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Welcome! This website is a library of curated age-appropriate assessments and transition and employment resources for educators working with transition-aged youth in Ohio schools. Viewers can choose to navigate this site by using the horizontal menu or site map that displays internal pages alphabetically.

Educators and families will find formal and informal assessments designed to support transition-aged youth as they work toward life experiences beyond high school. These resources include general assessments for educators, families, and students; assessments for post-secondary employment, college, and independent living; and assessments for health and medical concerns.

Also included on this site are transition and employment resources from the Ohio Department of Education, Ohio Center for Autism and Low Incidence (OCALI), Ohio Employment First, OhioMeansJobs, Office of Special Education and Rehabilitative Services, National Technical Assistance Center on Transition, and others.

The vetting of assessments and resources represents a collaborative effort by Ohio's 16 State Support Teams. This website is designed and maintained by State Support Team 1. Contact State Support Team 1 or call 419.720.8999 if assistance is required.

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Ohio Age-Appropriate Transition Assessment (AATA) Library |

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This website was designed to be a library of vetted age-appropriate transition assessments and transition and employment resources for educators working with transition-aged youth in Ohio schools. The vetting represents a collaborative effort by Ohio?s 16 State Support Teams. THe website is designed and maintained by State Support Team Region 1.

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This Guide provides resources, practices, and considerations to support the provision of the five required pre-ETS categories with deaf clients: job exploration, counseling, work-based learning experiences, counseling on postsecondary opportunities, workplace readiness training, and instruction in self-advocacy.

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OOD Pre ETS Services

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Ohio Mental Health Network for School Success

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Ohio Mental Health Network for School Success | Resources

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Citizenship and residency

U.S. citizens and some non-citizens can join the military. If you are not a U.S. citizen, you must:

Have a U.S. Permanent Resident Card (Green Card)

Speak, read, and write English fluently

You cannot join the military to enter the U.S. or to get a visa.

Age limits

Each branch of the military has age limits to enlist in active duty:

Air Force: 17 - 39

Army: 17 - 35

Coast Guard: 17 - 31

Marine Corps: 17 - 28

Navy: 17 - 39

Space Force: 17 - 39

The age limits are different if you join as an officer or join the Guard or Reserve.

Education and testing requirements

ASVAB testing

Everyone who wants to enlist in the military must take the Armed Services Vocational Aptitude Battery (ASVAB). Each branch sets its own minimum score to join. Your score will help decide which jobs you can do after you enlist.

Use ASVAB online resources to:

Find out where to take the test

Get tips for taking the test

See sample questions from the 10 sections

Understand ASVAB scores

Contact a recruiter, who can help you set up a time to take the ASVAB and tell you about the scores you will need.

Education requirements

You must have a high school or general equivalency diploma (GED) to enlist in the military. There are fewer spots for GED holders to enter the military. If you have a GED, you will have a better chance of joining if you have:

Earned college credits

Scored higher on the ASVAB

You must have a degree from a four-year college to join as an officer.

Physical and medical requirements

A medical exam is part of the enlistment process. The exam will assess if you are healthy enough to serve in the military.

Each branch requires recruits to be physically fit. You will have to pass a physical fitness test as part of your enlistment process. Speak with a recruiter to find out the physical requirements for the branch you want to join.

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Requirements to enlist in the U.S. military | USAGov

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Get the age, physical, educational, and other requirements for enlisting in each branch of the U.S. military. Contact a military recruiter to learn more.

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Far too many students leave high school without a clear sense of their future career options. We have produced this collection of Day at Work videos to help youth better understand the rapidly changing world of work, and the skills needed to be successful in the 21st century.

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Banzai - Teach real-world finance and practical life skills

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Banzai - Teach real-world finance and practical life skills

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Banzai is an award-winning, interactive content platform that teaches real-world finance. See why over 100,000 teachers in over 50% of U.S. schools are using Banzai.

Sign Up

What Does Banzai Teach?

Borrowing

Budgeting

Saving

Spending

Setting Goals

Digital Citizenship

Teach real-world finance and practical life experience. Banzai lets your students practice managing their money and test their decision making skills. Best of all: it grades itself!

Banzai supports all learning and teaching styles.

Interactive Courses

Teach skills like budgeting, saving, understanding debt, using the internet safely, and more with experience-based online games. Virtual badges keep students motivated as they master diverse financial topics.

Learn More

Printed Workbooks

Free printed workbooks complement each financial literacy course and challenge students to use critical thinking, math, and vocabulary to work through real-life scenarios. Booklets are shipped directly to your school.

