NDI Technical Assistance Team
NDI Consulting, Inc.
http://www.dpnavigator.net (in process)
and
The Burton Blatt Institute
Syracuse University
http://bbi.syr.edu
One–Stop Toolkit Resources of the Week Technical Assistance Project E–Mail listserv
25 July 2008
Good morning everyone,
Below please find the web site and publication of the week, as well as other resources that we hope will be useful as you work on systems change activities to help improve employment opportunities for persons with disabilities.
To subscribe and / or view past resources of the week archives, access: www.onestoptoolkit.org and click on the link to "Resources of the Week" on the right hand side of the home page.
Have a good day and weekend!
Laura Gleneck
Project Coordinator
NDI Technical Assistance Team
P: 617–489–0086
F: 617–489–1374
[ E–mail lgleneck@ndi-inc.org ]
[ http://www.onestoptoolkit.org ]
[Links to the respective articles are in each paragraph.]
Hello Navigators,
We are mid–way through the summer. I hope you are enjoying it! There are a few resources of interest in this week’s edition that I would like to make sure you are aware of.
First, check out both of the resources under “Resources of Interest,” which include FREE training resources (http://www.adacourse.org/courses.php) from the ADA and IT Centers on the Americans with Disabilities Act. Hopefully, most of you are aware of, and,, more important, using these resources not only for your own professional development but also to educate One–Stop staff, employers and other area providers on these disability–related issues. These courses are self–paced and FREE, which is key, especially in a time where training dollars are scarce.
Also, check out the Disability Specific Fact Sheets from Maryland WorkForce Promise (http://www.mdworkforcepromise.org/new.html#dafactsheets), which is connected to and serves as a great resource to the Maryland DPN project. These quick reference guides on the following disabilities: Alcoholism and Drug Addiction, Autism Spectrum Disorder, Deaf/Hard of Hearing, Down Syndrome, Learning Disabilities, and Mental Illness include a brief description, accommodations and resources. [ Get free Adobe Reader ]
Is your One–Stop Career Center offering financial education and/or is it connected to community partners / financial institutions that offer these services? Then you will want to learn more about the FDIC Money Smart programs / curriculum (http://www.fdic.gov/moneysmart) found under “Websites of Interest.” The curriculum is Free and there are programs for adults, youth and people with disabilities.
Finally, at the national level we are excited about all of the connections being made to connecting individuals who have been incarcerated to employment opportunities either before or after release. In the coming weeks, we will be sharing more resources about ways in which you can get more involved. Under “Publications of Interest,” check out the publication “Going to Work with a Criminal Record.” The report describes seven fundamental lessons workforce organizations should consider as they help formerly incarcerated people move toward stable employment, along with a more detailed discussion of how program staff can put these lessons into practice.
DATE EXTENSION: Comments must be received by August 7, 2008
The National Council on Disability (NCD) is gathering public input for a study of emerging issues and trends affecting the lives of people with disabilities to use in NCD’s next annual progress report to the President and Congress, “National Disability Policy: A Progress Report” (required by Section 401(b) of the Rehabilitation Act of 1973, as amended). This input will help in achieving policies that guarantee equal opportunity for all individuals with disabilities, and aid them in achieving economic self–sufficiency, independent living, and inclusion and integration into all aspects of society. Comments should be sent to NCD by July 22, 2008.
Access the URL to learn more about how you can participate and submit comments.
In May 2008, the U.S. Department of Health and Human Services Substance Abuse and Mental Health Services Administration (SAMHSA) ADS Center (http://promoteacceptance.samhsa.gov/) announced the availability of funds to support and enhance the Campaign for Mental Health Recovery (CMHR) through the development and implementation of consumer–operated State community–based mental health outreach education and social inclusion activities. SAMHSA’s CMHR is a national, multi–year effort that seeks to promote social inclusion and recovery from mental health problems. The Campaign uses proven social marketing strategies and public education methods including the dissemination of TV, radio, and print public service advertisements, or PSAs, along with many supporting materials including a Campaign Web site (http://www.whatadifference.samhsa.gov/), brochure, community site kit, and Web–based advertising.
