 Employer Engagement
NCSET Resources
Communities of Practice: A Strategy for Program Improvement (August 2005)
NCSET Information Brief
This Information Brief defines Communities of Practice, outlines seven principles essential for development of vibrant Communities of Practice, and offers examples. Further resources are also suggested.
http://www.ncset.org/publications/viewdesc.asp?id=2349
Community Resource Mapping (May 2005)
NCSET Essential Tool
This guide provides step-by-step instructions on understanding, planning, and engaging in the coordination of community resources that support the transition of youth with disabilities to adult life. Designed for use at the federal, state, and local levels, it provides numerous practical tools and resources for initiating a resource mapping process.
http://www.ncset.org/publications/essentialtools/mapping/default.asp
Community
Resource Mapping: A Strategy for Promoting Successful Transition
for Youth with Disabilities (April 2003)
NCSET Information Brief
This brief introduces a dynamic process for creating synergistic community collaboration among those concerned with youth development, and for maximizing the community's human and financial resources that support youth. The brief includes a detailed explanation of Community Resource Mapping, a list of the benefits of mapping, examples of mapping efforts, whom to contact information for further information, plus related resources.
http://www.ncset.org/publications/viewdesc.asp?id=939
Connecting
Employers, Schools, and Youth Through Intermediaries (December
2002)
NCSET Issue Brief
Employers sometimes receive requests for school involvement
from multiple sources within the same school. This can hamper the
development of a positive school-employer partnership, decrease
opportunities for work-based learning for youth with disabilities,
and cause confusion for employers. This brief, written for secondary
educators, employers, and disability service providers, addresses
the primary issues in promoting the participation of employers in
work-based learning experiences for youth with disabilities. In
addition, it outlines strategies for how employers can more effectively
engage youth with disabilities by working with intermediary organizations.
http://www.ncset.org/publications/viewdesc.asp?id=721
Handbook for Implementing a
Comprehensive Work-Based Learning Program According to the Fair
Labor Standards Act (3rd ed.) (February 2005)
NCSET Essential Tool
By following the information and examples in this manual, school
personnel can proceed with confidence to operate effective work-based
learning programs consistent with the Fair Labor Standards Act (FLSA).
Sample forms, agreements, and supporting documentation required
under the Individuals with Disabilities Education Act and FLSA are
included in the examples whenever possible. This document also includes
contact information for offices and personnel of the U.S. Department
of Labor Wage and Hour Division and organizations involved in planning
and delivering transition services for youth with disabilities,
as well as information on Supplemental Security Work Incentives
available to transition-aged youth with disabilities.
http://www.ncset.org/publications/essentialtools/flsa/default.asp
In
Their Own Words: Employer Perspectives on Youth with Disabilities
in the Workplace (September 2004)
NCSET Essential Tool
It is essential for educators, transition specialists, workforce
development professionals, family members, and youth to understand
employers' needs, circumstances, and perspectives as they establish
work-based learning experiences. This publication features the experiences
of employers in their own words. Eleven employers from various fields
write about how they became involved in providing work experiences
for youth with disabilities, what made it work, and what they recommend
to individuals or organizations representing youth.
http://www.ncset.org/publications/essentialtools/ownwords/default.asp
Interagency
Transition Team Development and Facilitation (January 2005)
NCSET Essential Tool
This guide, relevant to national, state, and local levels, offers
instruction on (a) how to build an effective interagency transition
team; (b) how to determine initial roles, responsibilities, and
the team vision; (c) how to conduct interagency transition team
meetings; and (d) how to determine whether or not your interagency
transition team is making progress and meeting its goals. The manual
also includes examples of successful interagency transition teams,
and further resources.
http://www.ncset.org/publications/essentialtools/teams/
Quality
Work-Based Learning and Postschool Employment Success (September
2003)
NCSET Issue Brief
This brief highlights the benefits of work-based learning for youth
with disabilities and outlines the elements of quality work-based
learning. In addition, the brief provides selected evidence-based
models of work-based learning and information on further resources.
http://www.ncset.org/publications/viewdesc.asp?id=1192
Tapping
Employment Opportunities for Youth with Disabilities by Engaging
Effectively with Employers (December 2002)
NCSET Research to Practice Brief
Studies show that work-based learning experiences, especially
paid work integrated into curriculum, lead to improved postschool
employment outcomes for all youth with disabilities, regardless
of primary disability label or required level of support. Examining
employer perceptions of hiring and accommodating individuals with
disabilities is an important consideration in making work-based
learning opportunities available to youth with disabilities. This
brief addresses studies that explore employer perspectives on managing
supports and accommodations for youth with disabilities, and the
implications of these studies for transition practice and employment
services for youth with disabilities.
http://www.ncset.org/publications/viewdesc.asp?id=716
Transition
Planning: Community Mapping as a Tool for Teachers and Students
(April 2005)
NCSET Research to Practice Brief
Community mapping can acquaint teachers and students with a community's
culture, resources, transition needs, and assets. This brief describes
the research base for community mapping and provides an outline
of the roles, responsibilities, and materials involved in the community
mapping process. It also provides examples and further resources
for engaging in community resource mapping.
http://www.ncset.org/publications/viewdesc.asp?id=2128
Work-Based
Learning and Future Employment for Youth: A Guide for Parents and
Guardians (October 2003)
NCSET Information Brief
Setting high expectations early in life is an important step
in order for youth to develop the skills to succeed in the future.
This guide for parents and guardians of youth with disabilities
outlines how work-based learning helps youth identify interests,
strengths, skills, and needs related to career development. Specific
examples are provided, as well as further resources.
http://www.ncset.org/publications/viewdesc.asp?id=1222
Youth
Employment (December 2003)
NCSET NLTS2 Data Brief
This NLTS2 Data Brief provides a detailed description of employment
trends for youth with disabilities documented within the National
Longitudinal Study-2. The NLTS2 has gathered data on work-study
employment and regular paid employment of youth with disabilities,
with a focus on hourly pay, disability categories, demographic differences
in employment, and individual differences such as gender, age, race/ethnicity,
and household income in relation to employment. This brief provides
a concise and organized presentation of the results, including descriptive
graphs.
http://www.ncset.org/publications/viewdesc.asp?id=1310
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