Partnerships in Employment: State Self-Assessment Toolkit for Systems Change in the Transition of Youth and Young Adults with Intellectual and Developmental Disabilities from High School. All Institute for Community Inclusion Publications, 62

Autor/in	Landa, Cady
Institution	University of Massachusetts Boston, Institute for Community Inclusion
Titel	Partnerships in Employment: State Self-Assessment Toolkit for Systems Change in the Transition of Youth and Young Adults with Intellectual and Developmental Disabilities from High School. All Institute for Community Inclusion Publications, 62
Quelle	(2017), (61 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Transitional Programs; Youth; Young Adults; Intellectual Disability; Developmental Disabilities; Students with Disabilities; High School Students; Employment Level; State Policy; Cooperative Planning; Equal Opportunities (Jobs); Self Evaluation (Groups); Agency Cooperation; Leadership; Capacity Building; Financial Support; Strategic Planning; State Government; Government Role; Systems Approach; Change Strategies; Alaska; California; Iowa; Mississippi; Missouri; New York; Tennessee; Wisconsin + Suchen Sie Ihr Suchwort? Jugend; Jugendlicher; Jugendalter; Young adult; Junger Erwachsener; Intellect; Disability; Disabilities; Verstand; Behinderung; Entwicklungsstörung; Student; Students; Schüler; Schülerin; Studentin; High school; High schools; Oberschule; Beschäftigungsgrad; Equal opportunity; Equal opportunities; Job; Jobs; Chancengleichheit; Beruf; Self evaluation; Group; Groups; Selbstevaluation; Gruppe (Soz); Führung; Führungsposition; Finanzielle Förderung; Strategy; Planning; Strategie; Planung; Bund-Länder-Beziehung; Systemischer Ansatz; Lösungsstrategie; Kalifornien
Abstract	This self-assessment tool was developed for those who wish to embark on state-wide governmental systems change to improve high school transition and employment outcomes for youth and young adults with intellectual and developmental disabilities (IDD). Its purpose is to aid in the development of a work plan that is based on a review of the state policies, practices, and strategies that impact transition from school and opportunities for competitive integrated employment of youth and young adults with IDD. This tool incorporates research identifying elements of state government that support high rates of participation in integrated employment (Hall et al., 2007), research on predictors of positive employment outcomes for young adults with IDD (NTACT, 2016), and the experience of the eight states that were 2011-2012 awardees of the Administration on Intellectual and Developmental Disabilities Partnerships in Employment (PIE) Transition Systems Change grants. These states include Alaska, California, Iowa, Mississippi, Missouri, New York, Tennessee, and Wisconsin. Information on PIE and its implementation in these states can be found at www.thinkwork.org/partnerships-employment. When it comes to employment, this document prioritizes competitive integrated employment, defined as full-time or part-time work at minimum wage or higher, with wages and benefits similar to those of people without disabilities performing the same work, and full integration with co-workers without disabilities. In the course of using this toolkit, please distinguish competitive integrated employment from other types of employment outcomes in which employees earn less than minimum wage or are not fully integrated with workers who do not have disabilities. [Co-written with ThinkWork! at the Institute for Community Inclusion at UMass Boston.] (As Provided).
Anmerkungen	Institute for Community Inclusion. University of Massachusetts Boston, 100 Morrissey Boulevard, Boston, MA 02125. Tel: 617-287-4300; Fax: 617-287-4352; e-mail: ici@umb.edu; Web site: http://www.communityinclusion.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01