Opportunities for Improving Programs and Services for Children with Disabilities (2018) / Chapter Skim
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6 Social and Human Capital Development: Programs and Services Outside of the School System
6 Social and Human Capital Development: Programs and Services Outside of the School System
Pages 197-236
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From page 197... ...
The current chapter examines services and programs with evidence to support their impact on social and human capital development outcomes related to employment and earnings, community participation, self-determination, and independent living. Promising programs, for which rigorous evidence is currently limited, are also introduced where appropriate.
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From page 198... ...
Taken together, the services and programs outlined in this chapter exist to improve outcomes for individuals with disabilities as they navigate the transition to self-determined, independent living as adults in their communities. The final section presents the committee's chapterspecific conclusions with respect to social and human capital development programs and services outside of the school system.
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From page 199... ...
agencies to use federal funds, as well as state, local, or private contributions, to coordinate pre-employment transition services with local education agencies (LEAs)
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Pre-employment transition services include job exploration counseling, work-based learning experiences (including in-school and after-school opportunities, or internships) , counseling on postsecondary education programs, workplace-readiness training, and instruction on self-advocacy (WINTAC, 2016)
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From page 201... ...
Several public and private entities have developed intervention approaches that include one or more components from the Guideposts model, providing insights on promising approaches to serve several different populations of youth with disabilities. Perhaps not surprisingly, the largest number of interventions for transition-age youth with strong evidence have focused on approaches to developing human capital, particularly in promoting employment, postsecondary education, and reduced reliance on public programs (see Box 6-1 for an example)
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From page 202... ...
202 IMPROVING SERVICES FOR CHILDREN WITH DISABILITIES TABLE 6-1 Continued Component Examples Career preparation • Career assessments to help identify students' school and and work postschool preferences and interests experiences • Structured exposure to postsecondary education and other lifelong learning opportunities • Exposure to career opportunities that ultimately lead to a living wage, including information about educational requirements, entry requirements, income and benefits potential, and asset accumulation • Training designed to improve job-seeking skills and workplace basic skills (sometimes called "soft skills") • Opportunities to engage in a range of work-based exploration activities, such as site visits and job shadowing • Multiple on-the-job training experiences, including community service (paid or unpaid)
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* • Exposure to postprogram supports such as independent living centers and other consumer-driven community-based support service agencies*
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citizen or legal resident, and have documentation of a disability through an estab lished individualized education program (IEP) or vocational rehabilitation (VR)
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A second major federal demonstration focusing on children receiving Supplemental Security Income (SSI) , Promoting Readiness of Minors in Supplemental Security Income (PROMISE)
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They are also charged with improving coordination among vari ous disability services available to youth through the Individuals with Disabilities Education Actb and Title IV of the Workforce Innovation and Opportunity Act (WIOA) ,c as well as Medicaid, JobCorps, and Temporary Assistance for Needy Families (TANF)
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By coordinating disability services to improve access for child SSI recipients, the initiative pursues the long-term goal of helping individuals with disabilities and their families achieve better economic outcomes (ED, 2013)
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Another line of research on transition support for SSI youth builds on evidence regarding the effectiveness of supported employment and supported 3 See http://www.ourcareeraccess.org (accessed December 13, 2017)
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because of psychiatric disabilities achieve much better long-term employment outcomes if the VR agency provides support for postsecondary education (Honeycutt et al., 2017) all make this a promising area for further research on transition services for SSI youth.
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From page 210... ...
• Postsecondary institutions • Youth empowerment • West Virginia • Workforce centers • Family involvement • Systems linkages • SSA benefit waivers National Job Corps Study Some youth with limiting • Department of Labor (and Intensive work-focused, • Contiguous 48 states and the medical conditions contractors) usually residential supports for District of Columbia disadvantaged, low-income youth, including a subgroup with medical limitations Promoting the Readiness of SSI recipients aged 14 to 16 and • SEAs State-based programs that provide Minors in SSI (PROMISE)
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From page 211... ...
Project SEARCH Transition-age youth and • LEAs • Intensive, competitive, long-term • Multiple states young adults, typically with • Employers employment in integrated setting developmental disabilities • VR agencies • Developed through collaboration • Workforce centers that includes employers • Medicaid • Goal of seamless transition from • Other agencies (varied by school to work (when begun for locality) high school students)
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From page 212... ...
Intervention Components Think College Youth with intellectual • Postsecondary institutions • Dual enrollment transition model • Colleges and universities in disabilities • VR agencies to promote academic success multiple states • Other agencies might be through targeted postsecondary involved enrollment in classes and accommodations • Involves collaborations between postsecondary institutions and other agencies CareerACCESS Young adults aged 18 to 30 • Medicaid • Person-centric approach to career • None (proposed five-state who initially meet the SSI • Private providers coaching and other employment, initiative) income, asset, and medical education, and training services criteria • Cash stipend equivalent to maximum SSI benefit -- to compensate for the cost of managing his or her disability while building a career -- that is not reduced by earnings except at high level Pathways to Careers Adults ages 18 and over • Community rehabilitation Individualized employment strategies, (SourceAmerica)
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From page 213... ...
