Tag: Employment

Analysis of Vocational Rehabilitation Services for Transition-age Youth with Intellectual and Developmental Disabilities in Arizona

This presentation will describe the results of the report Analysis of Vocational Rehabilitation Services for Transition-Age Youth with Intellectual and Developmental Disabilities in Arizona that was written for the Arizona Developmental Disabilities Planning Council by the Institute for Community Inclusion at UMass Boston. This presentation will detail how the report was created including the methodology, discuss the interviews held with Arizona VR stakeholders, and present the findings regarding what is working well and what can be improved in Arizona’s VR system as well as highlight strategies for better serving Arizona’s transition-aged youth with IDD and strengthening VR’s relationships with other state service systems. Strategies to increase overall VR participation as well as cultural competence will also be discussed.

Key Learning Outcomes

1. Participants will understand the methodology behind the report and how the authors came to their conclusions.
2. Participants will learn about both the current strengths and weaknesses of Arizona’s VR system in serving transition-aged youth.
3. Participants will learn about effective strategies to better help Arizona VR serve transition-aged youth, including youth from culturally diverse backgrounds, that they can promote in their communities.

Part 4 – TVR Process: IPE Development and Service Provision

Creating an Individualized Plan for Employment (IPE) and the provision of VR services are two critical parts of the TVR process. The IPE can be considered a “blue print” for the consumer and the TVR counselor as VR services are provided and progress toward employment outcome is achieved. In this session, attendees will learn the detailed components of developing and IPE and providing TVR services to consumers . Attendees will be provided with the opportunity to participate in group activities that reinforce this information. Resources and materials will be provided that can assist with IPE development and the provision of services.

Key Learning Outcomes

1. Understand the mandatory components of the IPE and the TVR services that can be provided in an IPE .
2. Identify the needed VR services that can be included in an IPE.
3. Create a draft IPE based on a consumer’s case scenario.

Building a Community to Support Students for Work-based Learning Success

The University of Arizona Sonoran Center for Excellence in Disabilities works with transition students, ages 14-22, to provide Pre-Employment Transition Services (PreETS). Through the partnership with Arizona’s state Vocational Rehabilitation services, the UCEDD continues to develop innovative practices towards community inclusion, develop and maintain employment opportunities through an Employment First lens, and share the importance of work-based learning experiences with the community to support underserved youth. Join us as we discuss the ways we are helping to shift expectations when it comes to students working in the community, learn from specific examples of students that we have worked with, the accommodations that were implemented at the worksites, and the job aids that were created to ensure that the students were successful.

Key Learning Outcomes

1. Awareness and understanding that these services do not end with us-rather they are continued through the help of our employers, students, schools, and family supporters.
2. Increased awareness and knowledge regarding the importance of building and maintaining relationships with employers and the community as well as educating others on the benefits of Work-Based Learning opportunities.
3. Shifting the lens with a First Employment outlook.
4. Increased knowledge base of skills and tools utilized throughout the process and development of a work based learning program and their experiences.

Part 2 – TVR Process: Outreach to Application

This session will provide information on Part 2 of the TVR process that will focus on Outreach to Application. Outreach, Referral, Orientation and Intake are a proactive, intentional effort to connect American Indian VR Services (AIVRS) goals and practices to the efforts of other organizations, groups, and individuals. Through outreach, AIVRS project staff help individuals and groups learn about accessing TVR services and begin the application process.

Key Learning Outcomes

1. Participants will learn how to promote awareness and understanding of AIVRS Program Services.
2. Participants will learn the importance of establishing a strong referral process.
3. Participants will learn the steps required of orientation and intake that lead to completion of an application for TVR services.

Part 3 – TVR Process: Assessment and Eligibility

Assessment and eligibility are two of the most important parts of the TVR process. In this session, attendees will learn the detailed components of assessment and eligibility with a special emphasis on the comprehensive assessment. Attendees will be provided with the opportunity to participate in group activities that reinforce this information. Resources and materials will be provided that can assist with assessment and eligibility.

