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A Curriculum for Supported Employment

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A Curriculum for Supported Employment A Curriculum for Supported Employment Dallas Center for Independent Living 8625 King George Dr. !ll10 Dallas lX 7523:, A CURRICULUM FOR SUPPORTED EMPLOYMENT Patricia S. Lynch Research Associate Vocational Education Shari Bevins Stanton Research Associate Educational Psychology Linda H. Parrish, Ph. D. Project Director Vocational Special Needs Program Texas A&M University June 1988 1 ( This Curriculum for Supported Employment was developed. pursuant to a contract with the Texas Education Agency's vocational education program division. Contractors or grantees undertaking such projects under Agency sponsorship are encouraged to freely express their professional judgement in the conduct of the projects. Points of view or opinions stated do not, therefore, necessarily represent official Texas Education Agency position or policy. ( Additional copies may be ordered from: THE UNIVERSITY OF TEXAS AT AUSTIN Extension lnstruction and Materials Center P. 0. Box 7218 Austin, TX 78713-7218 512-471-7716 or 1-800-252-3461 (within Texas) Stock No. SN 109 I ABOUT THIS TRAINING MANUAL This training manual is designed to prepare educators to implement supported employment programs in secondary public schools. An overv,i~w of supported employment can be presented in a two-day workshop. This manual contains materials to be used in such a workshop. i .. •, The training is divided 'into eight topics: Introduction Setting Up Community-Based Programs Placement ., Training Advocacy Ongoing Assessment Transition Planning Follow-Up Each topic is further divided according to the following scheme: • The first page of each section lists the objectives to be accomplished, materials and equipment needed, and suggested training activities. • Each section also contains an outline of material to be presented. This outline can be used by the presenter to organize the training. It can also be given to participants to aid them in taking notes during the training. • Overhead transparency masters are also included in each section. • Forms relevant to each topic are provided. These can be used as overhead transparency masters as well as participant handouts. • Some sections include handouts that can be given to participant. Immediately following this page is a pre/post test that may be used if desired. In addition to this training manual, there are many other resources available for training persons in the area of supported, employment. Many such resources are available through the Vocational Spe;cial Needs Lending Library at Texas A&M University. , ( ACKNOWLEDGEl\fENTS This curriculum was compiled by the staff of the Vocational Special Needs Program at Texas A&M University with funding received from the Texas Education Agency. We would like to thank Eleanor Milrulin for making this project pos.5ible. In addition, we would like to thank many others who helped make this curriculum a reality: *The project staff, for their help in researching the supported employment area and in field testing the curriculum: Jean Kueker, Richard Muse, Donna Williams, Iris Woolley, Myong Ledesma, and Marie McLain. *Kathryn Vansickle, administrative assistant for the Vocational Special Needs Pro­ gram, for her invaluable assistance in the management of the project and for ma.king sure we got everything we needed when we needed it. *Our state advisory committee, whose input and support were very helpful: Ken Crow, Leticia Frausto, Elise Gutierrez, Darlene Kimbly, Gene Lenz, Eleanor Mikulin, Carol Reynolds, A. Scott Ross, Carl Risinger, R. A. Wade, Jerry Wircenski, and Karen Wolffe. ( *Our community advisory committee: Nancy Algert, Sondra Cooke, Nancy Fuchs, Donna Ray, Marty Shaner, and Gayle Todd from the Bryan Independent School District; Chris Blaundet from Job Training Partnership Act (JTPA); Joe Cox, Mike Owens, and Phyllis Perkins from the College Station Independent School District; Wendel Dickerson from the Texas Department of Mental Health Mental Retardation; Dan German from Juvenile Services, Brazos County Probation Office; Betty Giordano; Dr. Walter E. Haisler, parent; Brad Johnson; Steve Schoen from the Texas Rehabilitation Cororoi~ion; and Jim Thompson from the Brazos Valley Rehabilitation Center. *Paul Wehman, who was instrumental in the development of this curriculum, and the staff of the Rehabilitation Research and Training Center, Virginia Commonwealth University for the work they have done, which has greatly influenced our curriculum. *G. Thomas Bellamy, Barbara Wilcox, and the Specialized Training Program at the University of Oregon for their significant work in the field. *Marty Shaner, coordinator for secondary special education for the Bryan Independent School District, and the personnel who helped in the field testing of the curriculum. *Bill Thomas and the staff of Five-0-Five Employment Services for their input and help in field testing the curriculum. *Nancy Mc Quistion for her skillful editing of the curriculum. iii Finally we would like to express our extreme gratitude to the local employers and their representatives who made field testing of the curriculum possible: Carol Reynolds of Westinghouse; Clinton Burchart of Sbisa Food Services, Texas A&M University; the staff of Geranium Junction; and the staff of New Trends Industries. c- . - . .... • £ ,, s; ., ., .,. ,- ... , t <' '! I I ....... r I. h .."