October and Disability Awareness

ICYMI "In Case You Missed It!"

In addition to announcing OSEP’s new director, Laurie VanderPloeg, and interviewing Caryl Jaques at Little One’s University preschool, this October, we highlighted aspects of disability awareness for National Disability Employment, Dyslexia, Learning Disabilities, ADHD, and Down Syndrome!

Check out the stories below:


Down Syndrome


Courtney and her twin sons

It Takes a Village | 10/19/2018

Courtney’s twin sons just started kindergarten. This military family also moved across the country this year. Read how she’s advocated for her son with Down syndrome to be included in the same class as his brother.


Rachel, now an Olathe South High School Graduate

I REALLY Love My Life! | 10/12/2018

Rachel, a 19-year-old, loves her family, friends, school, social activities and so much more. She’s traveled to DC and testified in Topeka to talk about laws that will help people with Down syndrome.


ADHD | Dyslexia | Learning Disabilities


Lena McKnight

Learning About My LD: Accepting My Challenges & Finding My Voice | 10/30/2018

Lena struggled through middle and high school, but she eventually earned her GED, an associate’s degree and a bachelor’s degree. Read how Lena learned more about her learning disability, accepted her challenges and found her voice.


Strong Foundations School logo

Public Charter School Founded to Provide Excellent Reading Instruction to All | 10/29/2018

Beth McClure envisioned a school designed specifically to provide excellent reading instruction to all students, so she started Strong Foundations School, a public charter school.


Veronica and Myriam Alizo

From Miami to New Jersey | 10/25/2018

Myriam recounts her journey from a young, new mom learning her daughter had a speech delay and attention issues to a career assisting other parents of children with disabilities to help them navigate their rights and get involved in their child’s education.


Dylan and Nicola at the beach

Reflections on Where We’ve Been: A Mother and Son’s Journey with Dyslexia | 10/23/2018

Dylan is a college sophomore, a soccer player and ceramic artist who loves to travel the world when there’s time. He also has dyslexia. Dylan and his mom share their story in hopes of inspiring others.


Douglas Rawan II, a sixth-grader with dyslexia

My Truth About Dyslexia―What I Wish for Other Kids With Dyslexia and Their Parents | 10/09/2018

Sixth-grade student pens blog about dyslexia in “My Truth About Dyslexia—What I Wish for Other Kids with Dyslexia and Their Parents.”


Candice Crissinger and children

High Achievement Requires High Expectations: My Family’s Story | 10/04/2018

One mom, two sons 10 years apart in age. Candice shares her family’s story of the vastly different experiences they had when seeking educational supports and services for her sons with disabilities and ADHD.


National Disability Employment Awareness Month


Hands On Hyatt trainees

Hands On/Hyatt | 10/31/2018

Hands On Educational Services, Inc., a vocational training program that prepares individuals with disabilities for careers in the hospitality industry, celebrates its 20th year of partnering with Hyatt.


WINTAC logo

Meeting WIOA Requirements: Workforce Innovation Technical Assistance | 10/31/2018

Learn different ways to stay current with employment trends related to the workforce and people with disabilities.


Way2Work Maryland logo

Way2Work: Helping Marylanders with Disabilities Transition into the Workforce | 10/30/2018

Way2Work helps Marylanders with disabilities transition into the workforce. Check out some of their success stories!


Alaska and Nevada VR Websites

Successful Work Experiences | 10/26/2018

The Alaska Division of Vocational Rehabilitation and Nevada Ready show how states are creating programs to help youth with disabilities transition into a work environment.


Logo - National Technical Assistance Center on Transition (NTACT)

Transition Resources Help Agencies and Service Providers Support Youth with Disabilities | 10/24/2018

The National Technical Assistance Center on Transition (NTACT) has many resources that help state and local education agencies, state vocational rehabilitation agencies, VR service providers and other service providers prepare student with disabilities for successful postsecondary education and employment.


Veronica and Victor

ASPIRE! | 10/22/2018

With the help of ASPIRE, families in Arizona, Colorado, Montana, North Dakota, South Dakota and Utah are taking charge of their futures, learning about benefits available in their state, and more.


Logo - National Clearinghouse of Rehabilitation Training Materials (NCRTM)

Finding Rehabilitation Training Materials: RSA Technical Assistance and Other Resources | 10/22/2018

OSERS Rehabilitation Services Administration’s grant recipients offer numerous training materials and resources for those interested in vocational rehabilitation. Learn how to find these resources through the National Clearinghouse of Rehabilitation Training Materials (NCRTM).


Nyrka

Meriden Public Schools’ Community Classroom Collaborative | 10/18/2018

Meriden K–12, a Connecticut public school, gets creative to help students like Nyrka find success by bridging the gap between school and adult life.


