TRANSITIONING from HIGH SCHOOL to EMPLOYMENT

BY ERNST VANBERGEIJK, PH.D., M.S.W.

When trying to determine the best path for your son or daughter to take on their road to independence, the attainment of a college degree, in and of itself, should not be the ultimate goal. Rather, the ultimate goal should be employment and independent living.

One of the most daunting decisions faced by parents with a child who has a disability, is what to do next when their son or daughter reaches the age of 18. Parents of non-disabled youth are in a different position. Often, they take their direction from their daughters and sons who decide either to follow a trade, or continue his or her education at a community college or a four-year institution of higher education. Depending upon the nature of the disability, parents of disabled youth may need to take the lead in the decision-making process.

The decision about what to do next is a high-stakes one and can feel overwhelming, especially when one considers the facts about unemployment and disability. According the U.S. Department of Labor (2018), the current unemployment rate is 3.9%. Economists view the country as being at full employment when the unemployment rate is 5%. Consequently, the current labor market is considered good for individuals looking for a job. However, when one looks more closely at the unemployment figures for individuals with disabilities, the numbers are not nearly as encouraging as those for people without disabilities.

The U.S. Department of Labor collects data on employment of individuals with disabilities only in the aggregate. The agency does not compile disability specific data. The type of disability and level of impairment can profoundly affect employers' willingness to hire a person with a disability. The federal government provides a rather broad definition of a person with a disability which appears to emphasize physical disabilities:

A person with a disability has at least one of the following conditions: is deaf or has serious difficulty hearing; is blind or has serious difficulty seeing even when wearing glasses; has serious difficulty concentrating, remembering, or making decisions because of a physical, mental, or emotional condition; has serious difficulty walking or climbing stairs; has difficulty dressing or bathing; or has difficulty doing errands alone such as visiting a doctor's office or shopping because of a physical, mental, or emotional condition. (U.S. Department of Labor, 2018b).

The manner in which the agency collects data grossly underestimates the scope of the unemployment problem for individuals with disabilities. Excluded from their estimates are individuals who are institutionalized, non-civilian individuals, those potentially working in agriculture, and most important, those individuals who have given up looking for work. This latter group is sizeable among the disabled population. "A large proportion of persons with a disability--about 8 in 10--were not in the labor force in 2017, compared with about 3 in 10 of those with no disability" (U.S. Department of Labor, 2018c).

Even the manner in which the data are reported is not as clear cut as the national unemployment rate for people without disabilities:

In 2017, 18.7 percent of persons with a disability were employed, the U.S. Bureau of Labor Statistics reported today. In contrast, the employment-population ratio for those without a disability was 65.7 percent. The employment-population ratios for both persons with and without a disability increased from 2016 to 2017. The unemployment rates for both persons with and without a disability declined from the previous year to 9.2 percent and 4.2 percent, respectively (U.S. Department of Labor, 2018c).

That being said, the unemployment rate for people with disabilities is over 2 times greater than the non-disabled population at 9.2%. Even when employed, individuals with disabilities are more likely to be employed part-time than those with no disability (32% versus 17%) (U.S. Department of Labor, 2018c). Not only are they almost twice as likely to be working part-time time than their non-disabled peers, but they more likely to be self-employed (10.6% versus 6% with no disability) (U.S. Department of Labor, 2018c).

WHERE ARE INDIVIDUALS WITH DISABILITIES MOST LIKELY TO BE EMPLOYED?

In 2017 workers with disabilities are more likely to be concentrated in the service industries according to the Department of Labor. One out of five individuals with a disability work in the service sector of the economy compared to 17.3% of the nondisabled population (U.S. Department of Labor, 2018c). The next largest segment of the economy where people with disabilities are employed is in the production, transportation and materials moving occupations where 14.1% of individuals with disabilities work as compared to 11.6% of their non-disabled counter-parts (U.S. Department of Labor, 2018c). People with disabilities are less likely to work in management, professional and related occupa tions by almost 6%. They also are most likely to be employed by government and less likely to receive private salary wages.

HOW DOES ONE INCREASE THE LIKELIHOOD THAT THEIR SON OR DAUGHTER WITH A DISABILITY WILL BE EMPLOYED? IN WHICH DIRECTION SHOULD SHE OR HE HEAD?