Sign up, Order Now

Banzai Library

The comprehensive digital library allows students to dive even further into vital financial topics. Students can read all about health insurance, discover what the 50/30/20 rule means for them, calculate what it takes to pay off a credit card, and much more.

Learn More

Banzai Aligns with Your State's Curriculum Standards!

The Banzai courses cover a wide range of financial topics that prepare students for the future while fulfilling your state's standards of learning (SOL). Take a closer look at how each course aligns with your curriculum standards.

Explore Curriculum

Built-in Teacher Support

The Banzai Grading Interface automatically grades each course and keeps your classes organized. Locking and unlocking modules ensures your students move at a set pace as they work through each course.

Interactive Library

The Banzai Library features up-to-date financial resources that cover concepts like mortgages, FAFSA, loans, banking, and taxes.

Articles

In-depth, easy-to-understand articles that help you explain hard-to-understand financial concepts to students.

Coaches

Like a virtual financial advisor, the Coach teaches students how to understand unique financial situations.

Calculators

Simple, well-designed, and practical calculators that help students make a budget, predict loan payments, and more.

"Kids want snacks-snacks cost money."

Teach kids how to manage money, buy their own goodies, and reach their full potential with Banzai. Start by watching this short video and signing up today.

Play Video
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How to Get Started with Banzai

1. Sign up

2. Select your course(s)

3. Add your students

4. Start playing

Sign Up, it's Free!

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Free Online Financial Literacy Courses for Students | Banzai

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Banzai financial literacy courses are online, interactive simulations that engage and challenge students as they learn about finances. Best of all? It's free!

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Deafverse is a choose-your-own-adventure online game created just for deaf teenagers, where they can learn important skills for success in high school and beyond. Players get to make their own choices, stand up for themselves, and build confidence and skills they can use in real life.

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7 Things to know about college disability services

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7 Things to know about college disability services

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7 things to know about college disability services

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When kids go off to college, will their accommodations from high school go with them? Find out what you need to know about disability services in college.

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Make Life Easier with Helpful Apps | BridgingApps

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BridgingApps - Make Life Easier with Helpful Apps

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Choicemaker Curriculum - Self Determination

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Choicemaker Curriculum - Self Determination

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The Pulos' Career Awareness and Exploration Toolkit (P-CAET) is designed to help students with disabilities build awareness and exploration of different career pathways leading to entry-level jobs.

Based on John Holland's structural theory of career development, Holland (Luft, 2012) suggested an individual's personality can be divided into six types corresponding with a variety of overarching thematic work environments: (a) Realistic, (b) Investigative, (c) Artistic, (d) Social, (e) Enterprising, and (f) Conventional. When aggregated, these are known as Holland's Occupational Codes (e.g., RSC). Individuals tend to have dominant personality patterns which fit into two or three common types. By utilizing Holland's career development theory, the P-CAET can be used to determine an individual's occupational matches.

All occupations within the P-CAET require low levels of education (i.e., no special training to a high school diploma or GED) to be successful; thus, all students with disabilities, ages 14 to 21, including those with significant support needs, can use the P-CAET. Many students have already made up their mind as it relates to postsecondary employment; therefore, the P-CAET may support those choices or offer a new lens of occupational discovery students may not be aware, prompting career exploration.

The P-CAET was created by Joshua Pulos, PhD, BCBA, LBA-VA (James Madison University) while a PhD student at the Zarrow Institute on Transition and Self-Determination.

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The Pulos' Career Awareness and Exploration Toolkit (P-CAET) is designed to help students with disabilities build awareness and exploration of different career pathways leading to entry-level jobs. Based on John Holland's structural theory of career development, Holland (Luft, 2012) suggested an individual's personality can be divided into six types corresponding with a variety of overarching thematic work environments: (a) Realistic, (b) Investigative, (c) Artistic, (d) Social, (e) Enterprising, and (f) Conventional.

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Evidence Based Practices for Transition Youth

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Evidence Based Practices for Transition Youth

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AnyMapTM

Turn any type of map artwork into a rich interactive map and virtual tour experience with AnyMap.

Learn more

AnyTourTM

From community colleges to the United States Capitol, organizations trust AnyTour to tell their stories.

Learn more

100% Responsive and Mobile Ready

Visitors today are converging on your Web site on a plethora of devices, and they expect your tour and interactive map to "just work" on their computers, laptops, tablets, and smartphones.