Key Learning Outcomes

1. Understand the components of assessment with an emphasis on the comprehensive assessment.
2. Identify how to connect assessment to eligibility in the TVR process.
3. Identify the 6 criteria for determining eligibility in a TVR program.

Part 1 – TVR Process: Relationship Building and Cultural Significance

This session will lay the foundation for TVR staff regarding the main difference between AIVRS agencies and state VR agencies. Relationship building and cultural significance is key to the success of each AIVRS program. In addition, creating a unique culturally appropriate model for an AIVRS program is specific to the communities served and the culture and traditions valued. This session will provide information on the first part of the VR process in addition to group activities where attendees will identify their unique culture and values and work together to design a draft culturally appropriate TVR model that will allow program participants to understand the VR process and how it connects to their culture.

Key Learning Outcomes

1. Promote awareness and understanding of part 1 of the AIVRS VR process and program services.
2. Recognize the need for relationship building and cultural significance in TVR.
3. Create a draft culturally appropriate model for their unique TVR program and identify how this model connects to the TVR process.

Incorporating Mental Health Supports and Assistive Technology for Our Individuals in All Settings

The world of education and work has changed since the onset of the pandemic. Within our schools, we are encountering “Covid Babies” as well as students who are still working to recover from the sudden shift into virtual learning. For many of our neuro-diverse individuals, this has rooted itself in higher levels of anxiety and fear. For our older individuals, that anxiety has also increased and may cause issues within the workplace. This session will look at socially appropriate activities which can be trained as life skills along with the most appropriate assistive technology tools which enhance the ability to learn and handle workplace tasks. We will cover both the myths and the realities around modern supports for the benefit of all!

Key Learning Outcomes

1. Participants will learn and try multiple ways to calm themselves down in an effort to be able to share that with their students or consumers.
2. Participants will engage with various forms of assistive technology to enhance what they are able to do in classroom and workplace settings.
3. Participants will discuss the various tools and applications that they currently use and how those could be adapted into other settings or activities.

Conducting an Effective and Impactful Customized Plan for Employment

This session will focus on best practices for person-centered planning in Customized Employment – The Customized Plan for Employment. Session topics will include: leveraging the job seekers network, understanding how to create a roadmap for individualized job development based on the job seekers strengths, needs, and interest (identified in Discovery), and equipping the job developer with a tool they will be excited to use as they embark on creating a customized position within the community. The Customized Plan for Employment is the bridge between Discovery and Job Development. It is the attestation of the job seeker saying “this is my plan and it is consistent with my goals for employment”!

Key Learning Outcomes

1. Participates will demonstrate an understanding of the components of a successful Customized Plan for Employment.
2. Participants will understand how to set up a synergistic Customized Plan for Employment meeting.
3. Participates will develop skills through conducting a mock Customized Plan for Employment.

A High-Level View of AT Services in AZ

This session will highlight statewide assistive technology resources for Arizonans across the lifespan. From nonprofit foundations to federally funded grant projects, this session will cover the who and what of resources around the state. Whether you need trial or obtain AT for school to work clients, transition age youth, school-aged children, or want to become an assistive technology professional yourself, we can help you determine where to start.

Key Learning Outcomes

  • Participants will learn about statewide assistive technology (AT) services offered under the federal AT Act
  • Participants will gain understanding of the assistive technology tools and services available to VR clients through the ATEI program.
  • Participants will understand how to make an AAC evaluation referral on behalf of Arizona Department of Developmental Disability clients who are MercyCare, UHCCP, or Tribal Health Plan members.
  • Participants will understand the application process, program requirements, and benefits of pursuing the Graduate Certificate in Assistive Technology at NAU.

There is Always a Way, work-arounds and the Accessible Toolbox

Mottos to thrive by: The better you get around, the better you can engage in life. The power of getting unlost. It is better to travel hopefully than to arrive. Is it a bug or a feature? “There is always a way.”

Key Learning Outcomes

How do these mottos apply to your work and play? What creative work-arounds have you employed to address your life, home, work or travel?

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