how families of youth with disabilities can assist in job search and retention

How Families of How Families of Youth with Youth with

Disabilities Can Disabilities Can Assist in Job Search Assist in Job Search

and Retentionand Retention

Pam KorbPam Korb

GISD Transition CoordinatorGISD Transition Coordinator

Consumers/StudentsConsumers/Students

“…“…benefit from the expertise benefit from the expertise their families bring to the their families bring to the process, their commitment process, their commitment to their welfare, and the to their welfare, and the personal family networks personal family networks that lead to job that lead to job opportunities.”opportunities.”

Families and other Families and other Caring AdultsCaring Adults

Play a vital, yet often Play a vital, yet often unrecognized role in unrecognized role in

helping young helping young people with people with disabilities disabilities

Families and other Families and other Caring AdultsCaring Adults

•Explore careers Explore careers •Build work skills Build work skills •Help students be Help students be successful in successful in employmentemployment

FamiliesFamilies

May not see the May not see the connection between connection between

workwork skillsskills and and everyday activities everyday activities

in the homein the home

FamiliesFamilies

May not realize that their May not realize that their knowledge of their son or knowledge of their son or

daughter can daughter can contribute to contribute to the employment-related the employment-related transitiontransition goals of their goals of their

child’s Individualized child’s Individualized Education Program (IEP)Education Program (IEP)

FamiliesFamilies

• May thinkMay think that schools, youth that schools, youth development professionals, or state development professionals, or state vocational rehabilitation (VR/MRS) vocational rehabilitation (VR/MRS) programs don’t need their help programs don’t need their help

• May be unawareMay be unaware of how they might of how they might partner with such programspartner with such programs

• Perhaps they simply Perhaps they simply have not have not been askedbeen asked

School and Vocational School and Vocational Rehabilitation Rehabilitation Professionals Professionals

•Value family involvement Value family involvement •Understand that involving Understand that involving

families in their son’s or families in their son’s or daughter’s program can lead daughter’s program can lead to to more positive career more positive career development experiencesdevelopment experiences and and successful employmentsuccessful employment resultsresults

Family InvolvementFamily Involvement

Can make a positive Can make a positive impact on a youth’s: impact on a youth’s:

•Work readinessWork readiness•Career explorationCareer exploration•Workplace success Workplace success

FamiliesFamilies

•Are often the first Are often the first •Most knowledgeableMost knowledgeable•Most consistent “case Most consistent “case manager” youth with manager” youth with disabilities havedisabilities have

FamiliesFamilies

Possess Possess valuable valuable informationinformation about a youth’s: about a youth’s:

•StrengthsStrengths•Preferences Preferences •InterestsInterests•NeedsNeeds

Family InvolvementFamily Involvement

Can help professionals, such as Can help professionals, such as teachers, social workers, and teachers, social workers, and mentors, to: mentors, to:

• StreamlineStreamline their assessment process their assessment process• Access personal networksAccess personal networks for job for job

opportunitiesopportunities• Build work readiness skillsBuild work readiness skills in the in the

homehome

What is a Family?What is a Family?

“ “FamilyFamily is defined broadly as adults is defined broadly as adults and children related biologically, and children related biologically, emotionally, or legally, including single emotionally, or legally, including single parents, blended families, unrelated parents, blended families, unrelated individuals living cooperatively, and individuals living cooperatively, and partnered couples who live with partnered couples who live with biological, adopted, and foster biological, adopted, and foster children.”children.”

The National Collaborative on Workforce and Disability for Youth, Family The National Collaborative on Workforce and Disability for Youth, Family

GuidepostsGuideposts

ProfessionalsProfessionals

•Working to help youth prepare Working to help youth prepare for and find employment need to for and find employment need to acknowledge the many forms acknowledge the many forms “family” can take“family” can take

•Allow Allow input and participationinput and participation from a wider variety of adults from a wider variety of adults who have a who have a positive influencepositive influence on on a youtha youth

EmploymentEmployment

•AllAll families want their families want their sons and daughters to sons and daughters to be employedbe employed

