 systems.
Federal Role:
1.
Require that teacher preparation and instructional methods be based on scientific research.
2.
Increase collaboration among departments and programs of the U.S. Department of
Education.
Action #6: Set national goals targeting quantifiable outcomes for employment, dropout rates,
independent living, postsecondary enrollment, community participation, and quality of life.
Federal Role: Accept goals established by national advocacy organizations and establish regular
monitoring and reporting mechanisms.
Action #7: Refocus Federal policy and redesign systems to focus on person centered services with
individuals choice and control.
Federal Role: Each agency develop plans to move to individual choice and control of budgets,
services , and supports.
National Organizations: Group #5 Day 2
1.
Create, maintain and market a database that is comprehensive, searchable, user-friendly,
interactive of all state and federal resources and programs that is easily accessed.
Federal Role: fund this database either issue an RFP or use existing projects (IDEA
Partnerships?)-Long term commitment.
2.
Create and share information/articles including best practices with other national
organizations that can be used in publications to be disseminated to a variety of audiences
e.g. educators, families, employers, rehab professionals, policy-makers, and other key
opinion leaders.
Federal Role: Assist in dissemination, review materials within 90 days, initiate materials to be
disseminated to members of national organizations
3.
Advocate for full funding for existing legislation not at the expense of other education or
human service programs.
Federal Role: Fully fund legislation-administration can request Congress can approve.
4.
National organizations can work together to develop a model set of valid and reliable
indicators used to measure the success of the system to produce desired outcomes.
Federal Role: Share expertise and make this a priority.
5.
Encourage increased employer and labor involvement through employer led organizations
promoting employers as a valued constituency group.
Federal Role: Disseminate information; involve Department of Commerce; learn from past failed
efforts; and provide incentives.
Parents/Parent Organizations: Group #6 Day 2
Parent Action: Advocacy for our children
Federal Role: Enforce law/policies that exist
Pull funding for organizations not in compliance
Require Federal and state/tribal interagency councils
Transition Department of cross-agency dedicated staff, within state government
Capture and distribute data regarding transition
Parent Action: Learn options/opportunities and provide info to our children
Federal Role:
Seamless system of services
Easy to understand written info about what is available, where to go for assistance
dedicated funding for transition, including cultural competency/sensitivity and family values
Parent Action: Partnership with our children in planning/development of training for medical people
Federal Role: Dedicated funds to train/support healthcare professionals in serving adults with
disabilities (seamless transition from child->adult medical/health services).
State Agencies: Group #7 Day 2
Action: Create more flexibility within the curriculum to require the development of life and career-
focused skills, together with academic skills, on an individual basis.
Federal Support:
1.
Funding streams that support the development of career-focused skills, including co-mingled
funds.
2.
Legislate the availability of financial aid for career programs at the postsecondary level for
less than an associate degree and part-time students.
Action: Increase interagency coordination
Examples:
3.
reorganize agencies to facilitate working together
4.
joint planning or state plan submission
5.
high-level agency staff coordination/problem-solving, e.g. kids cabinet
Federal Support:
6.
Require federally-funded programs to submit coordinated plans
7.
Provide for possibility of co-mingling funds
Action: Increase number of qualified teachers (e.g.)
8.
increase level of respect
9.
increase number of related service personnel to assist teachers
10.
use community health and employment service providers in the schools
11.
sponsor cross-training programs for teachers, related service providers and leadership
Federal Support: Discretionary grants should compel collaboration of agencies related to purpose
of grant.
Action: implementation and monitoring of IDEA, particularly transition requirements.
Provide
targeted technical assistance.
Federal Support:
12.
Increase funding for TA
13.
Funds tied to outcomes
14.
do not fund states not implementing the requirements.
Action: Require student-lead IEP's and goal-setting.
15.
require self-determination training and experiences for family and students
16.
staff development for teachers around self-determination
17.
feedback from students and families as part of IEP for accountability.
Federal Support: Add Federal requirements for above in IDEA with additional funding.
Universities/Projects: Group #8 Day 2
Action 1: Develop the leadership for state and local stakeholders to promote the understanding of
the philosophy of transition and its interpretation across all disciplines.
Federal:
1.
Funding to support training of state and local stakeholders
2.
Continue model demonstration programs.
Action 2: Promote awareness and develop strategies for integrating transition/STW into standard-
based education.
Federal: Provide monitoring and technical assistance to ensure the realization of this goal.
Action 3: Expand the role of Centers for Independent Living (CIL) in transition services.
Federal:
1.
Provide funds to support these services.
2.
Within RFP process, encourage collaboration CILs.
Action 4: Universities should make available programs for students with all disabilities including
those students with developmental disabilities.
Federal: Develop model university level programs for students with developmental disabilities.
Action 5: All youth and adults with disabilities shall have accessible, expanded, and affordable
health care.
Federal:
1.
Promotion of medical education
2.
Assuring coverage beyond 18 years of age
3.
Expansion of coverage by Title V programs, managed care organizations, and sate
children's Health Ins. programs.
Universities/Projects: Group #9 Day 2
Action: Advocacy for national database
Federal Support: Create multi-source databank which integrates data refunding and resources.
Action: Training packages for MOU for educators.
Federal Support: Provide access to existing MOU's web based.
Action: Web based laboratory.
Federal Support: Fund it.
Action: Demonstrate/model the importance of career development and applied academics at all
levels of education.
Federal Support: Examine statutory changes and personnel prep grant priority. Design a seamless
funding mechanism among DOL, DOE, HHS that are responsible for providing services to young
adults with disabilities.
Action: provide TA, program evaluation and training in:
4.
transition systems change
5.
evaluation/outcome data
6.
teacher preparation
7.
others (distance education, technology resources)
Federal Support: Priorities for grants and support.