Panoramic Virtual Reality

CampusTours virtual reality scenes transport your visitors onto campus and into buildings with support for a wide variety of virtual reality viewers.

Geo-Location (GPS) Ready

Visitors to your campus today likely come equipped with smartphones or tablets, and CampusTours products can pinpoint your visitors' locations and serve up nearby tour content.

Want to see more? Contact us for a demo.

Want to know more about our products and services? We would be happy to set up a demo to show you all of the features and benefits CampusTours can offer.
Schedule a Demo

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CampusTours - Interactive Virtual Tours and Campus Maps

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CampusTours provides virtual tours of 1,700+ colleges and universities and builds virtual tours and interactive maps for schools and organizations worldwide.

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Job Seekers, Students & Employees - Autism Speaks

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Job Seekers, Students & Employees - Autism Speaks

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Workplace Inclusion Now - Job Seekers | Autism Speaks

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Workplace Inclusion Now (WIN) is a professional development tool to improve your career readiness and assist with finding jobs for autistic adults. It will help you build necessary skills to succeed in the workplace.

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The Ohio Coalition for the Education of Children with Disabilities has an exciting new resource to share for transition age youth! We have created the first installment of our " Youth Empowerment" comic series. This series will focus on empowering transition age youth to become self-advocates. We hope this resource will inform youth about youth empowerment, self-determination, self-advocacy and more.

Please share this comic with families, professionals, and especially youth!

Stay tuned for more adventures in "Youth Empowerment"!

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Dear Parents and Professionals The Ohio Coalition for the Education of Children with Disabilities has an exciting new resource to share...

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Transition Center - Perkins School for the Blind

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Transition Center - Perkins School for the Blind

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Life after high school

The leap from high school graduation to young adulthood is a big one. Being prepared is key, especially for students who are blind or visually impaired.

Explore our tailored programs for students and expert resources for families and caregivers. Join our Transition workshops and supportive caregiver community. Let's navigate the journey from high school to adulthood together.

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Transition Center - Perkins School for the Blind

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Preparing to leave high school and navigating all the options to begin adulthood can be daunting. Our Transition Resources can help guide you.

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https://www.ocecd.org/youthportal.aspx

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During training, implementers will learn how to work with students to set goals related to academic achievement, personal achievement, and post-school endeavors.

Examples of goals related to academic achievement:

Building content-specific skills (e.g., English skills)

Being prepared for class

Improving skills that support academic achievement (e.g., note-taking, organizing)

Examples of goals related to personal achievement:

Building personal skills (e.g., nutrition or exercise goals)

Participating in extracurricular activities (e.g., band, clubs)

Getting a volunteer job or community service experience

Examples of goals related to post-school endeavors:

Researching higher education (e.g., enrolling in college/university classes)

Securing competitive employment

Participating in community activities and services

Self-determination skills increase academic achievement and progress

These are often skills teachers are already targeting indirectly, and instruction on self-determination skills formalizes the process.

To learn more about how we to implement the SDLMI in your setting, please contact us about training options.

During training, implementers will learn how to incorporate the SDLMI into transition planning.

As teachers collaborate with students to prepare for their transition from high school to adult life, the SDLMI can be a valuable tool for setting goals around future employment, education, or community life. Students can set goals that are integrated into transition planning materials, like Individualized Education Programs (IEPs) or Individualized Plans for Employment (IPEs).

Some students may also use the SDLMI to plan for the role they wish to take on their transition planning team through developing their leadership, communication, and self-advocacy skills.

All students! The SDLMI is designed to be individualized to student needs, and thus teachers can enable students with a range of support needs, including those with the most extensive support needs, to set and go after goals with the SDLMI.

When implementing the SDLMI with students with significant support needs, teachers are encouraged to build upon cognitive and communication supports the student is familiar with,such as visual representation of concepts (e.g., goal, plan) or assistive technology.

To learn more about how to implement the SDLMI in your setting, please contact us about training options.

Anyone who wants to design their career trajectory.

Examples include:

Students (e.g., high school, post-secondary education)

People who want to advance in their career or change jobs

People who are currently looking for a job

Anyone who works with individuals who might benefit from the SDCDM.

Examples include:

Teachers

Support providers

Community service providers

Career counselors

However, to become a facilitator, people need to receive a training to use the SDCDM. For more information, contact us.

Anywhere where an individual and a possible facilitator interact with each other.

For example:

School (e.g., high school, post-secondary education)

Job-site

Community

Home

Individuals should work towards goals during regular sessions and monitor their progress using their action plan wherever appropriate to their goals. Facilitators support individuals, but individuals self-direct the process.