•This desire needs to This desire needs to hold true for youth with hold true for youth with disabilities as welldisabilities as well

It starts with GOALSIt starts with GOALS

Families can begin Families can begin youth on the path youth on the path toward successful toward successful

employment by helping employment by helping youth create youth create goalsgoals for for

themselvesthemselves

Begin the ConversationBegin the Conversation

• Even at a young age, children begin to Even at a young age, children begin to think about what types of jobs they may think about what types of jobs they may want want

• Families can use this common curiosity to Families can use this common curiosity to begin begin instilling an expectationinstilling an expectation that that their family member will be employed as their family member will be employed as an adult an adult

• If the expectation of employment is there If the expectation of employment is there from an early age, it will be easier to from an early age, it will be easier to build more specific skills and higher build more specific skills and higher expectationsexpectations as the child gets older as the child gets older

Employability SkillsEmployability Skills

Many youth need opportunities to Many youth need opportunities to learn and practice employability skills:learn and practice employability skills:

• Being Being responsibleresponsible• Problem solvingProblem solving • Appropriately interactingAppropriately interacting with with

othersothers• Taking directionsTaking directions• Appropriate dress/hygieneAppropriate dress/hygiene

Entry Level JobsEntry Level Jobs

Entry level jobs have been a Entry level jobs have been a traditional way young traditional way young

people learn work skills, people learn work skills, but recently the number of but recently the number of entry level jobs available to entry level jobs available to

youth has drastically youth has drastically decreaseddecreased

Preparing Our StudentsPreparing Our Students

•Youth with disabilities may Youth with disabilities may have greater difficulties have greater difficulties finding work experience finding work experience opportunitiesopportunities

•Given these barriers, how do Given these barriers, how do families help youth build the families help youth build the “soft skills” needed to be “soft skills” needed to be successful in the workplace? successful in the workplace?

What are “soft skills?”What are “soft skills?”

• Strong work Strong work ethicethic

• Positive attitudePositive attitude• Good Good

Communication Communication SkillsSkills

• Time Time Management Management AbilitiesAbilities

• Problem-Solving Problem-Solving SkillsSkills

• Self-ConfidenceSelf-Confidence

• Acting as a Team Acting as a Team PlayerPlayer

• Ability to Accept Ability to Accept and Learn From and Learn From CriticismCriticism

• FlexibilityFlexibility• AdaptabilityAdaptability• Working Well Working Well

Under PressureUnder Pressure

Interacting Appropriately Interacting Appropriately with Otherswith Others

• Employers are more likely to fire an Employers are more likely to fire an employee if they have trouble employee if they have trouble interacting with others in workplaceinteracting with others in workplace

• Families can have their youth Families can have their youth practicepractice appropriate interactionsappropriate interactions with family with family members, friends, relatives, teachers, members, friends, relatives, teachers, and workers in storesand workers in stores

• Reinforce that interacting Reinforce that interacting appropriately with people does not appropriately with people does not mean that they have to like them mean that they have to like them

Interacting Appropriately Interacting Appropriately with Otherswith Others

• Discuss the Discuss the different types of different types of communicationcommunication one might use in one might use in different environmentsdifferent environments such as on the such as on the street, in a professional setting, and with street, in a professional setting, and with peers, family, and coworkers peers, family, and coworkers

• Youth need to understand what might be Youth need to understand what might be acceptable and expected in one setting may acceptable and expected in one setting may not be appropriate in anothernot be appropriate in another

• Those who are given the opportunity to Those who are given the opportunity to practice how to deal with people in a practice how to deal with people in a variety of situations may respond better if variety of situations may respond better if conflict should ariseconflict should arise

Maintaining Personal Maintaining Personal Appearance for WorkAppearance for Work

• There are very few jobs that don’t There are very few jobs that don’t expect some level of expect some level of appropriate appropriate appearanceappearance from their employees from their employees

• Families are in a position to teach Families are in a position to teach youth the difference between youth the difference between times when proper dress is called times when proper dress is called for, and times when they can for, and times when they can choose what to wearchoose what to wear