The answer is in the direction of more education, post-high school. When people read more education post-high school, they assume this means getting a college degree. Getting an associate degree or even a bachelor degree not only increases the likelihood that someone will be employed, but it also decreases the likelihood they will be laid off in an economic downturn, and shortens the length of time one is unemployed and searching for work. In fact, if a person with a disability can earn a bachelor degree, their employment rate is virtually identical to their non-disabled peers, with no statistical difference in the rates they are hired.

However, not everyone is "otherwise qualified" to enter college and earn a degree. A student entering the college environment must be able to complete the requirements of each and every course. The phrase, "otherwise qualified" comes from the Americans with Disabilities Act (ADA) of 1990. Prior to entering college, children with disabilities are protected by the Individuals with Disabilities Education Act (IDEA) under which education is a right. The child with a disability is entitled to a Free and Appropriate Public Education (FAPE) in the Least Restricted Environment (LRE). Each student has an Individualized Education Program (IEP) which outlines modifications the school must make to the student's assignments and learning environment. Goals are established, responsibilities are assigned, and the student's progress is monitored on an annual basis at the very least. Often parents are the driving force behind the IEP process and the necessary modifications, which are done to maximize the possibility of student success.

WHAT HAPPENS WHEN A STUDENT WITH A DISABILITY REACHES THE AGE OF 21?

When a student with a disability reaches the age of 21, or has received their diploma from high school and had their exit IEP interview, the school district's responsibilities end, as do the protections under IDEA. Now an individual with a disability falls under the protection of the Americans with Disabilities Act (ADA). There are two major conceptual shifts that occur during this transition. First, education is no longer an entitlement or right, it is a privilege. The student must be "otherwise qualified" to benefit from the college education. The college or university may not discriminate against an individual with disability and prevent them from receiving the benefits of the university. The college or university must provide "reasonable accommodations" under the ADA. The notion is to level the playing field and remove barriers to receiving the benefits of a university education, not maximize the student's chances of success. Reasonable accommodations vary from institution to institution, based upon their size, budget, and interpretation of the law. Typically, these accommodations are extended time on testing, quiet and separate testing locations, notetakers etc. Other types of accommodations may be related to physical disabilities and can include sign language interpreters, braille or audio versions of textbooks, the recording of lectures etc.

Generally, what is not done, is modifying the course requirements. The student with the disability must do the same work as any other student. The second major conceptual shift is in who is the driving force when advocating for reasonable accommodations. When a student reaches 18, they are entitled to privacy under the Family Education Rights Privacy Act (FERPA) and this law precludes colleges and universities from sharing information with "3rd party entities". Parents become "3rd party entities" when their sons and daughters reach age 18. Now, students with disabilities must self-advocate and self -identify. They must contact the Office of Disability Services, not their parents. These offices go by a variety of different names. It is incumbent upon the student with the disability to locate the office, provide documentation regarding the nature of their disability, and discuss their accommodation needs. Students may not ask professors for the accommodations. They must work with the Office of Disability Services in order to receive those supports and must do them in advance.

Using the Office of Disability Services at a college can be an effective means of obtaining a degree and transitioning to the world of work and independent living. The students who benefit the most from this path tend to have "milder" forms of learning disabilities or physical disabilities. Students with dyslexia, dysgraphia, and less severe cases of attention deficit disorder who avail themselves to these supports earn degrees and get jobs.

When trying to determine the best path for your son or daughter to take on their road to independence, the attainment of a college degree, in and of itself, should not be the ultimate goal. Rather, the ultimate goal should be employment and independent living. Four-year liberal arts degrees tend to be broader and more general in their orientation. Courses are not necessarily directly linked to a specific job and most courses do not address aspects of independent living. Associate degree programs, in general, are more directly linked to a specific job or career.

However, students who need explicit instruction, or have more significant learning challenges, will not benefit from earning a college degree. Young adults with Autism Spectrum Disorder (ASD) face a particularly difficult time obtaining and retaining employment regardless of educational level. Shattuck (2012) found 34.7% of young adults with ASDs attended college and 55.1% had paid employment with 6 years after high school. His team also found that over 50% did not participate in employment 2 years after high school. Roux (2013) had a similar finding with 53.4% of young adults with ASDs ever hav ing worked outside the home for pay since leaving high school.