AR PROMISE logo

The Importance of Connection | 10/17/2018

The Arkansas PROMISE program shows how a personalized connection between youth & their families and case managers can leave a positive, lasting impact on youth with disabilities.


Kwik Trip Storefront

Kwik Trip | 10/16/2018

The Wisconsin Workforce’s Division of Vocational Rehabilitation worked with KwikTrip, a family-owned business of convenience stores, to successfully recruit and train individuals with disabilities for the role of “Retail Helper.


Logo - National Clearinghouse of Rehabilitation Training Materials (NCRTM)

The National Clearinghouse of Rehabilitation Training Materials (NCRTM): Finding Promising and Effective Resources in the Clearinghouse Library

| 10/12/2018

Calling all vocational rehabilitation professionals. Did you know NCRTM provides quick, streamlined access to resources and technical assistance centers funded by OSERS Rehabilitation Services Administration?


Ida and her service dog

Ida’s Success Story—Knocking Down Barriers for Blind People Throughout New Jersey and Beyond | 10/10/2018

Ida’s a Drew University senior with a recent internship and employment offer from JPMorgan. She’s also legally blind. Read Ida’s story and about her work with the New Jersey Department of Human Services Commission for the Blind and Visually Impaired.


Christopher Pauley does the Marshmallow Challenge.

“Always Aim High!” | 10/03/2018

Christopher has a computer science degree. Yet, he applied to nearly 600 positions without much success—that was until a California Department of Rehabilitation vocational rehabilitation counselor helped him connect with Microsoft’s Autism Hiring Program.


NDEAM 2018 Poster: Man in a wheelchair conversing with co-workers over laptop computers.

“America’s Workforce: Empowering All” | 10/02/2018

OSERS and OSERS Rehabilitation Services Administration proudly supports numerous programs relevant to National Disability Employment Awareness Month.


Twitter

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Also, check out related Tweets on OSERS Twitter feed

NDEAM 2018 | Hands On/Hyatt

NOTE: October is National Disability Employment Awareness Month
Hands On Hyatt trainees

In recognition of NDEAM this month and in partnership with the Council of State Administrators of Vocational Rehabilitation, OSERS is pleased to highlight another successful partnership that State VR agencies have established with educational providers and the business community supporting the employment of individuals with disabilities.


Hands On Educational Services, Inc. is vocational training program that prepares individuals with disabilities for careers in the hospitality industry though its partnership with Hyatt Hotels, state vocational rehabilitation (VR) agencies, and local educational agencies. While the partnership began with one Hyatt hotel in Tampa, Florida Hands On now works with over 30 Hyatt hotels in nine states and is celebrating its 20th anniversary.

With funding from state VR agencies and through Hyatt’s Hospitality Training Program, Hands On provides job-readiness training, job coaching, job placement services, and on-the-job training to individuals with disabilities in all aspects of the hotel industry, including culinary, engineering, housekeeping, and guest services. Since the program’s inception, Hyatt has extended job offers to several hundred program graduates.

While they sometimes operate behind the scenes, state VR agencies are often at the nexus of private-public partnerships – simultaneously supporting individuals with disabilities as they prepare for, secure, retain, advance in, or regain employment and the businesses that provide them with career opportunities.

As OSERS partners with states to administer the VR program, one of the core workforce development programs authorized under the Workforce Innovation and Opportunity Act, OSERS is committed to strengthening partnerships and maintaining high expectations for the millions of individuals with disabilities the VR program serves.

For more information about the VR program in Florida, visit our partners at the Division of Vocational Rehabilitation and the Division of Blind Services. To learn more about Hands On, visit them online or through Facebook.


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.

Kathleen West Evans, Director of Business Relations, Council of State Administrators of Vocational Rehabilitation (CSAVR)
Posted by
Director of Business Relations, Council of State Administrators of Vocational Rehabilitation (CSAVR)
Chris Pope
Posted by
Rehabilitation Services Administration, Office of Special Education and Rehabilitative Services, U.S. Department of Education

Meeting WIOA Requirements: Workforce Innovation Technical Assistance

WINTAC logo

For National Disability Employment Awareness Month, check out the many resources available in the National Clearinghouse of Rehabilitation Training Materials (NCRTM), funded by the Rehabilitation Services Administration (RSA). Bookmark the NCRTM RSA Technical Assistance & Other Resources page for quick access to the RSA portal, RSA TA centers and funded projects, Workforce Innovation Opportunity Act (WIOA) federal partners, other resources and research databases.

In this final blog of a three-part blog series from NCRTM, we offer ways to stay current with employment trends related to the workforce and people with disabilities. View first blog and second blog from NCRTM.


Workforce Innovation Technical Assistance Center (WINTAC)

The WINTAC helps state vocational rehabilitation (VR) agency staff, rehabilitation professionals and service providers develop the skills and processes needed to meet the requirements of the Workforce Innovation and Opportunity Act (WIOA).