• Situations like school, church, weddings, or Situations like school, church, weddings, or certain family functions can be used to certain family functions can be used to practice dressing appropriatelypractice dressing appropriately for for different occasionsdifferent occasions

• Families can schedule times once a month Families can schedule times once a month where the where the family will dress upfamily will dress up and eat at a and eat at a restaurantrestaurant

• Consider it a Consider it a dress rehearsaldress rehearsal and draw the and draw the correlation between dressing up for certain correlation between dressing up for certain situations and dressing appropriately for situations and dressing appropriately for work so youth understand the similaritieswork so youth understand the similarities


• Youth should be encouraged to Youth should be encouraged to shower every shower every dayday and to have a hairstyle that helps and to have a hairstyle that helps maintain personal appearance maintain personal appearance

• Hygiene basicsHygiene basics like teeth brushing, body like teeth brushing, body odor awareness, and clean clothes are odor awareness, and clean clothes are expected in the workplace, and for some youth expected in the workplace, and for some youth this may not be obviousthis may not be obvious

• Family members are in the best position Family members are in the best position to give specific guidanceto give specific guidance to their son or to their son or daughter on these issuesdaughter on these issues

ResponsibilityResponsibility

• Employers want workers who Employers want workers who are responsible enough to are responsible enough to show show up on time and do the tasksup on time and do the tasks they are assignedthey are assigned

• ChoresChores in the home are an in the home are an excellent way to help youth excellent way to help youth build a sense of responsibilitybuild a sense of responsibility that can carry over onto a jobthat can carry over onto a job

ResponsibilityResponsibility

• Assign tasksAssign tasks in the home that are in the home that are the sole responsibility of the youththe sole responsibility of the youth

• Parents should Parents should check their youth’s check their youth’s workwork and give feedback on how well and give feedback on how well the task was completedthe task was completed

• It may be necessary to It may be necessary to create a create a system of rewardssystem of rewards initially so the initially so the youth has an incentiveyouth has an incentive

Build ResponsibilityBuild Responsibility

• Waking up and Waking up and getting ready for getting ready for schoolschool independently independently

• Caring for a petCaring for a pet • Helping Helping plan a family menuplan a family menu for the for the

weekweek• Maintaining a Maintaining a clean roomclean room• Being responsible for certain aspects of Being responsible for certain aspects of

yard workyard work• BabysittingBabysitting

Preparing for the World Preparing for the World of Workof Work

• Parents may already have these Parents may already have these expectations in place for youth, so expectations in place for youth, so the value comes in the value comes in relating the relating the responsibilities a youth has at responsibilities a youth has at home with potential home with potential responsibilities a youth may responsibilities a youth may encounter on the jobencounter on the job

• Jobs need to get done both at home Jobs need to get done both at home and at workand at work

Problem SolvingProblem Solving

• The ability to The ability to solve problemssolve problems as they as they arise is a skill desired by employersarise is a skill desired by employers

• What do you do if a customer is What do you do if a customer is unhappy? unhappy?

• How to you How to you overcome barriers to overcome barriers to finishfinish an assigned task? an assigned task?

• When should you When should you ask for helpask for help if if needed? needed?


•Eventually, youth will learn Eventually, youth will learn that that things won’t always things won’t always happen as plannedhappen as planned

•Family life presents plenty Family life presents plenty of opportunities to of opportunities to practice problem solvingpractice problem solving


Families can give youth the opportunity Families can give youth the opportunity to give input to to give input to solve common solve common problemsproblems such as: such as:

• Cleaning the houseCleaning the house• Accommodating guestsAccommodating guests• BudgetingBudgeting• Making decisions on recreational Making decisions on recreational

activitiesactivities• Finding a needed serviceFinding a needed service


•Families can explain how they Families can explain how they handled a situation and handled a situation and relate relate the situation to the the situation to the workplaceworkplace

•Ask the youth to list all the Ask the youth to list all the possible solutionspossible solutions and and consider them together to find a consider them together to find a good one good one

