The Right to a Better Life: Using an After-School Work Camp to Create Customized Employment Opportunities for Rural High School Students with Severe Disabilities

Abstract

If people with intellectual disability are to become truly self-determined, they must be allowed to express choice throughout their lives, including employment. Expectations for competitive employment tend to be low for this population, if considered at all (Citron et al., 2008). Theoretically, integrated employment options, including customized employment and supported employment, have existed for years; however, there seems to be a disconnection between theory and current practice in employment of people with disabilities (Rusch & Wolfe, 2008). This article presents one rural teacher's efforts for customized employment opportunities through an After School Work Camp and discusses implications for replication.

Skills, Behaviors, Expectations, and Experiences Associated with Improved Postsecondary Outcomes for Students with Significant Cognitive Disabilities

“…Students with significant cognitive disabilities need employment SBEEs inclusive of the application process and beyond to obtain and maintain employment (Molina & Demchak, 2016). Employees need to be efficient, dependable, interested in the job, and flexible enough to adapt to new situations (Chamberlain, 1998; Hanley-Maxwell et al, 1986;Martin et al, 1986).…”

“…Employees need to be efficient, dependable, interested in the job, and flexible enough to adapt to new situations (Chamberlain, 1998; Hanley-Maxwell et al, 1986;Martin et al, 1986). Employers want employees who have reasonable work attendance, adequate work quality, and acceptable productivity levels (Hanley-Maxwell et al, 1986;Lemaire & Mallik, 2008 ;Martin et al, 1986;Molina & Demchak, 2016). When seeking employment, students with significant cognitive disabilities need more than work experience alone (Brolin et al, 1975).…”

“…Employers need to witness students with significant cognitive disabilities working to visualize the possibilities; therefore, seeking work environments with companies that have previous experience employing individuals with severe disabilities is important (Levy et al, 1992). Employers have reported the requirements for keeping jobs after becoming employed include leaving the job site in an acceptable condition, staying on task, finishing tasks, being on time, calling ahead to report absences, low absentee rate, following instructions, being truthful, and not stealing (Hanley-Maxwell et al, 1986;Molina & Demchak, 2016). Students with significant cognitive disabilities need to understand the importance of honesty on the job, appropriate work attire, acceptable reasons to miss work, and asking for assistance when needed (Molina & Demchak, 2016).…”

Vital tasks and roles of frontline workers facilitating job inclusion of vulnerable youth

“…Such tailormade follow-up in the workplace seems to be particularly relevant in cases where more support is needed than an enabler, the employer or the youth themselves can provide if capabilities are to be transformed into 'functionings'. In such cases, the job needs to be customised (Molina & Demchak, 2016) to match both the user's work capacity and the employer's needs. These findings suggest that the enabler and customiser roles add vital conversion factors to the support processes.…”

Participatory Action Research and Student Perspectives in a Rural Postsecondary Education Program

“…According to the 2016 American Community Survey, the rate of employment for individuals with ID ages 21-60 in the United States was 26.4% (Erickson, Lee, & von Schrader, 2017). In rural communities, nonprofit disability agencies tend to organize employment opportunities for people with ID with limited fiscal and human resources; thereby forcing agency personnel to limit individualized programming and offer more enclave (i.e., group) work experiences (Molina & Demchak, 2016;Wehman, Brooke, & West, 2006). Careful planning of resources, consideration to employer access, and access to public transportation create added barriers in rural communities where poverty and stagnant job growth are concerns (Kinnison, Fuson, & Cates, 2005;Thiede, Greiman, Weilier, Beda & Conroy, 2017;United States Bureau of Labor Statistics, 2016).…”