The WINTAC provides technical assistance and training in five topic areas that include:

You can find links to all of these topic areas with resources and information at WINTAC.

 

The Career Index logo

The Career Index Plus

The Career Index Plus (TCI+) includes state and local salary data from the Bureau of Labor Statistics, job trends and projections, current job openings, license requirements and certifications, education and experience requirements, and 200,000 training programs.

TCI+, offered through WINTAC, is a career information system that collects labor market information from a host of resources and deposits the information onto a single, user-friendly site. Access to TCI+ is free and the data is the most recent available.

The people behind TCI+ have spent almost 20 years specializing in labor-related data and are constantly combing a large array of sources to give VR professionals actionable labor market information for better, more informed career choices.

The following resources are presented through a collaboration between WINTAC and TCI+ and are intended to provide a comprehensive approach to training on this valuable resource.

  • Short Training Videos
    • Short training videos, each under 10 minutes in length
    • Provide VR professionals with short, direct, and relevant training materials on using features from TCI+
  • TCI+ Recorded Webinars 
    • Recorded from live webinars
    • Provide in-depth, comprehensive information and training on using The Career Index Plus.
  • TCI+ Resources
    • Provide VR agencies with training and informational materials on adopting The Career Index Plus as a labor market information tool.
  • Labor Market Information Resources
    • Provide VR agencies with comprehensive information on labor market data.

Do you want to keep up-to-date with new VR resources as they are added to the NCRTM? Follow them on Twitter @RSA_NCRTM and subscribe to their monthly New from NCRTM newsletter.


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.

Learning About My LD: Accepting My Challenges & Finding My Voice

October is Learning Disabilities/Dyslexia/Attention Deficit Hyperactivity Disorder (ADHD) Awareness Month

Lena McKnight


Have you ever sat in a classroom and your teacher asks everyone to read a paragraph out loud? You skim through to see which paragraph has the easiest words to read out loud.

That was me. I was the young girl shaking in my boots when I knew I had to read out loud. Often, I would try to identify the “easy” paragraph, and if I couldn’t find one, I would make the class laugh by getting myself into trouble and taking the pressure off me. I was scared, although everyone thought I was the girl who didn’t fear anything and was tough. I was scared because I saw others do things that I struggled with. Middle school was hard for me. Not only was I dealing with social pressure, but keeping up with my academics was a lot of work in and of itself.

Have you ever just felt like you were different from others? Have you thought that people wouldn’t understand when you expressed your thoughts?

It was very hard for me share the challenges I was facing and explain what was going on for me. I always thought people would think there was something wrong with me. People still tell me, “you’re a tough girl, don’t sweat it.” As a young student, I didn’t talk about my struggles as a way to avoid embarrassment.

What I didn’t know back then was that I have a learning disability. I struggled every day with reading and processing issues. No one had explained to me what my learning disability meant. I had no idea that my individualized education program (IEP) could actually help me succeed. I couldn’t understand how I could do so well in my theatre classes but struggle in others.

Eventually, I fell so far behind in high school that I was not allowed to take any arts classes. I had too many academic classes I needed to complete if I wanted to graduate. So, I dropped out of school. I remember thinking that I would never get a GED (general equivalency degree). But with hard work and determination, I passed the GED exam after trying three times. I was so proud when I passed, and I wouldn’t believe it if anyone told me that I had a disability or needed extra supports after that to succeed. It wasn’t until college that I discovered I was still having trouble.

Soon after getting my GED, I began working at Harlem Children’s Zone. I was listening to the disability specialist speak about the problems high school students will encounter when they enter college. It clicked for me. For the first time, I was able to explain the challenges I faced and I admitted to the specialist that I had an IEP while I was in school. The specialist helped me get testing done so that I would finally be able to prove that I have a learning issue and could receive supports in college. It was like the world turned upside down. I was finally able to get the help I needed. I saw the “perks” of having a disability and getting the services I was entitled to. And, for the first time, I understood what it was I needed help with.

It took me a long time, but I have finally found my voice. I used to be ashamed to talk about my learning issues because I thought I was the only one who struggled, and I worried no one would believe me. But accepting who I am and taking the time to understand what I need has made all the difference. I was lucky to have advocates and people who believed in me. Because of them, I believe in myself and have achieved more than I once thought I could. I am grateful for the ones who stood up with me. Without them, I wouldn’t be who I am today, and I wouldn’t be working to empower others to speak up as well.

Every person with a learning disability deserves the chance to realize their potential and reach their dreams. Understanding yourself and being able to ask for what you need is the first and most important step.


