2.1.1 Competitive Employment
Louisiana Statewide Transition Project and Louisiana: Healthy and Ready to Work Fact Sheet Series
	7/8/99

I. WHY IS THIS IMPORTANT?

For most young adults, employment is one of the most important and most anticipated rites of passage following high school. Employment has been said to help determine a person's worth and place in society. It can help shape a person's identity and sense of well being (Szymanski and Parker, 1996). When young adults are planning for the transition to employment, it is important to consider the full range of employment options available. Competitive employment is one such option.

II. KEY POINTS

Competitive employment enhances both the self-perception of young adults, as well as the perception of young adults by society (Seyfarth, et.al., 1985). When young adults are competitively employed, they not only are able to financially support themselves, but also to contribute to society. These factors make competitive employment a socially valued employment option.

Competitive employment has been defined at the federal level as "work that is performed on a full-time basis or a part-time basis, averaging at least 20 hours per week for each pay period, and for which an individual is compensated in accordance with the Fair Standards Labor Act (FSLA)" (Federal Register, August 1987, p. 44368).

Young adults do not necessarily need the assistance of agencies in order to become competitively employed. Many young adults work after school or during summers in jobs that they applied for and secured by themselves. Some young adults find employment when family or friends know of a job opening and recommend them to the employer.

However, if a young adult wants or needs assistance in order to find, secure, and/or maintain competitive employment, there are several agencies that can help. While in high school, they can receive assistance through Local Education Agencies (including School-to-Work programs) or through Job Training Partnership Act Programs (JTPA). In the last year of high school and after exiting, Louisiana Rehabilitation Services (LRS), Louisiana Employment Security, or Job Training Partnership Act Programs (JTPA) can provide assistance to eligible young adults wishing to become competitively employed. It is important to remember that in order to access an agency's services, young adults must meet agency pre-requisites and/or requirements. For example, in order to be eligible for assistance relating to competitive employment through Louisiana Rehabilitation Services, they must have been assessed as ready-to-work, or in need of no additional training. LRS Counselors may provide eligible young adults assistance in contacting potential employers, financial assistance for purchasing work uniforms and/or adapting a piece of equipment, or transportation assistance.

III. ROLES/NEXT STEPS

Students/Young Adults:

Young adults interested in competitive employment should make this desire known when planning for the transition from school to employment. They should ask Local Education Agency personnel for assistance in identifying programs offered by high schools that would help them acquire needed skills in order to become competitively employed. By accessing programs offered while in high school, young adults may exit with the skills needed to secure and maintain competitive employment.

Planning for the transition to competitive employment is very important. Young adults should let the people supporting them in their transition know about their wish to be competitively employed. When this desire is known, it can be planned for and documented in the Transition Services page of the Individualized Education Program (IEP). The IEP, and thus activities at school, can then help prepare for this outcome.

Upon exiting high school, young adults should access adult services designed to assist in job identification and procurement. Agencies such as LRS, JTPA, and OCDD provide career guidance and counseling, as well as assistance in accessing job accommodations and modifications. Young adults should know what assistance is needed from these agencies and how to advocate for themselves to get it.

Families:

Families should assist young adults in identifying the appropriate employment option to pursue. Young adults who wish to become competitively employed will need family support to be successful in this endeavor. Families may be called upon to help solve transportation problems or other barriers to employment.

Families should encourage young adults to assume household tasks, to work part-time, and/or to assume volunteer positions. They can ensure a variety of experiences and encourage work periods of two hours or more to build endurance.

Agencies:

Local Education Agencies (LEAs) can provide a variety of work experiences for young adults while in high school. By offering multiple and varied job experiences throughout the high school career, LEAs can help young adults increase job skills and greatly enhance the chances of becoming competitively employed. Making sure that competitive employment is discussed early enough can help assure timely and appropriate actions are taken in order to reach this goal.

By collaborating with LEAs, adult agencies such as LRS, JTPA, and OCDD can provide valuable information to teachers, families, and young adults about the world of work. Participation in meetings at which transition to employment is discussed and/or on a local interagency transition team are excellent ways to ensure that young adults exiting LEAs and entering adult agencies come with skills needed to become competitively employed.

IV. RESOURCES/CONTACTS

Local Education Agencies

To find out about programs offered by Local Education Agencies, contact your local parish school board office and ask to speak to the Transition Coordinator.

Louisiana Rehabilitation Services Regional Offices*

(225)-925-4131 (in Baton Rouge) or 800-737-2958

Office for Citizens with Developmental Disabilities*

State Office (504) 342-0095

Families Helping Families*

888-9111 in New Orleans, or 1-800-766-7736

(*Contact the numbers above to get the phone number of the office nearest you or check for local telephone directory listing.)

V. REFERENCES

Federal Register. Supported employment regulations for Vocational Rehabilitation Act Amendments. (1987 August 14).

Lafourche Parish School System. (1998). E.A.R.N. Handbook. Thibodaux, LA: Lafourche Parish School System.

Seyfarth, J., Hill, J., Orelove, F., McMillan, J., & Wehman, P. (1985). Factors influencing parents' vocational aspirations for their mentally retarded children. Mental Retardation, 25(6), 357-362.

Syzmanski, E., & Parker, R. (1996). Work and disability: Introduction. In Syzmanski, E., & Parker, R. (Eds.) Work and disability: Issues and strategies in career development and job placement. (pp. 1 - 4). Austin, TX: Pro-Ed.