Skip Navigation Menu
print

N.D.I. Technical Assistance Team
N.D.I. Consulting, Inc.
[ http://www.dpnavigator.net ]

and

The Burton Blatt Institute
Syracuse University
[ http://bbi.syr.edu ]

One–Stop Toolkit Resources of the Week Technical Assistance Project E–Mail listserv

21 August 2009

Good morning everyone!

Below please find the website(s) and publication(s) of the week, as well as other resources that we hope will be useful as you work on systems change activities to help improve employment opportunities for persons with disabilities.

To subscribe and or view past resources of the week archives, access: [ www.onestoptoolkit.org ] and click on the link to "Resources of the Week" on the right hand side of the home page.

Have a great weekend!

***NEW CONTACT INFORMATION***
Laura Gleneck
Project Coordinator
NDI Technical Assistance Team
Phone: 781-899-0139
Fax: 781-642-0895
[ E–mail lgleneck@ndi-inc.org ]
[ http://www.dpnavigator.net ]

ONE–STOP TOOLKIT TABLE OF CONTENTS

[ Resource of the Week Highlight for Disability Program Navigators ]

[ For Your Information ]

[ Resources of Interest ]

[ Websites of the Week ]

[ Publications of the Week ]

Resource of the Week Highlight for Disability Program Navigators

Good morning Navigators,

Job Corps
U.S. Department of Labor
[ http://www.jobcorps.gov/ ]

Have you connected with your local Job Corps? Do you know what asset you can be to them as a resource and a facilitator to help connect them to the public workforce investment system and local, state and national resources on identifying adaptive equipment/assistive technology and providing accommodations to their students with disabilities. Job Corps is a no-cost education and vocational training program administered by the U.S. Department of Labor that helps young people ages 16 through 24 improve the quality of their lives through vocational and academic training. All Job Corps Centers have Disability Coordinators and most have Outreach and Admissions staff. These staff members, along with the Job Corps Center Director, would all be excellent connections to make. Not all centers may be equally familiar with this information and may not know about all of the state and local resources that exist in your community - for example, where to find qualified sign language interpreters, where to purchase adaptive technology, or how to accommodate an individual with mental illness. This is where your knowledge and skills as a Navigator may assist the Job Corps program in your area.

Through a nationwide network of campuses, Job Corps offers a comprehensive array of career development services to at-risk young women and men, ages 16 to 24, to prepare them for successful careers. Job Corps employs a holistic career development training approach which integrates the teaching of academic, vocational, employability skills and social competencies through a combination of classroom, practical and based learning experiences to prepare youth for stable, long-term, high-paying jobs.

Find a Job Corps Center
Job Corps currently trains more than 100,000 students at 123 centers nationwide. Access the link
[ http://www.bls.gov/cps/cpsdisability.htm ] to click on a state on the map or the links below to find the center nearest you!

Recruitment Website
[ http://recruiting.jobcorps.gov/en/home.aspx ]

Workforce3 One
U.S. Department of Labor Employment and Training Administration

[ http://www.workforce3one.org/ ]

If you are not familiar with–or more important a member of — Workforce3 One, a U.S. Department of Labor Employment and Training Administration website for workforce professionals, then check it out under Websites of the Week to see what it has to offer and how you can become a member. Of note, is the upcoming "disability" features that will be added to the site.

Happy Friday!

FOR YOUR INFORMATION

Business.gov….the official business link to the U.S. Government

[ http://www.business.gov/ ]

Business.gov helps small businesses understand their legal requirements, and locate government services supporting the nation’s small business community.

It offers the following tools and resources:
RESOURCES OF INTEREST

Transition from High School to College, Part I
Disability Law Lowdown Podcast
[ http://www.disabilitylawlowdown.com/ ](Scroll down to find the links under this title.]

This interview has been divided into two parts. This episode includes the first half, and the rest will appear in Show 36.