Lena McKnight was born in Norfolk, Virginia and raised in Harlem, New York. She attended public school in New York City until 10th grade and later enrolled in a YouthBuild program where she achieved a High School Equivalency Diploma. Lena then went on to graduate with an associate’s degree and later a bachelor’s degree in Theatre and Sociology in May 2017. Lena has served as a Student Advocate for 10th graders through the Harlem Children Zone and remains involved with YouthBuild. She now works full time and devotes her career to serving kids in her community. Lena is committed to using her voice to have a positive impact on the field of education and on society at large.


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.

Way2Work: Helping Marylanders with Disabilities Transition into the Workforce

This is the final blog in a series of three blogs in October from the National Technical Assistance Center on Transition (NTACT) to honor National Disability Employment Awareness Month.


Way2Work Maryland logo

Way2Work Maryland is a project designed to improve the academic and career success of students with disabilities in Maryland through work-based learning experiences.

The project is open to any student with an Individualized Education Program (IEP) or a 504 Plan who will complete high school with a diploma or certificate in 2020.

The project focuses on helping students engage in paid or unpaid work experiences, aligned with their interests and skills, while supporting a student’s academic success to complete high school.

During the 2018-19 school year, seven Maryland counties engaged in the program for juniors and other students who are two years away from finishing high school.

The program is a partnership of the Maryland’s Department of Education, Maryland’s Division of Rehabilitation Services, the American Job Center Network, and the Department of Counseling, Higher Education, and Special Education at the University of Maryland.

The following stories highlight the work done by those Way2Work Maryland serves.

Rose’s Story

RoseRose has always loved animals. Dogs, cats, horses, sheep—she loves them all. So, when she met her job developer, Wayne from Humanin, a job development/ career placement agency, there was no question about what industry to place her in.

Wayne was quick to connect Rose with a volunteer job at Chesapeake Therapeutic Riding School in Maryland.

Even though Rose had never worked in a stable, she quickly became one of the center’s top volunteers.

“She comes in and gets right to work,” said Kathleen Schmitt, executive director and founder of CTR. “She always has a smile on her face.”

Rose has achieved proficiency in grooming and feeding the horses, mucking stalls, and performing general barn duties.

When Rose completes this work-based learning experience, she will be qualified to work as a trainee at a horse farm anywhere.

Lisa Miceli, Rose’s mom and biggest advocate, said, “I want her to keep coming here, even if she gets another job. It’s been such a great experience for her.”

Karli’s Story

KarliKarli dreamed of finding a job that would combine her three loves: photography, art and design. Her first work-based learning experience was heavy on the art, but light on photography and design.

Her new job at Silver Linings Lavender, which she got through Way2Work, has everything she was looking for, but it took a positive attitude to find it.

Karli’s first day on the job was the day of the Pride Parade in Westminster, Maryland, one of the busiest retail days of the year. Traffic in the small boutique on Main Street was non-stop all day.

“There was a line out the door. Products were flying off the shelf,” says Dawn Pritchard, Silver Linings Lavender’s owner.

Having Karli’s help that day was really important; she re-stocked the shelves as quickly as they became empty.

“I can’t sell product if it’s not on the shelf,” says Dawn. “That day, I didn’t lose any money.”

According to Dawn, “To be in retail, you really have to be an extrovert.”

Karli is a shy person, and interacting with customers wasn’t her favorite thing. After that first day, Karli thought, “I wouldn’t want to do this for a living.”

Not wanting to interact with customers in a store could be a problem for someone who is shy like Karli; however, there’s a silver lining.

Dawn opened Silver Linings Lavender in 2013 as an online store, but it wasn’t until September 2017 that she expanded into a brick and mortar store. The majority of her business is still online, and that’s where Karli shines.

Now, at Silver Linings Lavender, Karli is learning to do online marketing and using her love of photography, art and design in a retail setting.

Dawn gave her an office and a computer, with software such as Photoshop and InDesign.

It’s a win-win for employer and employee.

“I didn’t have anyone to teach me (about business),” said Dawn, “so I’m happy to share what I know and spread the word.”

Coardell’s Story

CoardellBy day, Coardell is pursuing a trade in welding at Worcester Technical High School. He doesn’t love welding, but it’s better than any of the jobs he’s had at MacDonald’s or Walmart, or washing dishes at a restaurant in Ocean City, Maryland

Outside of school, though, Coardell has other passions. He amazes audiences with his dance moves. He has performed in venues all over Maryland’s Eastern Shore as well as in New York, and he dreams of making a living as a dancer and rapper one day.

Someone with the soul of a dancer might feel restricted and confined in the tight quarters of a welding booth, and the protective gear that welders wear—including a heavy mask—might make it hard for a dancer to move his feet.

Way2Work helped Coardell get a job at Go Glass, a shop that specializes in residential, commercial and auto glass. At Go Glass, Coardell has room to bust a move now and then.