Facilitators, can however, infuse key words and prompts to think about goals during all other interactions to strengthen skills and knowledge that individuals are learning from the SDCDM.

To learn more about how to implement the SDCDM in your setting, please contact us about training options.

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During training, implementers will learn how to work with students to set goals related to academic achievement, personal achievement, and post-school endeavors.

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CareerConnect® is an integral part of the APH ConnectCenter, a website that provides curated information and resources to people who are blind or low vision, their families, teachers, counselors, and employers. CareerConnect offers job seekers of all ages and employers a variety of resources to help with the job search and hiring process.

CareerConnect features information on self-awareness, career exploration, finding employment, interviewing, and maintaining employment for adults, transition-age youth, families, teachers, and counselors. Visitors will find advice, stories of people who are blind or low vision at work, an online Job Seekers Toolkit, and more.

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CareerConnect® is an integral part of the APH ConnectCenter, a website that provides curated information and resources to people who are blind or low vision, their families, teachers, counselors, and employers. CareerConnect® offers job seekers of all ages and employers a variety of resources to help with the job search and hiring process.

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Engaging High School Students in Academic Work

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Engaging High School Students in Academic Work

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A Word From

Ted McCain

Why are students not engaged by the tasks we give them in school? Why do we have to threaten, cajole, and plead to inspire them to do the work we give them every day? Is it possible the way we present schoolwork to students is the cause of their resistance? ...

Think about the way tasks and problems are presented daily in our personal and professional lives. Does someone outline all the parameters and specifications for us?...

I have observed that something wonderful happens when you give young people a real-world problem to solve. It's like dumping out the pieces of a jigsaw puzzle on the table; the unfinished nature of the puzzle appeals to the mind to figure out a solution. Problems engage the mind, teasing and tempting the brain to find a solution. Giving students a problem to solve presents them with an unfinished picture that begs to be completed and draws them into the task.

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Middle Years to Careers - Ohio's Statewide Family Engagement Center

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Middle Years to Careers - Ohio's Statewide Family Engagement Center

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Ohio's Statewide Family Engagement Center

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Middle Years to Careers - Ohio's Statewide Family Engagement Center

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Research shows the middle school years are the most appropriate time for students to start engaging in self- and career-exploration. At the Ohio Statewide Family Engagement Center, we recognize the impact that families, schools, and community partners have on students' career development. Our goal is to provide valuable information, tools, and resources that can assist [...]

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Infographics, Tip Sheets, Videos

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National Deaf Center on Postsecondary Outcomes

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National Deaf Center on Postsecondary Outcomes

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Resources Overview Toolkits Back to School Guides Find guides, templates, overviews, publications, videos and more. Our resources are developed by experts, covering a variety of topics to support evidence-based practices in postsecondary outcomes for deaf individuals. Video description Starting a new school year, while exciting, can also be uncertain.

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Resume and Employment Guide for People with Disabilities

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Resume and Employment Guide for People with Disabilities

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According to the Social Security Administration, there are over 8 million disabled workers in the United States. These workers often face challenges such as stereotyping, discrimination, and a lack of accomodations. Thankfully, there are a variety of legal protections and employment resources available that help people with disabilities overcome these challenges and advance their careers.

Below, we'll go over best practices for resume writing, laws that protect you from discrimination, and several other topics that you should know about as a disabled worker.

Resume Tips for Job Seekers With Disabilities

For the most part, writing a resume as a disabled worker involves the same best practices as writing any type of resume. Some of the most important things to keep in mind include:

Keep your resume clear and concise

Hiring managers usually have dozens, if not hundreds, of resumes that they need to review in order to fill a single open position. There's simply not enough time to carefully review every applicant's resume in depth - if you don't catch their attention quickly, they'll usually move on to their next option. Generally, you should limit yourself to one page, favor short and direct words over longer synonyms, and use paragraph breaks and bullet points where necessary to avoid a "wall of text" look.

That said, there are some instances where a more than one-page resume is okay, including for certain roles or experience levels. Review our resume examples to find out best practices for your role.

Highlight your specific qualifications

While training is always an option, employers prefer candidates who already have experience with the specific tools that their team uses on the job. Connect the dots for the hiring manager by highlighting any software platforms, regulatory programs, types of equipment, or other relevant skills that you have that makes you the perfect fit for the job you're applying to.