Working as Part of a Working as Part of a TeamTeam

• TeamworkTeamwork is required in most is required in most workplacesworkplaces

• Even in a job where most tasks are Even in a job where most tasks are completed independently, there is still a completed independently, there is still a strong expectation that strong expectation that people will people will work togetherwork together to meet the goals of the to meet the goals of the companycompany

• Families can work with their youth so Families can work with their youth so they understand the importance of they understand the importance of working as part of a teamworking as part of a team

Working as Part of a Working as Part of a TeamTeam

• VolunteeringVolunteering is a wonderful way for is a wonderful way for families to build this skillfamilies to build this skill

• Find a volunteer activity that requires Find a volunteer activity that requires teamwork teamwork to complete a task and sign to complete a task and sign up as a family to helpup as a family to help

• Families can encourage youth to Families can encourage youth to participate in school- or participate in school- or community-based activitiescommunity-based activities, such as , such as sports or fine arts, that require sports or fine arts, that require teamwork to produce a finished productteamwork to produce a finished product

Taking Work DirectionTaking Work Direction

• A major expectation of employers is A major expectation of employers is that an employee is able to that an employee is able to take take directions from someone elsedirections from someone else

• The inability to take work direction The inability to take work direction is often a cause for youth to be is often a cause for youth to be dismissed from jobs or to quit jobsdismissed from jobs or to quit jobs

• Many youth have a hard time with Many youth have a hard time with this concept, especially if they have this concept, especially if they have little exposure to the world of worklittle exposure to the world of work

Taking Work DirectionTaking Work Direction

• Taking work direction may be difficultTaking work direction may be difficult during adolescence because it’s a time that during adolescence because it’s a time that identities are forged and self-images are identities are forged and self-images are fragilefragile

• Families are the best source of supportFamilies are the best source of support to to help youth understand that they should not be help youth understand that they should not be offended when they are given directions in offended when they are given directions in the home, at school, or at workthe home, at school, or at work

• Families can remind them that Families can remind them that taking taking direction is an important part of being an direction is an important part of being an employeeemployee and helping a business get its work and helping a business get its work donedone

Families Play a Role in Families Play a Role in Career ExplorationCareer Exploration

• The process youth engage in to identify The process youth engage in to identify which jobs they may be interested inwhich jobs they may be interested in

• To learn about the To learn about the education and education and skill requirementsskill requirements of those jobs of those jobs

• To participate in activities that allow To participate in activities that allow them to them to experience what it is likeexperience what it is like to to do those jobs do those jobs

• Families can support youth in this Families can support youth in this process in many waysprocess in many ways

Inform Planning ToolsInform Planning Tools• Most services for people with disabilities involve the Most services for people with disabilities involve the

creation of a creation of a plan that drives activitiesplan that drives activities and and outcomes, including needed supports and outcomes, including needed supports and accommodationsaccommodations

• For students in special education, the plan is the For students in special education, the plan is the Individualized Education Program (IEP) which drives Individualized Education Program (IEP) which drives the educational supports and services for that the educational supports and services for that studentstudent

• For students with disabilities who are not in special For students with disabilities who are not in special education but who may need accommodations, the education but who may need accommodations, the plan is known as a 504 Planplan is known as a 504 Plan

• If a young person is involved with Vocational If a young person is involved with Vocational Rehabilitation (VR) the plan is an Individual Plan for Rehabilitation (VR) the plan is an Individual Plan for Employment (IPE) that addresses training, supports Employment (IPE) that addresses training, supports and accommodations, and services needed to move and accommodations, and services needed to move the young person into a jobthe young person into a job

Inform Planning ToolsInform Planning Tools

• Families can use their knowledge of a Families can use their knowledge of a youth’s strengths, interests, and needs to youth’s strengths, interests, and needs to help streamline the assessment and help streamline the assessment and planning process and the creation of a planning process and the creation of a planplan

• Without family input, a professional has to Without family input, a professional has to engage in a long process of getting to know engage in a long process of getting to know the youth before being able to plan for him the youth before being able to plan for him or heror her

• Families can provide informationFamilies can provide information about about their youth so a plan can be crafted to their youth so a plan can be crafted to avoid situations that pose barriers for avoid situations that pose barriers for family membersfamily members