“I finally found something I enjoy doing,” he says.

In addition to having room to move when he has the urge, a crucial piece of Coardell’s success is his mentor, Jeffrey Sewell.

Having a supportive person to show Coardell the ropes and to nudge him when he gets distracted has meant the difference between floundering and feeling comfortable on the shop floor.

Jeff is teaching Coardell all about the glass business—how to cut and install auto glass, table tops, mirrors and doors. He’s also teaching Coardell how to make window and door screens for homes and businesses.

Coardell has learned how to use a tape measure, how to cut glass, and how to keep the blades sharp by storing them in auto coolant. Each time Jeff gives Coardell a little bit more responsibility, Coardell grows more confident.

“He’s a good worker,” said Jeff. “He comes in and gets right to work.”

Way2Work Coordinator, Tammy Hauck, said she knew the environment Go Glass would accommodate Coardell’s needs. “It suits him,” said Tammy. “It gives him more space to be himself.”

Tim’s Story

TimAfter just two months on the job at Avenue Tailor and Cleaners in Westminster, Maryland, Tim is already looking forward to a big promotion.

This summer, he will receive management training and take over as manager of the store’s Gettysburg, Pennsylvania location.

“Dry cleaning was never my first thought,” says Tim. “But it worked for me.”

Tim has always wanted to work at or own a shoe store, so his job developer, Megan O’Neill of Schapiro Training & Employment Program (STEP), a Carroll County, MD supported employment agency, thought the small business on Main Street might be a good fit. She was right.

The experience he has gained at Avenue is pointing him toward college and a degree in business.

Working two-three hours a day, five days a week, Tim drives the company vehicle and picks up and delivers dry cleaning in four locations around Carroll County, Maryland. In his new job, he will learn how to work the front counter, interact with customers and gain an insider’s view of the operation.

According to Tim’s dad, Brian Wall, the job at Avenue Tailor, for which Tim is paid, has made a tremendous change in Tim.

Brian sees his son being more engaged in school and having a more positive attitude in general. Tim even signed up for the SATs on his own to the surprise and delight of his parents.

“I wish Way2Work would have been available when I was in high school,” said Brian. “You can’t put a price tag on experience.”


The National Technical Assistance Center on Transition (NTACT), funded by the U.S. Department of Education’s Office of Special Education Programs (OSEP) and the Rehabilitation Services Administration (RSA), assists state and local education agencies, state vocational rehabilitation (VR) agencies and VR service providers in implementing evidence-based and promising practices to help ensure students with disabilities, including those with significant disabilities, graduate prepared for success in postsecondary education and employment.

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.

Public Charter School Founded to Provide Excellent Reading Instruction to All

Strong Foundations School logo

Assistant Secretary Johnny Collett and Deputy Assistant Secretary Kim Richey visited Strong Foundations Charter School during the 2018 Back-to-School Tour.

October is Learning Disabilities/Dyslexia/Attention Deficit Hyperactivity Disorder (ADHD) Awareness Month.


Seven years ago, one of my former students came to visit me and see the school I helped to found, Strong Foundations Charter School, a public charter school formed to provide excellent reading instruction to all students.

My former student was home from college where he majored in music and also played in two successful bands nearby. As we walked through the halls, he saw the elementary students working, some of whom were in Orton-Gillingham class—a structured reading approach to help students learn to read. I remarked that if he had been in a school like this, he might not have had to struggle so much with reading when he was younger.

His reply was bittersweet to me. “If I had been to a school like this, I might have been able to be your friend sooner.”

Translation: I might not have seen teachers as the enemy and schools as the battleground for so much of my childhood.

As a young teacher, nothing hurt worse than knowing I could teach someone how to read, but having them be so emotionally damaged from failure that they didn’t even want to try.

Time after time, that was my experience.

When I first began working with the student I quoted above, he was in the sixth grade. A bright mathematician, he had never learned to read despite his teachers’ efforts. Now it was my job to teach him to read and spell. For the first three months, every reading lesson was met with refusal and anger. Gradually, he began to have success and respond to my encouragement until finally, by the end of the year, we could accomplish an entire lesson in one sitting.

I had recently been trained in using the Orton-Gillingham approach. I worked as a special educator in a small private school in New Hampshire, and this student was one of many with a similar story. After years of failure, the first hurdle to help them overcome was their hopelessness when faced with the prospect of trying one more time.

I knew, though, that the English language is actually logical and can be taught systematically.

In my experiences, a multisensory structured literacy approach is essential for dyslexic learners and can also be beneficial to all learners.