Use numbers to quantify your work accomplishments

Even if you give potential employers a good idea of what your responsibilities were at your previous jobs, how will they know that you handled these responsibilities well? Showcasing your achievements with concrete numbers to demonstrate your job performance helps convince hiring managers that you really know what you're doing. For example, the amount of revenue or savings generated, the percentage of projects completed under budget, the size of the team you managed, etc.

Tip!

Make sure to write a matching cover letter to pair with your resume. While not all jobs require one, it's another touch point with the hiring manager to express your interest in the role. Download one of our free cover letter templates to get started.

In addition to these general rules, there are two aspects of resume writing that specifically concern disabled workers: deciding whether to disclose your disability, and explaining gaps in your employment history.

Disclosing disabilities

It's important to note that you have no legal obligation to disclose your disability on your resume. If your disability is not visible - the term "disabled" covers everything from physical injuries to chronic diseases to mental disorders - there's no need for an employer to be aware of it at all. This is especially true at the beginning of your job search. Your first focus should be on securing an interview, and choosing to not disclose your disability may help you avoid any instances of bias.

That said, after you've scheduled an interview it may be helpful to disclose it. For example, if there are accommodations that you need, informing the employer about it as soon as possible helps ensure that everything is set up before you arrive.

Jeff Arseneaux, a Disability Employment Consultant with cerebral palsy, recommends, "I have found that the best practice is to be 100% honest with a potential employer. Usually, this happens at some point in the interview process, so make sure you've evaluated your accommodation needs big and small. Sometimes it's the simple accommodations that make the big difference. For example, a simple thing like a piece of velcro under my keyboard, so it doesn't slide when I try to use it, makes a difference for me. I've found that corporate America often interprets accommodations as costly and requiring lots of effort, which isn't always the case."

Explaining gaps in employment history

People with disabilities sometimes have long or frequent gaps in their employment history. Prospective employers will likely notice these gaps on your resume, and they may ask you to explain them.

Even in these cases, there is no need to disclose your disability if you do not wish to. In order to avoid this situation altogether, you can record the dates of obvious work history gaps on your resume and write "Illness and Recovery" next to them. This explains to employers why you were not working during these periods, and it implies that you are now "recovered" and fully ready to work.

In the resume example below, we'll show you exactly how people with disabilities can use these techniques when writing their resume.

Disabled Worker Resume Example

Paul Brewer
(904) 394-9302
[email protected]
1192 Beach Blvd, Jacksonville, FL 92043

Profile

Highly skilled paralegal specializing in business law with 10+ years of experience researching cases, interviewing witnesses, drafting briefs, and helping litigators prepare for trial. Detail-oriented with strong communication and time management skills.

Professional Experience
Paralegal, Morgan & Morgan, Jacksonville, FL August 2017 - Present

Assist team of 5 attorneys with trial preparation, proofreading correspondence, and organizing documents

Use LexisNexis to collect data and research case law

Manage scheduling with witnesses to ensure attendance at court hearings

Serve as client-attorney liaison, keeping clients updated and promptly addressing their questions and concerns

Illness and Recovery
November 2015 - August 2017 Legal Assistant, Times Warner, Atlanta, GA October 2008 - November 2015

Answered phone and managed email correspondence for company's law department, providing information and referrals as needed

Entered and updated client data in HoudiniEsq database

Managed office inventory and ensured supplies are regularly stocked

Reduced administrative expenses by 20% through developing Standard Operating Procedures for common admin tasks

Education
Bachelor's Degree in Legal Studies GEORGIA STATE UNIVERSITY Atlanta, GA, September 2006 - May 2010
Key Skills

Legal research

Client relations

Office management

Microsoft Office (Word, Excel, PowerPoint)

LexisNexis

HoudiniEsq

Certifications

Registered Paralegal, National Federation of Paralegal Associations, 2012

From skills training to interview practice to job search support, there are many employment resources available for disabled workers. Below, we'll review some of the most significant programs that you should be aware of.

For growing your job-seeking skills

It can be a challenge to discover job openings that make sense for your background and skill set, especially when you consider additional factors such as your desired location and salary requirements. By developing job-seeking skills, you'll have a much easier time finding the ideal job opportunity for your situation.

The Department of Labor funds over 2,400 American Job Centers, which provide career services such as vocational assessment and access to labor market information. You can plug your city or zip code into CareerOneStop's finder tool to discover the American Job Centers that are located closest to your home.

There may also be a Center for Independent Living located near you. In addition to helping people with disabilities live on their own, many of these facilities offer services such as job training and career coaching.