Inform Planning ToolsInform Planning Tools

• Youth with disabilities may have Youth with disabilities may have several service plans in place at several service plans in place at onceonce

• Families are in an ideal position to Families are in an ideal position to make sure there is make sure there is consistency consistency across all the plansacross all the plans, make sure , make sure they reflect they reflect high expectationshigh expectations, and , and ensure that all responsible parties ensure that all responsible parties are working towards the are working towards the same goalsame goal

Seek Multiple Work Seek Multiple Work ExperiencesExperiences

• Youth benefit from having as many Youth benefit from having as many opportunities to opportunities to practice workpractice work and and explore different careersexplore different careers as as possiblepossible

• Sadly, youth with disabilities are Sadly, youth with disabilities are often not offered many work often not offered many work experiencesexperiences

• Schools and other service providers Schools and other service providers can only do so much to provide these can only do so much to provide these opportunitiesopportunities


Families who understand the Families who understand the importance of multiple work importance of multiple work experiences can help their youth find experiences can help their youth find such things as:such things as:

• Volunteer opportunitiesVolunteer opportunities• Job shadowing, Job shadowing, • Informational interviewsInformational interviews• Workplace mentoring programs Workplace mentoring programs


• Families can also Families can also advocateadvocate that that career exploration and work career exploration and work experiences be incorporated into experiences be incorporated into a student’s IEP or IPEa student’s IEP or IPE

• The more The more opportunities to opportunities to practice workpractice work a youth has, the a youth has, the better their employment outcomesbetter their employment outcomes as adults are likely to beas adults are likely to be

Use Personal NetworksUse Personal Networks

• The majority of people secure The majority of people secure employment through employment through word of mouth word of mouth andand personal networks personal networks

• A person’s “personal network” is the A person’s “personal network” is the informal system of family, friends, co-informal system of family, friends, co-workers, neighbors and other people workers, neighbors and other people one associates with in lifeone associates with in life

• Families can Families can access their own access their own networksnetworks to help find job and work to help find job and work experience opportunities for their youthexperience opportunities for their youth

Families Can Support Families Can Support Success in the WorkplaceSuccess in the Workplace

Once a youth finds a job, Once a youth finds a job, families can play an families can play an

important role in important role in helping the youth helping the youth

understand, keep, and understand, keep, and grow in the jobgrow in the job

TransportationTransportation

• A job doesn’t do a person much good if A job doesn’t do a person much good if the employee cannot get to the job and the employee cannot get to the job and transportationtransportation isn’t available isn’t available

• Transportation remains a Transportation remains a significant barriersignificant barrier to people with to people with disabilities finding and maintaining jobsdisabilities finding and maintaining jobs

• Families need to consider Families need to consider how a how a young person will travelyoung person will travel to and from to and from a job sitea job site

TransportationTransportation

Families can ask that a youth explore:Families can ask that a youth explore:• Public transportationPublic transportation options options• Work toward achieving a Work toward achieving a driver’s driver’s

licenselicense • Seek Seek transportation trainingtransportation training

(orientation and mobility training) at a (orientation and mobility training) at a local disability service organization local disability service organization (The Disability Network) such as an (The Disability Network) such as an Center for Independent Living (CIL)Center for Independent Living (CIL)

Understand the Role of Understand the Role of Benefits and SupportsBenefits and Supports

• Many people with disabilities receive Many people with disabilities receive supplemental incomesupplemental income or or medical medical supportssupports through public programs through public programs

• Many families may rely on a youth’s Many families may rely on a youth’s financial benefits to financial benefits to supplementsupplement their overall family incometheir overall family income

• A common A common misperceptionmisperception is that is that people will lose their benefits if they people will lose their benefits if they are employedare employed


• Many programs do Many programs do have income have income restrictionsrestrictions

• Several programs Several programs assist people with assist people with disabilitiesdisabilities so they can remain employed so they can remain employed while maintaining benefitswhile maintaining benefits