At Strong Foundations, we accept all students at all academic levels, from low-achieving to high-achieving. Every student receives Orton-Gillingham instruction in a group as part of their regular education curriculum because we believe it is beneficial for all learners. We also believe it will prevent many students from ever struggling to learn to read. We work on building background knowledge using the Core Knowledge curriculum, a sequenced curriculum for kindergarten through eighth grade students.

In the classroom, students receive Orton-Gillingham instruction at a differentiated pace. Students identified with a learning disability in reading normally receive additional Orton-Gillingham instruction at a therapeutic level, so it reinforces what they have learned in the classroom.

Our hope at Strong Foundations Charter School has always been that more schools would see our success and would use structured literacy approaches from the beginning of a child’s reading instruction.

I would like to see teacher-training programs include training in structured literacy approaches so that all elementary and special education teachers are prepared to teach reading.

It has not happened as quickly as I had hoped, but I am seeing some progress.

The story of my student I mentioned above has a very happy ending. I worked with him through ninth grade, when he let his parents know he wanted to stop tutoring because he wanted to learn to play an instrument. His tutoring time with me conflicted with music lessons. We all agreed that if he could maintain his academics without my help, he could “fire me.” He went on to graduate from high school, earn a four-year degree from a prestigious college of music and now works as a professional musician.


Beth McClure has served as the principal of Strong Foundations Charter School for twelve years. She earned a master’s in learning and language disabilities and a master’s in Educational Administration. She is a fellow of the Academy of Orton-Gillingham Practitioners and Educators and currently serves as its president. She recently joined the Professional Standards Board of the New Hampshire Department of Education. Her favorite professional activity is teaching reading.


The U.S. Department of Education does not endorse specific curriculums or approaches to education. 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. 

Successful Work Experiences

Alaska and Nevada VR Websites

NOTE: October is National Disability Employment Awareness Month.


The National Technical Assistance Center on Transition (NTACT) assists state and local education agencies and VR agencies and service providers, and it keeps close contact with these agencies and providers in order to share real stories of real youth being supported in transition programs. Alaska and Nevada are just two of the states that are creating programs to help youth with disabilities transition into a work environment.

Alaska Division of Vocation Rehabilitation

Alaska Division of Vocational Rehabilitation (DVR) provided pre-employment transition service—a requirement of the Workforce Innovation and Opportunities Act (WIOA) activities to 802 Alaskan students this year through a number of statewide initiatives including Transition Camps and its Summer Work programs.

Transition Camps

Transition Camps help students develop a vision for what their future can be by exposing them to career exploration and the resources they may need to successfully transition from school to work. These camps, located in predominantly rural areas of the state and juvenile justice facilities, served 236 students. Transition camps are a partnership between DVR, Disability Employment Initiative (DEI), and the Department of Education.

Summer Work Programs

Summer Work, a partnership program between DVR and DEI, focused on providing students with disabilities with a chance to have a paid 160-hour work experience to become work ready. Summer Work served 182 students in 2018, and 99 Alaskan businesses provided work sites for students engaged in the program. Summer Work programs are implemented by school districts and community agencies in rural and urban areas. This year’s big success was the Cordova School District summer program. Eight of the 14 students who participated transitioned to competitive integrated employment at the end of their work experience!

Nevada Department of Education

The Nevada Department of Education hosts and organizes the annual Nevada Student Leadership Transition Summit (NSLTS). The summit provides a forum for high school students with disabilities to participate in sessions focused on disability awareness, self-advocacy, resources for career and college planning, and networking events with providers and other teens across the state.

NSLTS can have a lasting impact on people’s lives.

Kascia Tognoli attended the NSLTS in 2008 and 2009 as a student from Lyon County School District’s Yerington High School.

NSLTS helped Kascia realize what she wanted to do for a career. When she reflected on her time at NSLTS to the summit’s organizer Jennifer Kane, Kascia said:

I knew from then on what I really wanted to do which is what I am doing now, helping adults and students with disabilities. I remember going to my mom and telling her what they were talking about at the conference, and that I was going to do that one day. You [NSLTS] are the main reason why I started doing what I do… At the conference I came to terms that I needed to love my disability because it makes me who I am!… I just want to tell you thank you from the bottom of my heart for putting on that conference, it changed my life!

Kascia is employed currently with K.E.T. Consulting, LLC—a provider of Pre-Employment Transition Services in the state.


The National Technical Assistance Center on Transition (NTACT), funded by the U.S. Department of Education’s Office of Special Education Programs (OSEP) and the Rehabilitation Services Administration (RSA), assists state and local education agencies, state vocational rehabilitation (VR) agencies and VR service providers in implementing evidence-based and promising practices to help ensure students with disabilities, including those with significant disabilities, graduate prepared for success in postsecondary education and employment.


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.