Further, young people with ASDs had lowest rate of employment among all disability groups. Young adults with an ASD also earned an average of $8.10 per hour, significantly lower than average wages for young adults in the comparison groups, and held jobs that clustered within fewer occupational types than other disabled peers. These data seemed to confirm the data from the National Transition Longitudinal Study-2 (Standifer, 2012). Standifer's team found that the proportion of young adults with ASDs were employed at comparable levels to young adults with deaf-blindness or multiple disabilities.

However, young adults on the spectrum earned 86% of the income as compared to young people with all other disabilities. In fact, half the young people with ASDs worked less than 20 hours a week, which is at a rate that is 4 times lower than all other disabilities. Even their average number of hours of work per week were 36% less than their disabled peers (23.3 hours vs. 35.8). Sadly, the proportion young adults with ASDs working full time is 1/3 of all other disabilities (26% vs.71%) (Standifer, 2012). Education and training still matter and can make a significant difference in the young person's life, whether they have an ASD, an intellectual disability or some other disability. Preliminary research indicates that vocational training, and post-secondary programs can have a significant impact upon the employment of a young person with a disability. Miligore et al. (2012) found that the odds were greater for employment if job placement services were received from state offices Vocational Rehabilitation. Unfortunately, only 48% ASD youth received such services. Post-secondary college services is the best predictor of better earning. Only 10% of the Vocational Rehabilitative Services dataset analyzed by Miligore went to a post-secondary college-based program.

DO THESE POST-SECONDARY PROGRAMS THAT ARE COLLEGE-BASED REALLY WORK FOR STUDENTS WITH AUTISM OR AN INTELLECTUAL DISABILITY?

The preliminary research seems to suggest the answer is, "Yes!". Wehman et al. (2013) conducted an experiment where he randomly assigned students with ASD to a vocational training program versus a control group which was referred to as business as usual, meaning the student worked with her or his high school and the local office of vocational rehabilitative services. The results showed that 87.5% of the vocational group were employed 6 months after the training as compared to only 6.25% of the control group were employed. Moore & Schelling (2015) found that 9 out of 10 students with an Intellectual Disability (ID) who graduated from a post-secondary program were employed within 2 years of the study. According to the NTLS-2 only 1/2 high school graduates with ID were employed. Diament (2015) in her study found neither I.Q. or academic ability were better predictors of employment and independent living, than the ability to successfully and consistently complete activities of daily living.

Post-secondary college-based transition programs can help students with a variety of disabilities learn important job skills through internships and even earn industry-recognized certificates. They can also help a student learn important independent living skills, including activities of daily living. With the passage of the Higher Education Opportunity Act in 2008, some colleges have created transition programs referred to Comprehensive Transition and Postsecondary (CTP) programs. These are approved by the U.S. Department of Education to administer some forms of Federal Student Aid, namely Pell Grants, Federal Supplemental Education Opportunity Grants (FSEOG) and Federal work study monies. Currently, these programs are not allowed to offer Federal Student Loans.

There are approximately 70 CTP programs in over 25 States. To locate these programs please visit the FAFSA.gov website. The direct link to the list is: studentaid.ed.gov/sa/eligibility/intellectual-disabilities .

For other transition program listings including the CTPs, Boston University's Think College! is a useful site at thinkcollege.net . George Washington University hosts the Heath Center National Youth Transition Center heath.gwu.edu which can also help families plan for the future and provides listings of college programs designed to help students with disabilities. Lesley University Threshold Program has published a comprehensive guide to 75 programs nationally. To download an e-booklet with tips for selecting the right transition program for you, visit: Lesley.edu/exceptional-parent.