~ ~ "'If! . )- .. ,L ··-. - ; . .. '; lOC.• - . ... ,,. J • ~ ..,. fl. ,. :·r .iV: .. iv ABOUT THIS CURRICULUM ( This curriculum is designed to be used by teachers, paraprofessionals, and other per­ sonnel involved in supported employment programs in public schools. The fourteen chap­ ters described in the preface provide the user with necessary information about supported employment programs. Appendix A contains forms and guidelines that may be used in implementing the program. Appendix B contains a glossary of terms used in this curriculum. Terms that are included in the glossary appear in boldface print throughout the curriculum. Appendix C lists the references used in the development of this curriculum. A resource guide and a training manual accompany this curriculum. The resource guide lists resources that might be helpful to persons implementing supported employment programs. The training manual outlines a training program for job coaches/ job trainers working in supported employment settings. ( V TABLE OF CONTENTS Page Preface XlV Chapter 1 Rationale for Supported Employment 1 Federal fuitiative for Supported Employment 1 PL 94- 142 1 PL 98- 199 1 Transition of Youth with Disabilities Priority 2 Supported Employment Initiative 2 PL 98-524 3 PL 98-527 3 Employment Incentive 3 PL 99--506 3 State Resolutions 3 SCR 123 4 SCR 129 4 SCR 135 4 A Curriculum for Supported Employment 4 Who Curriculum Serves 4 Appropriateness in Public Schools 5 Chapter 2 Supported Employment: Background, Description, Principles 6 A New Approach 6 Principles of Supported Employment 7 Place, Then Train 7 Persons with Severe Disabilities 7 Real Pay for Real Work 7 Integration 8 Long-Term Support 8 Community-Based Instruction 9 Models of Supported Employment 9 Individual Placement Model 9 Enclave Model 9 Mobile Work Crew Model 9 Comparison of Models 10 Choosing Appropriate Models 10 Other Issues 11 vi Page Communication Between Special and Vocational Education 11 Liability and Written Permission 11 Chapter 3 Individual Placement Model 13 Job Development 13 Community Job Market Screening 13 Number of Placements 14 Setting Up Training Sites 14 The Job Coach 14 Role of the Job Coach 16 Training Job Coaches 17 Chapter 4 Enclave Model 17 Setting Up an Enclave 18 Plan with Local Decision Makers 18 Enclave Location 18 Benefits to Employers 19 Working Agreement 19 Enclave Supervisor 19 ( Additional Personnel 20 Training Procedures 20 Advantages 20 Existing Programs 21 Chapter 5 Mobile Work Crew Model 22 Mobile Work Crews 22 Setting Up a Mobile Work Crew 22 Type of Service to Provide 22 Crew Manager 22 Supplies /Equipment 23 Sites 23 Contracts 24 Transportation 24 Work Schedule 25 Quality Control Checklist 25 Duty Roster 25 Customer Satisfaction 26 Wages 26 Chapter 6 School Preparation and Training 27 Curricula for Persons with Severe Disabilities 27 vii ( Page Functional 27 Chronological Age-Appropriate 28 Reflective of Transition 28 School-Based Instruction 28 Integrated Setting 28 Community-Referenced Skills 28 Teaching "Survival" Skills 29 Essential Skills 29 Arranging Instructional Services 29 School-Based Personnel 29 Community-Based School Personnel 31 Related Service Personnel 31 Developing Staff and Student Schedules 31 Student Daily Schedule 31 Weekly Schedules 32 Master Schedule 32 Job Training Schedule 32 Guidelines for Making Schedules 32 Chapter 7 Job Analysis, Student Assessment, and Student Job Match 34 Ecological Analysis 34 Employer Interview 34 Observation 35 Job Task Performance 35 Ecological Analysis Form 36 Student Assessment/ IEP Development 36 Vocational Assessment 36 Assessment for Supported Employment 36 Referral 37 Assessment Techniques for Supported Employment 37 Incorporating Assessment Data into the IEP 38 Goals and Objectives 38 Activity-Based Objectives 39 Student Job Match 39 Community-Based Training 40 Chapter 8 Community-Based Instruction 41 Job Interview 41 viii ( Page Orientation 42 First Day of Work 42 Orientation to Work Environment 42 Orientation Checklist 43 Developing a Training Program 43 Major Job Duties 44 Task Analysis 44 Training Schedule 44 Transportation Options 45 Public Transportation 45 Walking 46 Bicycle 46 Carpool with Co-Workers 46 Carpool
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