Employment Programs

How is the state of Florida educating Supported Employment providers on the history of Supported Employment, important rules and regulations, and important skills needed in this field? Attached is just one example. Explore this Supported Employment Pre-Service Training Instructor’s Guide for a mandatory 12 hour training held for all providers to learn more about how these individuals are being prepared to provide these needed services. May be replicable by other states with similar programs.

This article presents an overview of the direct-care workforce, touching upon training requirements, demographics, wages and benefits, and employment settings. It notes that, despite the U.S. needing more direct-care workers than ever, job quality in the field remains extremely low. The article proceeds to list several ways that policymakers and employer practices can improve the quality of direct-care jobs. The article was written by PHI Director of Policy Research, Dorie Seavey.

How is the state of Connecticut providing recognition for employers who effectively recruit and retain individuals with disabilities? This article, put out by DiversityInc, is one example. Within this article, find a replicable format for acknowledging exemplary leadership and dedication by companies in hiring and promoting people with disabilities. Also, they have an alert system that informs readers when new articles are available.

In honor of the upcoming one-year anniversary of the Affordable Care Act, Family Caregiver Alliance releases this guide which highlights some of the most important developments in 2010 affecting family caregivers, including legislative and policy changes; research focused on caregivers; and media coverage of family caregiving. A great resource for families, researchers, policymakers, and others.

This guide, developed by the Florida MIG program, provides an outline of the most important areas to remember when delivering an effective two-day training seminar. Sections include introduction to Supported Employment, laws and regulations, marketing and teaching adults. Also included are examples and handouts on resumes and job seekers profiles.

When Congress created SSDI in 1956, disability and employability were viewed as mutually exclusive states. As a result, the 1956 law defines disability as the “inability to engage in a substantial gainful activity in the U.S. economy”—in other words, the inability to work. This proposal would assist workers with work-limiting disabilities to remain in their current jobs or to transition to more suitable jobs and would assist employers to accommodate workers to perform their jobs.

How does the state of California help their youth with disabilities to reach their future education and career goals? The Youth Leadership Forum is a five day program that provides information on everything from technology to resource agencies, and helps participants to create a "Personal Leadership Plan" and interact with leaders in the State and Nation. To learn more, explore their website and workbooks for facilitators and students.

How is the state of Arkansas educating its consumers with disabilities and employers on important issues such as how to maintain your health benefits and work and why employing individuals with disabilities is a smart business choice? Attached are two examples of articles in the state that provide information. This entry serves as a good example for other states wanting to enhance their MIG outreach materials.

The state of Arizona hosted online discussion groups in order to get feedback from community rehabilitation and employment services providers on their Employment Development Project. The overriding purpose of the online discussions was to garner insights into how service providers view the EN program, the perceived organizational value of adopting or integrating the EN business model into existing business practices, and barriers to EN program implementation. For the results explore this report.

The Project SEARCH High School Transition Program is a unique, business led, one year school-to-work program that takes place entirely at the workplace. Total workplace immersion facilitates a seamless combination of classroom instruction, career exploration, and on-the-job training and support through internships or worksite rotations. The goal for each student participant is competitive employment. The state of Alaska has adopted this model for student interns with developmental disabilities.