Ms. Yetta Myrick is the mother of a teenage son with special needs. She is the founder and president of DC Autism Parents (DCAP), a non-profit organization. At DCPA, Yetta has created programs for children diagnosed with autism and their families and oversees the daily operations of the organization. Yetta serves as the Centers for Disease Control and Prevention (CDC)’s Act Early Ambassador to D.C. In this role, she promotes developmental monitoring and assists families in getting the help they need to access services for their children.
As part of OSERS’ commitment to rethink its work to ensure that it is in the best position to achieve its mission, the Rehabilitation Services Administration (RSA) is rethinking the way it supports and partners with its key stakeholders to improve employment outcomes for individuals with disabilities.
One aspect of this ongoing work is rethinking how RSA evaluates the technical assistance needs of State Vocational Rehabilitation (VR) agencies and RSA’s strategies for disseminating resources and tools that help State VR agencies provide services to individuals with disabilities and the business community.
Through this blog, RSA is interested in receiving feedback from State VR agencies and stakeholders related to two areas: employer services and career advancement under the VR program. In particular, RSA requests that commenters respond to the following questions:
Do State VR agencies need technical assistance or additional information from RSA related to on-demand training (e.g., online videos) for businesses and other employers related to disability issues?
If so, what topics should RSA specifically address related to on-demand training for businesses related to disability issues and through what mode(s) should RSA provide this technical assistance to State VR agencies?
Do State VR agencies need technical assistance or additional information from RSA related to the provision of career advancement services for individuals with disabilities who are employed?
If so, what topics should RSA specifically address related to career advancement and through what mode(s) should RSA deliver this technical assistance to State VR agencies?
RSA will consider comments submitted to the OSERS Blog through December 5, 2019. We appreciate your thoughtful feedback as we work to maximize employment opportunities for individuals with disabilities.
Note: To help us in our review, we ask that you only address the questions in the comment section. To protect your privacy and the privacy of others, please do not include personally identifiable information, such as a Social Security number, an address, a phone number or an email address in the body of your comment. Comments containing the aforementioned information, or that do not address the above questions, will not be allowed.
Throughout October, the Office of Special Education and Rehabilitative Services highlighted aspects of disability awareness for national disability employment, dyslexia, learning disabilities, ADHD and Down syndrome.
DARS aims to improve the employment, quality of life, security, and independence of older Virginians, Virginians with disabilities, and their families.
The following DARS stories highlight two ways people have accessed DARS supports and services.
Pre-Employment Transition Services
Through collaboration with school and community partners, DARS offers pre-employment transition services (Pre-ETS) to students with disabilities. Pre-ETS enable students with disabilities an early start at exploring career interests and preparing for employment and adult life.
Meet two Virginia students leveraging Pre-ETS services in this overview video.
Certification Training
DARS’ Wilson Workforce and Rehabilitation Center teamed with the Virginia Department of Transportation to offer clients a chance to take the Flagger Certification Training program. This program provided students with information, hands-on training and the appropriate certificate needed to work as a flagger.
Watch this video to learn more about the Flagger Certification Training program.
Blog articles provide insights on the activities of schools, programs, grantees, and other education stakeholders to promote continuing discussion of educational innovation and reform. Articles do not endorse any educational product, service, curriculum or pedagogy.
Karen Nemeth, Ed.M. is Senior Training and Technical Assistance Specialist -Dual Language Learners for the National Center on Early Childhood Development, Teaching, and Learning. She has published more than a dozen books on early education for children who are growing up with two or more languages and she has held leadership roles in organizations such as the National Association for the Education of Young Children (NAEYC), National Association for Bilingual Education (NABE), and Teaching English to Speakers of Other Languages (TESOL) International Association .
NOTE: October is Learning Disabilities/ADHD/Dyslexia Awareness Month
This blog is written by Alyssia Jackson, a member of the Young Adult Leadership Council of the National Center for Learning Disabilities
One of the scariest experiences in life is finding a job after college. Sometimes it felt like the more I applied, the more I got rejected. I struggled with finding the right job. You see, I am a woman of color with a learning disability and society also sees me as presenting with a physical disability.
I grappled with whether I should identify myself as having a disability on applications. I did not know if checking that box would cost me an interview, and many times, it felt like it did. Once during an in-person interview, I remember being asked if I had “gotten into a car accident recently”. At that time, I explained my learning disability, and the response was “does that mean you can’t read?”
I am the mom of two teenaged girls, one of whom has a disability.
My youngest daughter, Julianna, or Juls for short, was born with Down syndrome, and like many parents of a child with a disability, I found myself thrust into a whole new world. This world revolved around early intervention services, medical appointments, and learning as much as I possibly could about Down syndrome. I was discovering early-on that not only would I need to be Jul’s parent, but also her advocate.
When I was in high school, I was advised to contact New York State’s Adult Career and Continuing Education Services — Vocational Rehabilitation (ACCES-VR) for job training. However, I wasn’t traveling on my own yet, because even though I was 20 years old at the time, I relied on the school bus to get around during all my years of school.
NOTE: October is Learning Disabilities/ADHD/Dyslexia Awareness Month
Sheryl Goldstein
Blog by: Sheryl L. Goldstein, a parent advocate
I grew up with a learning disability (LD). It isn’t a secret, but I don’t normally share such personal information with everyone. I’ve grown to understand that the learning disability is only part of a student’s challenge.
I didn’t let my disability stop me from achieving many goals, although my educational issues created insecurities that led me to believe I wasn’t able to achieve at times. This belief caused me to feel down about myself, and that, in turn, led to poor self-esteem.