Funded CMHR projects include a multicultural target audience of young adults who are 18–25 years of age, particularly focusing on mental health awareness and education among the Hispanic American, African American, Chinese American, and Native American populations. Following a competitive application process, eleven organizations were selected to receive the project awards. Below is a list of the eleven CMHR State Implementation awardees and brief descriptions of their projects.
The project involves the development of a gaming simulation called Mad Cool. The objectives of the Mad Cool project include creating a recovery game prototype designed for educating 18–25 year olds about recovery and mental illness. The organization will form a design and implementation team of 6 young adults who will be trained on recovery and mental illness, as well as game simulation techniques.
The organization will develop a speakers’ bureau consisting of mental health consumers and family members who will speak at local colleges, high schools, and other public venues targeting youth between the ages of 18–25. These speakers will also assist in the development of a 2–hour training curriculum based on the National Alliance on Mental Illness "In Our Own Voice" program. The organization will also develop a DVD to supplement the speakers’ bureau presentations and for use with other media outlets including local TV channels, partner Websites, and social networking sites.
The organization will provide statewide education and awareness to the general public in Pennsylvania regarding mental health and substance abuse. The organization will utilize a tool they have developed, First Aid in Behavioral Health, to educate individuals about mental health and substance abuse. Information will be provided via written materials and verbal presentations.
The organization will compile written stories of hope and recovery in a book by culturally diverse young adults between 18–25 years old who self–identify as mental health consumers. The books will be distributed to various audiences through book signings, new releases, speaking engagements, classroom presentations, and Web site exposure.
The organization will document attitudes and experiences related to mental health recovery in multiple ethnic communities of transition age youth within Massachusetts in order to promote equality and social connections through the development of a video documentary. The documentary will then be shown in rented halls and other venues where individuals will be invited to public screenings.
The organization will recruit target audience youth between the ages of 18–25 and have them produce three to five documentaries depicting their successful journeys of recovery. These will be used as educational tools with various community organizations including but not limited to high schools and colleges.
The organization will target all 18 to 25 year old Oklahomans, with a special focus on the Native American population of the State. Specifically, the project will develop PSAs with mental health consumers that are culturally appropriate for Oklahoma’s large Native American population, as well as localizing the Campaign for Mental Health Recovery PSAs.
The project will develop a "campus mental health toolkit" that will be used by faculty, students, parents, and community organizations. Information included in the toolkit will cover a variety of mental health topics including information on reducing negative attitudes and discrimination related to mental illnesses, and it will provide referral resources.
The organization will recruit mental health consumers between the ages of 18–25 to be trained in public speaking and to participate in speaking engagements, the development and distribution of materials for a traveling art show, and other media presentations.
This organization will begin monitoring and responding to stigmatizing materials presented in the media and will develop and coordinate a speakers’ bureau consisting of culturally diverse mental health consumers. The organization will collaborate with a current West Virginia Inclusion campaign and develop culturally diverse materials and continue their work with families, providers, and law enforcement. Also, they will develop a media campaign that will feature 3 winning PSAs developed by students at the West Virginia State University.
The organization will develop and hold five events featuring an entertainment act (band, comedian, or other entertainer) targeted to college age, minority youth between the ages of 18–25. Specifically, the organization will target two historically African–American college campuses, along with one urban university, and a Native American reservation. The events will be interspersed with educational presentations by college age consumers, siblings, and peers.
This teleconference training session will provide information about important changes in the Ticket to Work regulations and will be oriented to ENs that have not been actively working with the program. With more money available to the EN, sooner in the process and based on earnings consistent with part–time work, we think many inactive ENs will want to take a second look. This session will be conducted jointly by CESSI, SSA’s Program Manager for Recruitment and Outreach, and MAXIMUS, SSA’s Operations Support Manager.