Jean Ashmore, Director of Disability Support Services, is interviewed by Jac Brennan about issues surrounding the transition from high school to college for students with disabilities. Included in this discussion are the differences between the laws that cover students with disabilities in high school and college, the responsibilities of students with disabilities in post secondary education, the differences between accommodations available in college and modifications that are not available, on-campus living arrangements for students with disabilities, service animals on college campuses, personal care services, adaptive technology, tips for a successful transition, and resources for students, parents, and high school transition personnel.

The Disability Law Lowdown Project is a set of podcasts that provide up-to-date information on the Americans with Disabilities Act and related disability laws. You can listen to the podcasts, or read the transcripts. The Disability Law Lowdown is provided by the National Network of ADA Centers across the country, offering technical assistance and training on the Americans with Disabilities Act and other disability-related laws. Call 1-800-949-4232 v/tty to reach the center that serves your region. The Disability Law Lowdown is available in English, Spanish, and American Sign Language.

To subscribe or find out more, visit [ www.DisabilityLawLowdown.com ]

The ADA Centers are the ten Disability Business Technical Assistance Centers (DBTACs) funded by the National Institute on Disability and Rehabilitation Research (NIDRR) of the Department of Education.

While on this site, check out the podcast, Show 12 DBTACs, where host Lori Mallory talks about what your Disability and Business Technical Assistance Center can offer you -- for free!

Mental Health Parity
Mental Healthworks Newsletter—First and Second Quarters 2009
Partnership for Workplace Mental Health
[ http://www.workplacementalhealth.org/pdf/MHW_Q1209.pdf ]

This issue discusses the following topics related to mental health parity:

  1. Straight Answers to Employer Questions About Mental Health Parity
    On October 3, 2008, the Paul Wellstone and Pete Domenici Mental Health Parity and Addiction Equity Act was signed into law. This new mental health parity law does not mandate coverage of mental health and/or substance use disorders. It simply says that when mental health and/or substance use disorders benefits are offered, they must be offered on par with medical/surgical benefits. [Access the link to read more detailed information about this Act.]
  2. Employers Talk About Their Successes with Mental Health Parity
    Adapting to changes in mental health parity legislation may be a challenge for some employers, but to others, parity is not terribly new. In fact, a number of U.S. workplaces have been offering mental health benefits on par with their medical plans, or very close to it, for many years. In some cases, their mental health coverage is even better than their medical coverage (i.e., co-payments or cost-sharing are lower for mental health than for medical/surgical treatment).
    The Partnership for Workplace Mental Health talked with several employers to learn more about their experiences with offering strong mental health benefits and the impact that this has had on their organizations. (Read about these employers and others in the Partnership’s database, Employer Innovations Online at [ www.workplacementalhealth.org/search.aspx ] [Access the Newsletter URL to read more about what employers shared.]
  3. Everybody Wins When Employers Help Employees Who Are in Personal Financial Distress
    The current financial crisis is taking a toll on people’s mental health, not just their pocketbooks, according to Research Works, a new series of issue briefs published by the Partnership for Workplace Mental Health. “Our goal with this new series of issue briefs,” says the Partnership’s Director Clare I. Miller, “is to translate research into action for employers. Each issue will include a review of the literature, action steps, and employer case examples.” [Access the Newsletter URL to read more about the first brief.]

Job Corps
U.S. Department of Labor

[ http://www.jobcorps.gov/ ]

Job Corps is a no-cost education and vocational training program administered by the U.S. Department of Labor that helps young people ages 16 through 24 improve the quality of their lives through vocational and academic training. Funded by Congress, Job Corps has been training young adults for meaningful careers since 1964. Job Corps is committed to offering all students a safe, drug-free environment where they can take advantage of the resources provided.

Through a nationwide network of campuses, Job Corps offers a comprehensive array of career development services to at-risk young women and men, ages 16 to 24, to prepare them for successful careers. Job Corps employs a holistic career development training approach which integrates the teaching of academic, vocational, employability skills and social competencies through a combination of classroom, practical and based learning experiences to prepare youth for stable, long-term, high-paying jobs.

Job Corps also offers the opportunity to earn a high school diploma or a GED for those youth who don't have either. For youth who already have a high school diploma, Job Corps can help them prepare for college through partnerships with local colleges. Resources are also available for English Language Learners.