For finding a job

Once you're ready to apply for positions, you can use one of the many job boards, online search sites, and other job placement resources that are designed for people with disabilities. Some of the most helpful resources include:

abilityJOBS. Founded back in 1995, abilityJOBS is the largest job site for people with disabilities. One hundred percent of the employers that use this service are looking specifically to hire disabled workers, and these employers include prominent organizations such as the Central Intelligence Agency, Deloitte, Amazon, and Wells Fargo.

Disabled Person. This job board offers opportunities across many different career categories, including accounting, architecture, marketing, military/defense, and management.

Getting Hired. You'll find tens of thousands of available jobs with inclusive employers on this site's job board. Getting Hired also holds recruiting events and publishes helpful articles on inclusivity-related topics.

For finding federal and government jobs

There are a couple of key benefits to federal jobs for people with disabilities, such as work is available across the country in many different career fields, and it allows you to take advantage of the Schedule A hiring process.

The Schedule A program involves federal agencies using a special authority to hire disabled workers without requiring them to compete for the job. To be eligible for the Schedule A program, you must be qualified for the job you're applying to and have an intellectual, psychiatric, or severe physical disability (you'll also need to obtain "proof of a disability" documentation in which a medical professional attests to this fact).

This non-competitive process can improve your odds of landing a federal job, but it does not guarantee employment. Also, there is a probationary period for Schedule A jobs that can last up to two years depending on the type of employment, during which you will be held to the same performance standard as all other employees.

The federal government's job site, USAJOBS, allows you to search for both competitive and non-competitive job openings for disabled workers.

For recent grads and people new to the workforce

It can be difficult for anyone to find their first job and get used to the routine and responsibilities of a full-time position - disabilities may make this transition more difficult.

The National Collaborative on Workforce and Disability provides a number of helpful resources for people with disabilities who are new to the workforce, including the High School/High Tech program, which helps disabled youth explore careers in math, science, and technology.

Job Corps can also help you get your career off to a good start, as they offer free educational and job training programs. These programs are very accessible, with Job Corps offering support services for a wide range of disabilities.

For veterans

The Department of Veterans Affairs (VA) offers a comprehensive set of Veteran Readiness and Employment (VR&E) services that help disabled veterans achieve their career goals. These services include job training, resume development, and career coaching. They can help you set up accommodations at your job as well.

Veterans are eligible for these services as long as they did not receive a dishonorable discharge and have a service-connected disability rating of at least 10% from the VA. Active-duty members of the military are also eligible for VR&E services if they have a disability rating of at least 20% or if they're waiting to be discharged due to a severe illness or injury.

Know Your Rights

You've likely heard of the Americans with Disabilities Act (ADA), but that's not the only law that protects disabled workers. Indeed, there are several other pieces of legislation that help prevent discrimination and provide accommodations for the disabled.

Below, we'll break down the ADA as well as the other major laws that cover workers who have disabilities.

ADA

The ADA protects people with disabilities from discrimination. There are two sections of the ADA that deal with employment issues, which covers not just hiring practices, but also pay, benefits, promotions, and firing practices.

Title I: Private businesses, educational institutions, employment agencies, and labor organizations that have more than 15 employees are prohibited from discriminating against disabled workers.

Title II: State and local government entities are prohibited from discriminating against disabled workers, regardless of how many employees they have.

Title I also requires employers to provide "reasonable accommodations" for both employees and job seekers who have a disability. Such accommodations can include making existing facilities accessible, modifying equipment, and modifying work schedules.

Removing an essential function from a job, lowering production standards, and providing personal use items that are also needed off the job (prosthetic limbs, wheelchairs, etc.) are not considered reasonable accommodations under the ADA.
How does a disable worker request reasonable accommodations?
"It's important to advocate for your needs as you're the expert in what those are. During the interview process, make sure to discuss with the recruiter or hiring manager about the procedure for requesting reasonable accommodations, including with whom and how. This should establish your comfort level with requesting the accommodations you need and set the tone for the hiring process," says Arseneaux.

Rehabilitation Act

While the ADA covers state and local government entities, the Rehabilitation Act covers federal government entities. Private employers that receive over $10,000 annually from contracts with federal agencies and organizations that receive federal assistance are also covered under this law.

The Rehabilitation Act prohibits these types of employers from discriminating against qualified job applicants with disabilities. It also provides funding for vocational rehabilitation programs, skills training, and other disability-related purposes.

