Workshop on Apprenticeship –
Module 2
Preparing, Placing, and
Supporting Youth and
Young Adults with
Disabilities in
Apprenticeship
Objectives
2

Understand entry requirements

Review options for preparing youth/young adults

Understand legal requirements, accommodations
and support for youth with disabilities
Why Focus on Youth and Young
Adults with Disabilities?




3
More than 22 million people ages 21 to 64 have a
reported disability
Incidence is particularly high for system involved
youth – juvenile justice and foster care
30-40% of children in foster care are also in special
education
Mental health issues are more prevalent among
these groups
Facts and Stats (continued)




4
10% - 12% of youth will have a mental health
problem that requires short-term treatment
Over 50% of youth with mental health needs will drop
out of school; only 5% - 20% will enter postsecondary
education
5% of school children have some form of a learning
disability and are served under special education,
while 15% - 17% have reading difficulties; less than
8% go on to college
Two-thirds of those with learning disabilities have not
been identified by the school system
Facts and Stats (continued)




5
So-called “hidden disabilities” represent 60 – 70% of
all disabilities
Over half of students in special education have a
specific learning disability
Myths around disabilities and accommodations
abound
Instructional approaches to supporting people with
disabilities tend to benefit all learners
Entry Requirements for
Apprenticeship Programs






6
Spelled out in program standards
Typically must be at least 18 years of age
High school diploma or G.E.D.
Able to perform the essential functions, with or
without accommodations
Aptitude for occupation
Clean drug test
Youth and Young Adults in
Apprenticeship


Average apprentice age is 30 years old
Youth and young adults ages 16 – 23 make up:
–
–
–
–
7
50% of electricians
47% of bricklayers
47% of carpenters
44% of painters
Steps to Preparation




8
Assessment of interests, skills, and abilities
Completion of high school education
Enrollment in preparatory program
Pre-apprenticeship, school-toapprenticeship, youth apprenticeship, and
other feeder programs.
Assessment



9
Typical areas: academic performance/achievement,
vocational interests, job aptitudes/skills, cognitive
abilities, physical, and functional capacities
Myriad of resources and assessment instruments
available, including “Career Planning Begins with
Assessment”
Do not forget basic interviewing as an assessment
tool
Preparation for Apprenticeship
10

Gateway programs include school-to-apprenticeship,
youth apprenticeship, and pre-apprenticeship
programs

Programs operate in some but not all states – most
prevalent in Ohio, Washington, and Wisconsin

Other opportunities for both in-school and out-ofschool youth
What is Available in Your Area?






11
One-stop career center
Local school district
Local community college
Apprenticeship training representative
YouthBuild --- www.youthbuild.org
Job Corps – www.jobcorps.gov
Supporting Youth in the Classroom
and in the Workplace




12
Understanding the definition of disability
Understanding the legal requirements
Learning about accommodations
Understanding the principle of universal
design
Definition of Disability


13
American with Disabilities Act (ADA), which was
amended in 2008, applies to employment, transportation,
public accommodations, and activities of state and local
government, includes public and private sector
employment/training programs
ADA provides broadest definition:
– A person who has a physical or mental impairment
that substantially limits one or more major life activities
– A person who has a history or record of such an
impairment
– A person who is perceived by others as having such
an impairment
Requirements for the Workplace,
Classroom, and Service Providers
14

Individuals with Disabilities Education Act (IDEA)
applies to public schools receiving federal funds

Sections 504 of the Vocational Rehabilitation Act
apples to programs that receive federal funds

Title I of the Vocational Rehabilitation Act spells out
program eligibility
Basic Requirements


15
Varies from Act to Act
Common themes:
– Prohibition against discrimination based on
disability
– Requirements for accommodations
– Intent is for full inclusion of people with disabilities
in all aspects of society, including the classroom
and the workplace
Definition of Accommodations


16
Changes made in an educational setting, work site,
assessment procedures or service delivery
procedure that help people with disabilities learn,
work or receive services
Not about lowering performance expectations in
school or worksite – Does lessen the impact of the
environment on the disability
Typical Accommodations




17
Are tailored to the environment – i.e., classroom or
work place
Involve presentation/understanding of materials and
directions
Use of tools/equipment, including adaptive
technology
Changes to physical environment for accessibility
Workplace Accommodations



18
Governed by ADA
Applies to businesses of 15 or more
Introduces key terminology:
– Qualified persons with a disability
– Essential job functions
– Reasonable accommodations
– Undue Hardship
Review of ADA Terminology
 Qualified person with a disability is an individual with
a disability who can:
 Satisfy the required skills, experience, and
education for the position
 Perform the essential functions, with or without
reasonable accommodations
 Essential Job Functions are tasks that fundamental
and necessary to perform a given position; they do
not include marginal duties
19
Review (continued)

20
“Reasonable” accommodations are any change an
employer makes that enables a qualified person with
a disability to:
– Have equal opportunity in the selection process
– Perform the essential functions
– Enjoy equal benefits and privileges of
employment
Undue Hardship Considerations

21
Accommodations that would require significant
difficulty or expense based on:
– Size of business operation
– Financial resources of employer
– The disruption to other workers
– Significant alteration to the employer’s business
or changes in the delivery of services
Scenarios – What Would You Do?
22

A customer service rep for a financial institution lost
his vision and could no longer read his computer
screen

A medical transcriptionist was injured and became
paraplegic

A CAD/CAM drafting specialist became quadriplegic
and had limited use of extremities
Scenarios (continued)
23

An employee who works in a manufacturing
environment had a learning disability. The employee
had difficulty remembering task sequences of the job

A saw operator with a learning disability had trouble
measuring to the fraction of an inch
Disclosure and Accommodations



24
Disclosure of disability is voluntary
In employment situations, it is up to the individual to
disclose disability/request accommodations as there
are restrictions on questions around disabilities
In a classroom/program setting, it is important to
encourage individuals to disclose to ensure
adequate supports
Dos and Don’ts




25
Employers may not ask specific disability questions
in the interview process, but may ask generally
about physical ability to do the work – e.g., job
requires lifting 50 pounds
May ask disability-related questions in both postoffer stage and after individual begins work
Post-offer questions must be the same for all
All information must be kept confidential
Universal Design



26
Universal Design (also called universal access) is
the design of environments, products,
communication, as well as the delivery of programs,
services, and activities to be useable to the greatest
extent possible by all individuals
Applies to learning environments as well as to the
workplace
Tends to benefit everyone – not just people with
disabilities
Resources





27
Job Accommodation Network – www.jan.wvu
Equal Employment Opportunity Commission –
www.eeoc.gov
Office of Disability Employment Policy –
www.dol.gov/odep
Comprehensive disability information –
www.disability.gov
Resources and information – www.ncwd-youth.info
Tips for Successful Placements
28

Follow-up with employer and apprentice to ensure
success

Ask for feedback on job performance

Visit the worksite

Resolve small issues before they become big issues