Transition Resources Help Agencies and Service Providers Support Youth with Disabilities

Logo - National Technical Assistance Center on Transition (NTACT)

This is the first blog in a series of three blogs in October from the National Technical Assistance Center on Transition (NTACT) to honor National Disability Employment Awareness Month. In this series, NTACT will share resources and success stories of NTACT-supported agencies and providers and individuals whom the agencies and providers assist.


The National Technical Assistance Center on Transition (NTACT) assists state and local education agencies, state vocational rehabilitation (VR) agencies and VR service providers in implementing evidence-based and promising practices to help ensure students with disabilities, including those with significant disabilities, graduate prepared for success in postsecondary education and employment.

NTACT, funded by the U.S. Department of Education’s Office of Special Education Programs (OSEP) and the Rehabilitation Services Administration (RSA), identifies effective practices to improve employment preparation and employment outcomes for students with disabilities.

In celebration of National Disability Employment Awareness Month, NTACT wants to remind the field of some resources available on its website that focus on preparing students for successful careers after high school and college.

  • Guide to Developing School-Community-Business Partnerships
    Guidance for various audiences including families, community organizations, employers, schools, and agencies to develop and sustain partnerships focused on employment preparation and success for young people with disabilities.
  • Competitive Integrated Employment Toolkit A compilation of resources, focused on achieving competitive integrated employment and meaningful careers.
  • Predictors of Post-School Success
    Links to descriptions of researched factors and attributes and skills correlated with post-school success in employment and other post-school outcomes.
  • School to Work Timeline
    Timeline to consider for planning career development activities with students.
  • Wow! Success Stories
    A collection of video resources for students, families, and other stakeholders, featuring individuals with disabilities experiencing successful employment and other adult outcomes.

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.

Reflections on Where We’ve Been: A Mother and Son’s Journey with Dyslexia

Dylan and Nicola at the beach

October is Learning Disabilities/Dyslexia/Attention Deficit Hyperactivity Disorder (ADHD) Awareness Month.

Nicola—a mom of three and an advocate—and her son Dylan, a college sophomore, share what has made their journey unique in hopes of inspiring others. Below, they take turns asking questions and telling their story.


Nicola: I want to start by sharing what I love most about my son. He sees the world in many dimensions. He is inquisitive, caring and creative. Traveling with Dylan is one of my favorite things to do because he sees the nuances and details of the culture, architecture, food and music wherever we are. He expresses genuine joy when experiencing new things. He is very social and adventurous, and people seem to be drawn to him like a moth to a lightbulb. But what I’m most proud about is that after years of struggling with an undiagnosed learning difference, and battling self-doubt, he is a sweet and curious guy and he has found strategies to deal with his learning and attention issues.

Nicola: Do you remember what it felt like for you when you started school?

Dylan: I remember being asked in first grade to write down my name and to describe something I liked. I didn’t know how to write or spell, so I wrote how they do in cartoons with just a scribble in a bubble on the page because that’s what I thought writing was. I felt defeated—like I wasn’t normal, and I didn’t know why. I didn’t like going to school because I felt different, but I did like seeing my friends. Everything seemed easy for them, and it was frustrating that they seemed to understand what the teacher was asking but I didn’t. I kept waiting for something to click.

Dylan: When did you first really know that I was having trouble learning in school? Was it in reading or writing? 

Nicola: When you were young, we knew you had some trouble when it came to sensory things, and we worried you’d be overwhelmed in a big school. So we started you in a small, private school with your brother, hoping that a small community would make you feel secure and you could explore your ideas.

You were very creative and bright, but when it came to writing and reading you avoided the tasks; you had difficulty writing your name, yet your vocabulary was advanced.

When we asked the school why there was such a disparity and to help us figure out what was going on, we were told that you were “all boy” and you had a late birthday, but you would eventually catch up.

I knew there was something else going on, but I didn’t know what it was.

Dylan: At what point did you finally have hope and think it would get better?

Nicola: When you were in the private school, they wouldn’t do an evaluation, so we had to get a private evaluation.

The first big moment was when we finally had a name for what you were experiencing—dyslexia and executive functioning challenges. There was finally a reason why you were having such a hard time in school. However, there wasn’t a roadmap or any guidance from professionals on what kind of intervention services would best help you.

We spent years and a lot of resources finding tutors and trying to get you the services you needed.

It wasn’t until you entered middle schools—this time to our neighborhood public school—that things really turned around.

Finally, the school was proactive. They were quick to complete a full evaluation and get to the bottom of what was happening. They worked with us to put together an Individualized Education Program (IEP) and get the right interventions in place. It was then—once they were able to provide the specific type of reading intervention you needed—that you started to make real progress.

Dylan and his family

 

 

Nicola: What do you think your biggest accomplishment so far has been? And what are your goals?

Dylan: For me, it is being able to retain knowledge at a higher level and overcome my struggles with writing and reading.