• Families should learn about the Families should learn about the impact impact work incomework income will have on their will have on their youth’s youth’s benefitsbenefits

• There are people at the national, state and There are people at the national, state and local level who can help local level who can help interpret work interpret work incentive and benefits planning rulesincentive and benefits planning rules


• Families can also Families can also explore programsexplore programs like Individual like Individual Development Accounts (IDA) that allow a person with Development Accounts (IDA) that allow a person with low income to build assets through matching funds low income to build assets through matching funds from a variety of sourcesfrom a variety of sources

• IDAs typically provide the ability to build funds IDAs typically provide the ability to build funds towards postsecondary education, the purchase of towards postsecondary education, the purchase of the first home, or the starting of a small businessthe first home, or the starting of a small business

www.www.michiganmichigan.gov/mshda.gov/mshda • Families can also consider other asset building Families can also consider other asset building

toolstools like Supplemental Needs Trusts (sometimes like Supplemental Needs Trusts (sometimes referred to as a Special Needs Trust) that allow for referred to as a Special Needs Trust) that allow for assets to be accumulated without impact to assets to be accumulated without impact to government benefitsgovernment benefits

specialspecialneedsneedsanswers.com/resources/article.asp?answers.com/resources/article.asp?id=5370id=5370

Identify and Solve Identify and Solve Challenging Workplace Challenging Workplace

SituationsSituations• Families can use their knowledge of the youth Families can use their knowledge of the youth

to help to help identify and address workplace identify and address workplace issuesissues

• There may be times when challenging There may be times when challenging behavioral, medical, or logistical situations behavioral, medical, or logistical situations arise for a youth in the workplacearise for a youth in the workplace

• Families can work with employment providers Families can work with employment providers to to create a plan to respond to any create a plan to respond to any potential situationspotential situations

• The employer can The employer can engage the plan and engage the plan and resolve the issueresolve the issue

Maintain High Maintain High ExpectationsExpectations

• The presence of a disability should not The presence of a disability should not automatically automatically lessen the expectationslessen the expectations parents have for their son or daughterparents have for their son or daughter

• Families are the perfect Families are the perfect advocate for advocate for maintaining the expectationmaintaining the expectation that that their youth their youth can and will be employedcan and will be employed

• Families often Families often provide the baseline provide the baseline for what others will expectfor what others will expect of a youth of a youth

Maintain High Maintain High ExpectationsExpectations

High expectations High expectations benefit youth and benefit youth and set the stage for set the stage for others to expect others to expect

great things as wellgreat things as well

Family Involvement and Family Involvement and EngagementEngagement

• High expectationsHigh expectations build upon the build upon the young person’s strengths, interests, and young person’s strengths, interests, and needs and foster their ability to needs and foster their ability to achieve achieve independence and self-sufficiencyindependence and self-sufficiency

• Been Been involvedinvolved in their lives and in their lives and assistassist them toward adulthoodthem toward adulthood

• Access to informationAccess to information about about employment, further education and employment, further education and community resourcescommunity resources


• Take an Take an active role in transition active role in transition planningplanning with schools and with schools and community partnerscommunity partners

• Access toAccess to medical, professional and medical, professional and peer peer support networkssupport networks

• An An understanding understanding of their youth’s of their youth’s disability and how it affects his or her disability and how it affects his or her education, employment and/or daily education, employment and/or daily living optionsliving options


• Knowledge of rights and Knowledge of rights and responsibilitiesresponsibilities under various disability- under various disability-related legislation; related legislation;

• Knowledge of and access to Knowledge of and access to programs, services, supportsprograms, services, supports and and accommodations available for young accommodations available for young people with disabilitiespeople with disabilities

• An understanding of how individualized An understanding of how individualized planning tools can assistplanning tools can assist youth in youth in achieving transition goals and objectives. achieving transition goals and objectives.

Three Basic QuestionsThree Basic Questions

•Am I Am I informedinformed? ? •Am I Am I supportivesupportive of my of my

youth? youth? •Am I Am I involvedinvolved and and engagedengaged

in helping him/her and or the in helping him/her and or the school and other service school and other service providers?providers?