Workforce Innovation and Opportunity Act

The Workforce Innovation and Opportunity Act (WIOA) helps provide training and career services to all job seekers. There are several parts of this legislation that are concerned specifically with disabled workers, including:

WIOA requires American Job Centers to maintain physical and programmatic accessibility for people with disabilities.

Pre-employment transition services are available for students with disabilities.

State Vocational Rehabilitation agencies engage with employers and connect them with disabled workers.

Also, Section 188 of WIOA prohibits disability-based discrimination at programs and activities that are offered as part of WIOA-supported workforce development efforts.

Vietnam Era Veterans' Readjustment Assistance Act

Another piece of legislation that you should be aware of is the Vietnam Era Veterans' Readjustment Assistance Act (VEVRAA), which covers federal contracts or subcontracts of $100,000 or more.

Such contractors are required by this law to provide equal access of employment activities (recruiting, hiring, promotions, etc.) to disabled veterans. VEVRAA also requires employers to post available jobs with their local state employment service so that veterans get priority access in job listings.

Dealing With Workplace Discrimination and Harassment

It's good to know that there are laws on the books protecting people with disabilities from discrimination - but unless these laws are actually enforced, they're not going to have their intended effect. Federal laws that prohibit discrimination in the workplace are enforced by the Equal Employment Opportunity Commission (EEOC).

You should be aware that not all organizations are covered by the laws that are enforced by the EEOC. While federal government entities are subject to these laws regardless of their size, private businesses as well as state and local government entities with fewer than 15 employees are not required to follow all of these rules.

Additional Resources

Finally, there are a few prominent programs we haven't yet mentioned that may be able to provide you with some valuable support:

Office of Disability Employment Policy. Founded in 2001, the Department of Labor's Office of Disability Employment Policy (ODEP) is the only non-regulatory federal agency that promotes policies and collaborates with employers on behalf of disabled workers. ODEP doesn't directly provide support services, but their research, funding, and advocacy works behind-the-scenes to increase the number and improve the quality of employment opportunities for people with disabilities.

Job Accommodation Network. The Job Accommodation Network, which is funded by ODEP, provides free one-on-one expert consultations on topics such as job accommodation solutions, self-employment options, and the ADA as well as other laws regarding employment rights.

Ticket to Work. This program provides career development services to Social Security disability beneficiaries who are between the ages of 18 to 64 and want to work. These services include counseling, training, and job placement.

AbilityOne. Over 40,000 people who are blind or have significant disabilities, including about 3,000 veterans, are employed through AbilityOne. This federal agency generates work for people with disabilities by purchasing products from participating community-based nonprofits that train and employ people with disabilities. If you're looking for work, AbilityOne's Find a Job page will direct you to the employment opportunities that are available in their network.

Workforce Recruitment Program. Managed by ODEP and the Department of Defense, the Workforce Recruitment Program connects employers with college students and recent graduates who have disabilities and are ready to enter the workforce. This is an excellent resource if you're looking for a short-term summer job to test out a career path or gain some experience as you continue your studies. The Workforce Recruitment Program offers permanent job opportunities as well.

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Resume and Employment Guide for People With Disabilities - ResumeBuilder.com

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A robust guide for disabled job seekers covering resume writing, job search resources, and legal protections, plus advice from an expert.

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Smooth Transitions: Post-Secondary Education and mental Health Issues

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Smooth Transitions: Post-Secondary Education and mental Health Issues

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The Path to Independence Mobile Apps to Support Transition-Age Youth - PACER CENTER

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The Path to Independence Mobile Apps to Support Transition-Age Youth - PACER CENTER

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Co-curricular activities are used to support student development (e.g., band, forensics, poetry slams, quiz bowl, writing competitions, yearbook, etc.)

Extracurricular activities are used to support student development (e.g., clubs, Junior Achievement, Junior ROTC, school or intermural sports, student council, theater, etc.)

Community activities are used to support student development (e.g., 4H, church groups, community festivals, community government, scouts, social activism, volunteering, etc.)

Service learning used to engage students in their school and community by applying skills to solve real-world problems

Education and services are provided in integrated and least restrictive environments with preference given to placement in the general education setting 80% or more of the time, as appropriate

Education and instruction are provided in community-based setting

Instruction is rigorous and relevant

Instruction embeds Universal Design for Learning

Student accomplishments are recognized and celebrated

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Related services are provided (e.g., OT, PT, speech therapy, transportation, assistive technology)

Functional communication systems are provided as needed, including augmentative communication or assistive technology

Identification and development of environmental adaptations, natural supports, and accommodations needed for success in school and community settings

Academic support and enrichment provided to improve academic performance (e.g., test-taking skills, study skills, targeted subject area skills, etc.)