Federal Participants: Group # 12 Day 2
What will support the different Federal agencies in aligning resources and keeping disability issues
on the "radar" screen?
1.
Establish an inter agency committee to develop "seamless" grants that include the priorities
discussed (e.g., WBL, focus on OSY with disabilities).
2.
Develop a resource map to share with Federal agencies and grantees.
3.
Train and educate ALL Federal staff on disability issues and legislation.
4.
Create a one-stop shop for providers to access resources and available training to better serve
PWD.
5.
Hold Federal agencies and their grantees accountable to disability law and regulations.
Youth: Group #10 Day 2
1.
The Task Force on Youth with Disabilities will advise Federal agencies on ways to facilitate
self-advocacy and self-empowerment for youth with disabilities.
Mentoring
Access to information
Inclusive and representative appointee's
2.
The Presidential Task Force will recommend to the President the creation of the Task Force
on Youth with Disabilities.
3.
The Federal government will financially support the youth group (from the Summit) coming
back together to finish its task force proposal.
4.
The youth group commits to staying in touch through a listserv, a bulletin board, and other
ways. WWW.halftheplanetyouthsummit.com (?)
Youth Policy Agenda Recommendations
Technology
Increase access to technology; increase funding for assistive technology
Encourage the federal government and agencies at the state, national, and
international levels to use the Internet to disperse information
Utilize the latest technology, including the internet, to communicate with the youth
community
Youth Specific Issues
Provide information, including relevant laws and public policy, in youth friendly
language
Increase ease of access to complaint procedures
Give youth a legitimate voice in policy making with meaningful positions on
government boards and other policymaking bodies
Support youth programs at the state and local levels
Employment
Provide additional opportunities for youth to receive work experience without it
negatively effecting their SSI Benefits
Recommend that the Social Security Administration create a program specifically for
youth in transition
Create additional youth related internships, job shadowing and volunteer programs
directed at including disabled youth; create a volunteer program
within the federal government to fill empty federal positions in a temporary capacity
while the government searches for permanent employees
Create mentoring programs which match young people with disabilities with other
people with disabilities who hold jobs in their interest areas
Redefine eligibility for SSI/SSDI so that it is not based on employability,
employment status, or income
High school transition
Create policy at the state level which requires that young people, while in high
school, receive training on the relevant policies which affect them. This should
include the American's with Disabilities Act, the Individuals with Disabilities
Education Act, and policies regarding transition for students who receive special
education services. Learning about disability policy should be a requirement of all
transition plans and individualized education programs.
Educate high school students about registering to vote and the importance of voting
as a part of the transition process from high school to adult life
Education/training
Recommend that federal organizations promote and provide funding for youth
education regarding disability systems and related policy including Social Security,
Vocational Rehabilitation, ADA, IDEA, Section 504, and other relevant disability
policy
Recommend that federal and statewide agencies provide training on the basics of how
to navigate systems. This would include understanding how to use
support programs, the benefits and disincentives associated with transitioning to
public supports, and could focus on basic understanding of SSI, Vocational
Rehabilitation, and how national legislation affects the lives of youth with
Disabilities
Educate families through positive support and training on the importance of
independence and youth leading their own lives
Teacher Training
Modify special education teacher certification curriculum to include mandatory
courses on disability legislation and policy such as the Americans with Disabilities
Act, Individuals with Disabilities Education Act, and transition planning for students
who receive special education services
Train teachers to support all students in moving to meaningful careers rather than
transitioning to public support programs such as SSI
Modify general teacher certification to include a course on basic disability issues
Provide training and education for educators and those service providers for
individuals with disabilities, including congressional offices and federal offices
Youth Leadership
Encourage youth held positions on local, statewide, national, and international boards,
councils, taskforces, and other organizations
Promote the development and funding of local and statewide youth leadership
conferences and organizations as a method of training and promoting information
dissemination
Support through funding and endorsement the development programs at the state and
local levels which would involve youth mentoring youth
Ensure the involvement of young people from multiple cultures, disabilities and
languages
Create a Presidentially appointed Task Force on youth with disabilities to empower
youth and advise federal agencies
Create a position to support the assistant secretary on disability at the Department of
Labor to concentrate on youth issues
Culturally Competent Outreach
Department of Labor - Alexis Herman to visit sheltered workshops
Department of Health and Human Services - Donna Shalala to visit nursing homes
Department of Education - Richard Riley to visit segregated Special Education
classroom
Department of Housing and Urban Development - Andrew Cuomo to Visit
segregated housing projects
Create a survey directed at gaining youth perspectives, ideas, and opinions
regarding programs and services directed at youth
Media
Use various non-print media such as radio, television and the internet to reach
youth and culturally diverse populations
Recommend the development of a public awareness campaign on disability issues
which concentrates on the message "Everyone can work and everyone should work"
Hold the media accountable for incorrect information
Partner with other youth organizations to educate the public on the
positive attributes of young people
Enforcement
Recommend the full funding of the Individuals with Disabilities Education Act
Enforce IDEA, ADA, Section 504, and other disability legislation
Include disability under all equal employment opportunity notices in all places of
employment
Support hate crimes legislation
Services
Fund satellite offices of independent living centers in low income and culturally
diverse communities
Increase the number of partners in local One-Stop centers; include independent living
and other community agencies
Increase funding for translators and interpreters
Other logical partners to build coalitions:
Prudential Youth Leadership; Do Something; YMCA; Campus Student Services; Boy
and Girl Scouts of America; Americorps; Jesuit Volunteer Programs; corporate sponsors;
4H of America; local, national and international celebrities; faith communities; Future
Business Leaders of America; Trial Lawyers Association; parent organizations; students
in juvenile detention centers; Peacecorps