A FINAL PATH TO EXPLORE ON THE ROAD TO EMPLOYMENT AND INDEPENDENCE FOR YOUNG ADULTS WITH DISABILITIES IS RELATIVELY NEW

The Workforce Innovation Opportunity Act (H.R. 803) now requires state offices of Vocational Rehabilitative Services to allocate 15% of their budgets to serving transition aged youth. These services now include pre-employment services and have a goal of transitioning youth into integrated competitive employment settings. State Offices of Vocational Rehabilitative (VR) Services can subcontract this work to One-Stop Service Delivery Centers which can include colleges and universities. In order to find out where these centers exist in your State, please contact your local office of Vocational Rehabilitative Services. Just note that each state has a different name for VR Services. For example, in Massachusetts, it is referred to as the Massachusetts Rehabilitation Commission, or MRC. In New York it is known as ACCES-VR. In New Jersey, the name is referred to as the Department of Vocational Rehabilitative Services (DVRS). Connecticut simply refers to it as BRS, for the Bureau of Rehabilitative Services.

References20 Code of Federal Regulations (CFR) Parts, 676, 677, and 678. Department of Labor. Employment and Training Administration. 34 Code of Federal Regulations (CFR) Parts 361 and 463. Department of Education. Workforce Innovation and Opportunity, Joint Rule for Unified and Combined State Plans, Performance Accountability, the One-Stop System Joint Provisions; Final Rule Americans With Disabilities Act (1990). Diament, M. (2015). As More with Autism Reach Adulthood Clues to success Emerge; Disability Scoop. Retrieved from: disability scoop.com/2015/5/14/as-autism-adulthood-clues/20299. Family Education Rights Privacy Act (1974). 20 U.S.C. §1232 (g); 20 U.S.C. §1232 (h) Individuals with Disabilities Education Act (1997). U.S.C. 20. Part A & Part B. §1400, §1401, §1412, §1414, and §1415. Migliore, A., Timmons, J., Butterworth, J., & Lugas, J. (2012). Predictors of employment and postsecondary education of youth with autism. Rehabilitation Counseling Bulletin, 55(3), 176-184. doi: 10.1177/0034355212438943 Moore, E.J. and Schelling, A (2015). Postsecondary inclusion for individuals with intellectual disabilities and its effects on employment. Journal of Intellectual Disabilities. DOI: 1744629514564448 National Skills Coalition. Federal Policy. The Workforce Innovation and Opportunity Act. Retrieved from:nationalskillscoalition.org/federal-policy/workforce-investment-act. September 28, 2016. Roux, A.M., Shattuck, P.T., Cooper, B.P., Anderson, K.A., and Narendorf, S.C. (2013). Postsecondary Employment Experiences Among Young Adults With an Autism Spectrum Disorder Journal of the American Academy of Child & Adolescent Psychiatry ,52 (9): 931-939. Shattuck, P.T., Narendorf, S.C., Cooper, B., Sterzing, P.R., Wagner, M. and Lounds Taylor, J. (2012). Postsecondary Education and Employment Among Youth with an Autism Spectrum Disorder. Pediatrics, 129:1042–1049. doi:10.1542/peds.2011-2864 Standifer, S. (2012). Fact Sheet on Autism Employment. Autism Works. The National Conference on Autism Employment. Retrieved from autismhandbook.org/images/5/5d/AutismFactSheet2011.pdf . October 15, 2017. The Workforce Innovation and Opportunity Act (WIOA) (H.R. 803). U.S. Department of Labor Bureau of Labor Statistics (2018a). Economic New Release. bls.gov U.S. Department of Labor Bureau of Labor Statistics (2018b). Economic New Release. Table A-6. Employment status of the civilian population by sex, age, and disability status, not seasonally adjusted. (September, 7, 2018). U.S. Department of Labor Bureau of Labor Statistics (2018c). Persons with a Disability: Labor Force Characteristics – 2017. Wehman P.H. et al. (2013). Competitive employment for youth with Autism Spectrum Disorders: Early results from a randomized clinical trial. Journal of Autism and Developmental Disorders, DOI 10.1007/s10803-013-1892

AT YOUR SERVICE: One out of five individuals with a disability work in the service sector of the economy compared to 17.3% of the non-disabled population.

NEXT STEPS: Parents with a child who has a disability face daunting decisions about what to do when their son or daughter reaches the age of 18. The key to successful employment and independent living is finding the right post-secondary educational experience. There are more options now than ever.