Find a Job Corps Center
Job Corps currently trains more than 100,000 students at 123 centers nationwide. Access the link
[ http://www.jobcorps.gov/centers.aspx ] to click on a state on the map or the links below to find the center nearest you!


Recruitment Website
[ http://recruiting.jobcorps.gov/en/home.aspx ]


FOR MORE INFORMATION Access the website or call (800) 733-JOBS or (800) 733-5627.

WEBSITES OF THE WEEK

Workforce3 One
U.S. Department of Labor Employment and Training Administration

[ http://www.workforce3one.org/ ]

Workforce3 One is an interactive communications and learning platform designed to build the capacity of the Workforce Investment System to develop strategies that enable individuals to be successful in the 21st century economy. This platform provides online insight into the skills and competencies required by business and industry through the innovative workforce solutions identified by a wide range of strategic partners and grantees. Workforce3 One:

Workforce3 One is an e-learning, knowledge sharing webspace that offers workforce professionals, employers, economic development, and education professionals a dynamic network featuring innovative workforce solutions.

Workforce3One Tools and Resources include:
Recovery Clearinghouse Resources Newsletters Webinars Connect to a Community Join Stay tuned for “disability” to be added as a super search category and for the addition of a “disability” landing page.

PUBLICATIONS OF THE WEEK

GAO Report of Interest—Teacher Preparation: Multiple Federal Education Offices Support Teacher Preparation for Instructing Students with Disabilities and English Language Learners, but Systematic Departmentwide Coordination Could Enhance This Assistance
U.S. Government Accountability Office
GAO-09-573 / July 2009

[ http://www.gao.gov/new.items/d09573.pdf ]

In 2005-2006, students with disabilities comprised 9 percent of the student population in the United States, and English language learners comprised about 10 percent. Many of these students spend a majority of their time in the general classroom setting in elementary and secondary schools. Most teachers are initially trained through teacher preparation programs at institutions of higher education. GAO was asked to examine (1) the extent to which teacher preparation programs require preparation for general classroom teachers to instruct these student subgroups; (2) the role selected states play in preparing general classroom teachers to instruct these student subgroups; and (3) funding and other assistance provided by the U.S. Department of Education (Education) to help general classroom teachers instruct these student subgroups. To address these issues, GAO conducted a nationally representative survey of teacher preparation programs and interviewed officials from state and local educational agencies in four states and Education.

According to GAO’s survey results, most traditional teacher preparation programs at institutions of higher education nationwide required at least some training for prospective general classroom teachers on instructing students with disabilities and English language learners. While the majority of programs required at least one course entirely focused on students with disabilities, no more than 20 percent of programs required at least one course entirely focused on English language learners. Additionally, more than half the programs required field experiences with students with disabilities, while less than a third did so for English language learners. Despite recent steps by the majority of programs to better prepare teachers for instructing both of these student subgroups, many programs faced challenges in providing this training.

The four states GAO visited—California, Georgia, Nebraska, and Texas—set varying requirements for teacher preparation programs. However, all of the states and school districts visited provided assistance to general classroom teachers to help them instruct these student subgroups. Nevertheless, these states and school districts cited challenges providing this training, such as time constraints and identifying appropriate instructional strategies.

Six Education offices provide funding and other assistance that can help general classroom teachers instruct students with disabilities and English language learners, but no departmentwide mechanism exists to coordinate among the offices. Ten grant programs allow grantees to use funds to help general classroom teachers instruct these students; Education offices also support research and technical assistance providers that serve policymakers and educators. However, Education lacks a mechanism to facilitate information sharing among the offices on a regular basis that could assist offices that have less experience with these subgroups to better understand student needs or integrate research findings into ongoing programming.

GAO recommends that the Secretary of Education develop and implement a mechanism to ensure more systematic coordination among program offices that oversee assistance that can help general classroom teachers to instruct these student subgroups. Education agreed that coordination is beneficial and will explore the benefits of creating such a mechanism.