It’s hard because dyslexia never goes away. I still have to work twice as hard as my peers. Ironically, it has made me a better student, and I have been on the honor roll since 10th grade.

Taking the SAT and ACT was difficult, but I was still accepted into many colleges including Loyola Marymount in Chicago, University of Colorado, Colorado State University, San Francisco University, Syracuse University, Oregon State University, Temple University  and San Diego State University. Receiving those letters of acceptance made me feel that they valued my learning style and I had something important to offer.

In the future, I want to have a successful career that I enjoy and allows me to be creative. I am interested in design, and I can see taking my ideas into the world of advertising or clothing design.

What is very important to me is that I am surrounded by friends and family and never stop learning.

Dylan: What has been the best part of this whole journey for you?

Nicola: Even though it was hard to see you struggle and it took a long time to figure out how to help, the best part is that you taught me how to be an advocate.

You taught me that in order to succeed, you have to build partnerships. You can’t accomplish things alone, and if you don’t speak up then nothing will change. I have also met a wonderful community of other parents and educators who are passionate about children and a career that I love and never imagined doing.

Dylan: If you could talk to every parent who’s dealing with some of the same worries, what would you tell them?

Nicola: First, I would tell every parent to trust their instincts; if you feel something isn’t right with your child’s education then reach out to your teacher or pediatrician.

I would add that parents should get involved and know their rights. It is every child’s civil right to an education and because of the Individuals with Disabilities Education Act (IDEA) and the Rehabilitation Act, there are protections for your child.

If your child struggles with dyslexia, make sure he receives the correct evidence-based intervention services. Question everything, but also listen and learn. You don’t have to be an expert, but you do need to be an educated consumer.

Get involved, connect with other parents and educators, and create a team to work on the situation together. You can’t and shouldn’t do this alone.

Nicola: What’s one thing you want to say to younger kids who, right now, are where you used to be?

Dylan: The world isn’t built for us, but we shouldn’t conform to regular learning styles. You have a unique brain and you can use that brain to solve problems and come up with solutions that other people couldn’t even conceive of. When school is difficult, it doesn’t mean you should give up. It means you should try twice as hard and figure out a way to change the system. You cannot change the past but you can shape your future.


About the authors:

Dylan Frost is a sophomore in college, majoring in product design and development. He is an avid soccer player, ceramic artist, and world traveler when there is time. He is active in his fraternity and looking for an internship this summer in product design.

Nicola Frost is the Regional Field Manager (Colorado) for National Center for Learning Disabilities (NCLD). Prior to becoming an advocate, she was an Emmy-award winning producer for the Food Network and directed documentaries. Her passion is in civil rights for all underserved communities. When she isn’t advocating she is biking the Rocky Mountains and kayaking with her family.


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.

Dylan
Posted by
College sophomore majoring in product design and development
Nicola
Posted by
Mom of three. Regional Field Manager, National Center for Learning Disabilities (NCLD)

ASPIRE!

ASPIRE logo

The Promoting the Readiness of Minors in Supplemental Security Income, or PROMISE, program is an interagency collaboration of the U.S. Education Department, the U.S. Health and Human Services Department, the U.S. Labor Department and the U.S. Social Security Administration. The program strives to improve the education and career outcomes of low-income children with disabilities receiving Supplemental Security Income and their families. Under the PROMISE program, state agencies have partnered to develop and implement six model demonstration projects (MDPs) serving 11 states


Veronica and VictorAchieving Success by Promoting Readiness for Education and Employment, or ASPIRE, is a PROMISE model demonstration project consortium of six states—Arizona, Colorado, Montana, North Dakota, South Dakota and Utah.

ASPIRE helps families gain a clear understanding of how benefits work and ways to earn more money while keeping their health care.

Equipped with this knowledge and the support of their ASPIRE case managers, ASPIRE Montana families are taking charge of their futures by participating in benefits counseling and returning to work.

Veronica, an ASPIRE parent, left her job to care for her son, Victor, when his seizures increased in frequency and severity. Veronica felt she could not go back to work because they needed Medicaid to cover the high costs of critical medications and procedures. This left the family with benefits that were not meeting their needs. They felt stuck between choosing health care and having enough money to pay for other essentials without going into debt.

As an eligible ASPIRE participant, Victor met with a certified benefits counselor and learned how employment really affects their benefits.

He has now set a goal to get a part-time job. To prepare for a job, Victor has learned how to read job descriptions, apply for jobs, and take advantage of the career services in his community.

Victor is also gaining independence and exploring assistive technology to help him move into employment and through life more safely and independently.

Veronica is planning to return to work.

Victor and Veronica have also shared the information they have learned through ASPIRE with the rest of their family. These two and their other family members are now connecting with services, applying for jobs, and moving toward financial security without risking the loss of their health insurance.


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.