Opportunities given for credit recovery and acceleration (e.g., after school, Saturday school, summer enrichment, etc.)

Counseling services provided for college and career readiness

Adult advocates help students establish attainable academic and behavioral goals with specific benchmarks

Adults and peers build and support student’s college and career aspirations

Information given on postsecondary education supports

Students supported to complete critical steps for college entry

Students supported through partnerships established with community-based program providers (e.g., social services, welfare, mental health, law enforcement, etc.)

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Career planning is embedded in or aligned with core academic instruction

Career and technical education is provided including entry level and advanced skill completion options

Employment seeking skills development

Occupation-specific skills development

Soft skills development

Employment skill development is provided in authentic settings including:

school-based enterprises

on-site structured work experiences

career academies

Career awareness opportunities provided (e.g., industry tours, guest speakers, career fairs, etc.)

Local businesses provide opportunities for work-related experiences (e.g., simulated job interviews, job shadowing, internships, apprenticeships, work-study, long-term employment, etc.)

Graduation credit provided for work experiences

Paid work experience provided prior to school exit

Job placement services provided prior to school exit

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Self-determination skills development (e.g., goal setting, decision making, problem solving, self-advocacy, etc.)

Independent living skills development (e.g., financial, first aid, safety, cooking, etc.)

Interpersonal skills development

Leisure skills development

Transportation skills development

Classroom behavior development

Social skills development

Youth autonomy fostered and supported

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Courses and curricula prepare students for college and careers

Students understand by 9th grade what constitutes college-ready curriculum

Academic skills development (e.g., decoding, comprehension, computation, interpretation, etc.)

Academic strategies development (e.g., learning strategies, study skills, and testtaking skills, etc.)

Academic behaviors development (e.g., going to class, participation, organization, doing homework, studying, etc.)

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Formative assessment data drive academic instruction

Career interest and aptitude assessments are used to inform curricular and instructional decisions

Accommodations on assessment or alternate assessments are provided as needed

Assessment results are shared regularly with students and used to assist in overcoming deficiencies as they are identified

Remediation and multiple testing opportunities offered for high stakes testing

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https://padlet.com/statesupportteam11/TaxonomyforTransitionProgramming2Resources

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Charting the LifeCourse | Employment First (ohioemploymentfirst.org)

Vision or Dream Boards | Employment First (ohioemploymentfirst.org)

State Employment Leadership Network‘s Guided Conversation | Employment First (ohioemploymentfirst.org)

I‘m Determined | Employment First (ohioemploymentfirst.org)

OCALI | Age-Appropriate Transition Assessment | ELSA Documents

OCALI | Age-Appropriate Transition Assessment Planning Guide

BackwardsPlanningTemplate-Annotated-2.pdf (ohioemploymentfirst.org)

OCALI | Age-Appropriate Transition Assessment Planning Guide | Tools for Developing Adult Life Goals

OCALI | Age-Appropriate Transition Assessment Planning Guide | Tools for Developing an Assessment Plan

The Journey: A Suite of Resources | Employment First (ohioemploymentfirst.org)

Community Life Guide | Home (ohioemploymentfirst.org)

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How-To Tips and Strategies Videos | Literacy Access for All

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These valuable skills are sometimes referred to as "21st Century Skills," "Social Emotional Learning," etc. Schools have endless opportunities across the school day to help students develop these skills . A s one teacher put it, "Learning life skills isn't part of my students' day, it IS their day!" Explore (below) to learn more.

Meaningful conversations about the why and how of essential workplace and life skills

Keeping a cool head in a stressful situation, preventing bullying, digital citizenship, and more

Teachers use evidence-based curriculums to frame these conversations

This website is a collaborative resource shared between the Minnesota school districts of Chisago Lakes, East Central, Hinckley-Finlayson, North Branch, Pine City, Rush City, and the St. Croix River Education District .

This website was originally established in 2020 as a "virtual calming room" to support the wellbeing of students, families, and educators during the COVID-19 pandemic. It is maintained by the St. Croix River Education District with input and support from the aforementioned member school districts. ©202 3 St. Croix River Education District . All rights reserved.

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Essential Life Skills for a 21st Century Workforce Communication, teamwork, problem solving, critical thinking, giving and receiving feedback, self-discipline - every year, skills like these become more sought after by employers and colleges. These skills are included in Minnesota's Career and