Transition

The Transition IEP for each student must include a post secondary goal for employment including services to develop community-based employment and community-based work experiences.  Students have the opportunity to participate in unpaid individual community-based work experiences as part of their school program. 

  • Students have the opportunity to participate in paid community-based work experiences prior to exiting school, either in the summer or during the school year.
  • Students have individual community employment goals identified and documented
  • Students have individual career portfolios and marketing materials to use in seeking employment.  
  • Students are learning critical life skills in the community in normalized settings.
  • Students are receiving information about continuing and higher education. 
  • Students are being considered for assistive technology (specific to employment supports and life in the community). Link to UATT and UATC
  • Students are receiving self-determination and self-advocacy information and instruction either through their course of study at school or through CRP/VR Pre-ETS (accessing self-advocacy training through local Independent Living Center or Utah Parent Center).  

Customized Employment

As defined by: The Office of Disability Employment Policy and Cary Griffin

Customized Employment (CE) is defined as, “a flexible process designed to personalize the employment relationship between a job candidate and an employer in a way that meets the needs of both.” It is a strategic technique to hiring and retention that focuses on the strengths, needs, and interests of a job candidate. This technique is especially useful for individuals that face multiple and/or complex barriers (including disabilities) to finding and retaining meaningful work.

CE stands on the shoulders of Supported Employment. CE represents a specific set of techniques and strategies that differentiate it from other forms of community employment. CE is based on the fundamental elements of Supported Employment, but differs in important ways. CE is not “better” than other approaches, but there are circumstances when CE is a preferred option, especially when an individual faces multiple and/or complete barriers to attaining meaningful work.

Supported Employment

As defined by: Wehman, P., Inge, K. J., Revell, W. G., & Brooke, V.A. (Eds.). (2007). Real work for real pay. Baltimore: Brookes Publishing

Supported employment is designed for those whom the competitive employment has not traditionally occurred, and who require ongoing support services due to the nature and severity of their disability in order to perform a job.

Discovery

As defined by: Chapter 30, Supported Employment Resources. Utah Dept. of Workforce Services.

A flexible job exploration process to identify an individual’s skills, interests, needs and vocational preferences through interviews, observations and conversations conducted by an employment specialist. Discovery is a key component of customized employment.

Work Strategy Assessment

As defined by: Chapter 30, Supported Employment Resources, Utah Dept. of Workforce Services

A form provided by the Utah Dept. of Workforce Services to be completed by an employment specialist. This form discusses, analyzes, assesses, and identifies the strengths, interests, abilities, aptitudes, legal issues, transportation needs, transferable job skills, life skills, behaviors, motivators, and functional limitations of a job seeker with a disability.

Workforce Innovation and Opportunity Act

As defined by: The Department of Labor

A form provided by the Utah Dept. of Workforce Services to be completed by an employment specialist. This form discusses, analyzes, assesses, and identifies the strengths, interests, abilities, aptitudes, legal issues, transportation needs, transferable job skills, life skills, behaviors, motivators, and functional limitations of a job seeker with a disability.

Significant Disability

As defined by: schools.utah.gov

Significant disabilities refer to a small number of students who are within one or more existing categories of disability under the IDEA (e.g. autism, multiple disabilities, traumatic brain injury, and intellectual disability).

Work-Based Learning Experiences

As defined by: WINTAC

An educational approach or instructional methodology that uses the workplace or real work to provide students with the knowledge and skills that will help them connect school experiences to real-life work activities and future career opportunities. These experiences may take place with a students school-program or independently.

Home and Community Based Service Waivers

Waivers provided by Medicaid to meet the needs of people who prefer to get long-term care services and supports in their home or community, rather than in an institutional setting.

Sheltered or Segregated Work Environments

A business or organization that exclusively hires people with disabilities to do work within a facility that is segregated from the general population. Oftentimes, these settings employ people at subminimum wages.

Employment First

Employment First is legislation passed in Utah in 2011. It’s goal is to ensure employment in the general workforce is the first and preferred outcome in the provision of publicly funded services for all working age citizens with disabilities, regardless of level of disability.