14.4.1 Including ALL Students in School-to-Work (STW)
Louisiana Statewide Transition Project and Louisiana: Healthy and Ready to Work Fact Sheet Series
	7/1/99

I. WHY IS THIS IMPORTANT?

ALL young adults will make the transition from school to adult life. How well they make this transition can be greatly affected by their experiences while in school. The School-to-Work Opportunities Act (SWOA) of 1994 states that "...all youth, regardless of race, color, national origin, gender, disability, or other characteristics, have the same opportunities to participate in all aspects of school to work initiatives and are not subject to discrimination as participants in such programs" (Horne & Thuli, 1997). This definition has lead to the phrase "ALL means ALL". Saying "ALL means ALL" is one thing, but implementing policy that reflects equal opportunity, freedom of choice, and individualized planning is another. Pam Stenjhem (1999) recommends that "We must learn to let go of turf issues and work together as partners to be creative, flexible, and open to the possibilities." All young adults can be equally valued when special education teachers, vocational education teachers, general education teachers, administrators, and related services personnel work together collaboratively in order to meet the needs of all students.

II. KEY POINTS

In order to help serve all students in StW programs, the Academy for Educational Development has developed lists of strategies for including ALL young adults. School-to-Work (StW) programs include three types of activities: school-based activities; work-based activities; and connecting activities. School-based activities facilitate the acquisition of essential skills that young adults learn in school in order to prepare them for the world of work. Work-based activities are activities in which young adults gain practical experience and training relating to the world of work. Connecting activities are used to create links between schools, employers, teachers, young adults, and the community, as well as to connect school-based activities with work-based activities.

While not exhaustive lists, the listed below can serve as starting points for further discussion on how to best meet a young adult's individual needs while participating in StW activities. In addition, these strategies are not intended to be necessary, or even appropriate, for ALL young adults. One way StW personnel can ensure appropriate strategies are used is to collaborate with special education teachers, related service personnel, families, and the students themselves. Suggested strategies include:

School-based Activities Strategies:

• Determine current abilities, potential, and preferences.
• Teach self-advocacy skills.
• Increase self-esteem, self-control, and self-awareness.
• Provide career advisement and career education.
• Assist in the development of individual career plans.
• Encourage vocational education and a variety of work experiences.
• Provide job-shadowing experiences.
• Develop social and work behavior skills.
• Emphasize mobility and orientation skills (including transportation issues).
• Utilize assistive technology.
• Teach self-care and daily living skills.

• Teach organizational skills and study skills.
• Promote the use of computers.
• Teach alternative communication skills.
• Teach integrated vocational and academic skills.
• Make learning relevant (Horne & Thuli, 1997).

Work-based Activities Strategies:

• Allow for flexible scheduling.
• Keep environments free from distraction.
• Provide breaks as needed.
• Provide a work place mentor or job coach.
• Break job tasks down into steps or a sequence.
• Write down and prioritize daily tasks.
• Allow flexibility in setting up work stations/environments or organizing job tasks and supplies.
• Allow for a range of employment opportunities.
• Keep work tasks specific.
• Provide reinforcement.
• Provide immediate and consistent feedback.
• Allow for alternative forms of communicating.
• Allow for the use of computers and other technology.
• Set specific times for certain tasks and maintain a routine.
• Keep the environment free from architectural barriers (Horne & Thuli, 1997).

Connecting Activities Strategies:

• Teach young adults when it is appropriate to disclose their disability, as well as how to articulate strengths and weaknesses.
• Encourage young adults to take the lead in developing Individualized Education Programs (IEPs).
• Coordinate support services with young adults and their families.
• Provide speech/language, physical and occupational therapy as needed.
• Provide necessary family supports (e.g., counseling, respite care, etc.).
• Encourage young adults to participate in community activities of interest.
• Establish peer support groups.
• Establish rapport with national disability-specific organizations and associations.
• Coordinate technical assistance and specialized support for employers.
• Offer pertinent training to teachers, employers, and co-workers (Horne & Thuli, 1997).

III. ROLES/NEXT STEPS

Student/Young Adult: All young adults, including those with disabilities, should stay informed about School-to-Work activities in order to participate fully in the opportunities offered. By asking questions such as, "Who is the School-to-Work representative at my school?" and "What opportunities are available through the School-to-Work partnership?" young adults can stay informed and become involved.

Young adults should make those assisting them in their transition from school to employment know of their desire to participate in StW programs. They should let their teachers, principals, and StW coordinators know that they want to be a part of activities.

Families: Families play a vital role in ensuring participation in many school activities for young adults with disabilities. It is important that family members provide support and encouragement in the development and exploration of interests of young adults. By staying informed about School-to-Work activities in the Partnership, families are better equipped to provide this support and encouragement.

Families should find out how they can become involved with the StW program at the local level as well as in the regional Partnership. By being actively involved in planning activities, families of young adults with disabilities can ensure that their sons/daughters are included in all plans and activities.

Agencies: Personnel involved in School-to-Work are encouraged to share the strategies given with all members of the School-to-Work Partnership. Comparing this list to current activities can help determine which strategies are currently being used, which can be used in order to improve or expand programs, and where more information is needed. Collaboration with special education personnel, related service personnel, families, and young adults could also aid in determining which strategies are appropriate.

IV. RESOURCES/CONTACTS

The All Means All School-to-Work Project

612-625-3863

http://www.ici.coled.umn.edu/all/

In order to learn more about issues relating to disability, StW personnel may find the following organizations helpful:

Council for Exceptional Children

703/620-3660

www.cec.sped.org

Brain Injury Association, Inc.

800/444-6443

TBI Information Project

www.sasquatch.com/tbi/

American Speech, Language and Hearing Association

301/897-5700

www.asha.org/asha/

Council for Learning Disabilities

913/492-8755

Learning Disabilities Association of America

412/341-1515

www.ldanatl.org/

National Alliance for the Mentally Ill

800/950-NAMI

www.cais.com/vikings/nami/index/htm

Federation of Families for Children's Mental Health

703/684-7710

www.psych.med.umich.edu//web/aacap/fedfemh.htm

United Cerebral Palsy Associations, Inc.

800/872-5827

www.ucpa.org

The Association for Persons with Severe Handicaps (TASH)

410/828-8274

www.tash.org

Helen Keller National Centers Headquarters

516/944-8900

516/944-8637 (TYY)

National Information Clearinghouse on Children Who are Deaf-Blind

www.tr.wosc.osshe.edu/DBLINK

American Council of the Blind

800/424-8666

www.acb.org/

V. REFERENCES

Benz, MR., Kochhar, CA. (1996). A Position Statement of the Division on Career Development and Transition. School-to-Work Opportunities for All Students, 19 (2), 38-55.

Home, R., & Thuli, K. (1996-97). Ideas and strategies for including Youth with Disabilities in School to Work Programs. [On-line]. Available: http:// www.sna.com/switplaed.htm

Stenjhem, P. (1999). Opening the future to all learners. School to What? Minneapolis, MN: All Means All School-to-Work Project.