Department of Education; HHS = U.S. Department of Health and Human Services; LEA = local education agency; NCWD/Youth = National Collaborative on Workforce and Disability for Youth; RSA = Rehabilitation Services Administration; SEA = state education agency; SSA = Social Security Administration; SSDI = Social Security Disability Income; SSI = Supplemental Security Income; VR = vocational rehabilitation; WIOA = Workforce Innovation and Opportunity Act.
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INDEPENDENT AND INTEGRATED COMMUNITY LIVING PROGRAMS In 1999, the U.S. Supreme Court ruled that Title II of the Americans with Disabilities Act (ADA)
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; and the Assistive Technology programs. 6 The Independent Living Formula Grant Program is authorized Under Title VII, Chapter I, Part B of the Rehabilitation Act, as amended by the Workforce Innovation and Opportunity Act (WIOA)
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Council members are appointed by the state's governor and at least 60 percent of them must be individuals with developmental disabilities or their family members. Council activities include conducting outreach and listening sessions, identifying policy barriers, developing coalitions, encouraging citizen participation, and keeping policy makers informed about disability issues.
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As this generation of caregivers continues to age, many of their adult children with intellectual or developmental disabilities may be at risk of institutionalization or homelessness as a result of the shortage of affordable housing and support services (The Arc, 2016)
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program created new integrated supportive housing units for extremely low-income people with disabilities. To qualify for a PRA housing unit, a household must be comprised of one or more persons with a disability who is at least 18 years of age and less than 62 years of age, is extremely low-income, and can benefit from the supportive services offered in connection with the housing (DOJ, n.d.)
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Group homes are one strategy for relieving aging caregivers of overwhelming daily responsibilities without institutionalizing people with disabilities. Additionally, HTF offers single-family programs to help individuals with disabilities achieve accessible community living.
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Relevant P&A programs include the Protection and Advocacy for Individuals with Developmental Disabilities program (PADD) and the Protection and Advocacy for Assistive Technology program (PAAT)
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For example, one of the foremost advocacy organizations focusing on improving outcomes for the whole person is The Arc of the United States (The Arc) .12 The Arc consortium is the nation's largest provider of advocacy services and a variety of supports for people with intellectual and developmental disabilities in the United States, with more than 140,000 members affiliated through more than 850 state and local chapters across the nation (Do, 2011)
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From page 222... ...
In 2016, COPAA also published the report School Vouchers and Students with Disabilities: Examining Impact in the Name of Choice, which highlights the difficulties faced by parents who choose special education vouchers over neighborhood public schools (Almazan and Marshall, 2016)
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When medical professionals identify patients who are experiencing civil legal issues -- "the social, financial, or environmental problems that require assistance from lawyers to remedy" (Martin et al., 2015) -- that negatively impact their health (such as skipping medications because of lack of income)
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Project HEAL attorneys provide representation in special education disputes, Supplemental Security Income (SSI) appeals, and simple family law matters; lim ited representation to patients and families (e.g., brief advice, document review, referrals, information, and resources)
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outline the responsibilities of states, state education agencies, and other public agencies (e.g., local education agencies, correctional facilities that operate as local education agencies, noneducational public agencies) in ensuring FAPE.
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of youth with a diagnosed learning disability say they have received special education program while in the facility, although this is significantly higher than the percentage of youth without a diagnosed learning problem who say they received a special education program (12%) , presumably to address their other special needs" (Sedlack and McPherson, 2010, p.
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The child SSI program provides benefits to children in low-income households who meet certain disability, income, and resource criteria. As of 2016, there were 1,213,079 children receiving SSI benefits (SSA, 2017)
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Current program rules for SSI require children to report earnings from work, which may discourage work activity. At present, relatively few child SSI recipients report earnings (2,229 recipients had countable earnings in 2013 [SSA, 2014, p.
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. Nevertheless, evidence suggests that fewer than one-fourth of child SSI recipients (22 percent)
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The IRS annual gift exclusion tax was $14,000 for the years 2013–2017; however, this amount will increase to $15,000 for 2018. See https://www.irs.gov/businesses/small-businesses-self-employed/whatsnew-estate-and-gift-tax (accessed April 9, 2018)
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From page 231... ...
The age at which youth with disabilities are no longer eligible for child disability services varies widely across social and human capital development programs, impacting the child's ability to maintain uninterrupted access to services as she or he transitions to adulthood and achieve valued long-term social and human capital development outcomes.
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2015. The child SSI program and the changing safety net: SSI and TANF program coordination.
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2009. A life-cycle perspective on the transition to adulthood among children receiving Supplemental Security Income payments.
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2005. Choices, challenges, and options: Child SSI recipients preparing for the transition to adulthood.
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Washington, DC: The George Washington University, Milken Institute School of Public Health. http://medical-legal partnership.org (accessed February 1, 2018)
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2016. Vocational rehabilitation services and supported employment services programs: Federal FY 2017 monitoring and assistance guide.
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