It Takes A VillageIt Takes A Village

•Youth with disabilities Youth with disabilities benefit from benefit from many many supports and experiencessupports and experiences to explore careers and build to explore careers and build work skillswork skills

•Families play a Families play a vital rolevital role

It’s All in the PreparationIt’s All in the Preparation

It is important that families and other It is important that families and other caring adults use the school years to:caring adults use the school years to:

• Learn the expectationsLearn the expectations of employers of employers• Use everyday activities in the home to Use everyday activities in the home to

build work skillsbuild work skills• Understand that they are Understand that they are partnerspartners in in

helping youth prepare for and helping youth prepare for and maintain employmentmaintain employment

Your Support is VitalYour Support is Vital

Families who:Families who:• Are Are knowledgeableknowledgeable about employment about employment• Are willing to Are willing to provide needed provide needed

supports and experiencessupports and experiences• Maintain high expectationsMaintain high expectations for for

success success • Give youth a much better chance to be Give youth a much better chance to be

successful in the job search and in successful in the job search and in the workplacethe workplace

ResourcesResources• National Collaborative on Workforce and Disability for National Collaborative on Workforce and Disability for

YouthYouthwww.ncwd-youth.info

• The Guideposts for SuccessThe Guideposts for Successhttp://www.ncwd-youth.info/guideposts

• PACER CenterPACER Centerhttp://www.ncwd-youth.info/external-link?url=http://wwwhttp://www.ncwd-youth.info/external-link?url=http://www.pacer.org .pacer.org

• Find Your Local Parent Training and Information CenterFind Your Local Parent Training and Information Centerhttp://www.ncwd-youth.info/external-link?url=http://wwwhttp://www.ncwd-youth.info/external-link?url=http://www.taalliance.org .taalliance.org

• National Dissemination Center for Children with National Dissemination Center for Children with Disabilities (NICHCY)Disabilities (NICHCY)http://www.ncwd-youth.info/external-link?url=http://wwwhttp://www.ncwd-youth.info/external-link?url=http://www.nichcy.org .nichcy.org

• Find Your Local Center for Independent LivingFind Your Local Center for Independent Livinghttp://www.ncwd-youth.info/external-link?url=http://wwwhttp://www.ncwd-youth.info/external-link?url=http://www.ncil.org/directory.html .ncil.org/directory.html

ResourcesResources• National Secondary Transition and Technical Assistance National Secondary Transition and Technical Assistance

Center (NSTTAC)Center (NSTTAC)www.nsttac.orgwww.nsttac.org

• National Post-School Outcomes Center (NPSO)National Post-School Outcomes Center (NPSO)www.psocenter.orgwww.psocenter.org

• Information about Individual Development AccountsInformation about Individual Development Accountshttp://www.wid.org/publications/individual-development-http://www.wid.org/publications/individual-development-account-question-and-answer-sheet-a-guide-for-ida-account-question-and-answer-sheet-a-guide-for-ida-consumers-with-disabilitiesconsumers-with-disabilities

• Information on Supplemental Needs TrustsInformation on Supplemental Needs Trustshttp://www.ncwd-youth.info/external-link?url=http://www.wihttp://www.ncwd-youth.info/external-link?url=http://www.wid.org/programs/access-to-assets/fact-sheets/special-needs-d.org/programs/access-to-assets/fact-sheets/special-needs-or-supplemental-needs-trusts or-supplemental-needs-trusts

• Disability.govDisability.govhttp://www.disability.gov/http://www.disability.gov/

• Office of Disability Employment Policy- YouthOffice of Disability Employment Policy- Youthhttp://www.ncwd-youth.info/external-link?url=http://www.dhttp://www.ncwd-youth.info/external-link?url=http://www.dol.gov/odep/categories/youth/ol.gov/odep/categories/youth/

Questions?Questions?

Pam KorbPam Korb

Transition CoordinatorTransition Coordinator

Genesee ISDGenesee ISD

(810) 591-5020(810) 591-5020

[email protected]@geneseeisd.org

how families of youth with disabilities can assist in job search and retention

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