To participate, please call 1–800–779–1514 and use passcode 8181584. Questions should be submitted via email to E–mail ticketprogram@ssa.gov.
If you are an approved EN or state VR agency and have questions regarding training opportunities on the New Ticket to Work Program, such as Ticket Training Tuesdays, instructional material, or customized training sessions, please contact MAXIMUS at 866–968–7842, and then dial 1–2–1. You may also access information by visiting
[ www.yourtickettowork.com/training ].
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If you are an organization that is considering becoming an Employment Network or have questions about the New Ticket to Work Program, please contact CESSI at
E–mail tickettowork@cessi.net.
To learn more about Ticket to Work, please visit the SSA Work Site at www.ssa.gov/work.
In business today, no competition is tougher than the global race for talent. In every industry, every job sector and every part of the world, employers are asking the same question: How are we going to find, train and retain the best workers? Unless America makes dramatic improvements in education and workforce training, it will pay a terrible price, risking its place as an economic superpower and its identity as a striving middle–class democracy.
So, how can you get engaged in reform efforts? Join more than 400 leaders in business, education and workforce development in Philadelphia this year for the annual ICW Education and Workforce Summit.
This site includes links to numerous courses and customized training on the Americans with Disabilities Act and disability–related issues. Examples include:
A free introductory webcourse, available in English or Spanish, that explores the legal requirements and spirit of the Americans with Disabilities Act of 1990 (ADA).
Cost: $0 – Free
A free tutorial on the requirements applicable to State and Local government under Title II of the Americans with Disabilities Act (ADA).
Cost: $0 – Free
A free, self–paced webcourse for discovering the best practices for effectively working and interacting with people who have disabilities.
Cost: $0 – Free
Online professional development courses and certificate programs for managers, practitioners, advocates and policy makers in the disability field that are designed to improve and enhance effectiveness in supporting employment outcomes and greater economic self–sufficiency for people with disabilities. Each course consists of interactive multimedia presentations and downloadable PowerPoint course materials presented by instructors from the Employment and Disability Institute (EDI) at Cornell University’s Industrial and Labor Relations (ILR) School.
Cost: Various options and rates
A free webcourse that introduces information technology accessibility as well as related law and policy issues in education. This webcourse is especially recommended for teachers, administrators, and policy makers, and was developed by the National Center on Accessible Information Technology in Education (AccessIT).
Cost: $0 – Free
Disability specific fact sheets have been developed to serve as quick reference guides on the following disabilities: Alcoholism and Drug Addiction, Autism Spectrum Disorder, Deaf/Hard of Hearing, Down Syndrome, Learning Disabilities, and Mental Illness.
Each fact sheet gives a brief description of the disability, accommodations, and resources.
Maryland WorkForce Promise promotes the personal and professional independence of individuals with disabilities by effecting systems change to eliminate barriers to employment. To learn more, access:
http://www.mdworkforcepromise.org/index.html.
The Federal Deposit Insurance Corporation (FDIC) recognizes the importance of financial education, particularly for people with little or no banking experience. That’s why they created Money Smart, a training program to help adults outside the financial mainstream enhance their money skills and create positive banking relationships. The Money Smart program may be used by financial institutions and other organizations interested in sponsoring financial education workshops.
It is available in two versions: an instructor–led version and a computer–based instruction (CBI) version. Both versions consist of the same 10 modules.
The FDIC’s Money Smart for Young Adults curriculum helps youth ages 12–20 learn the basics of handling their money and finances, including how to create positive relationships with financial institutions. It consists of eight instructor–led modules. Each module includes a fully scripted instructor guide, participant guide, and overhead slides. The materials also include an optional computer–based scenario that allows students to complete realistic exercises based on each module.
The FDIC revised Money Smart to reflect changes in law and industry practices that have occurred since Money Smart was first released in 2001. The release schedule for the revised curriculum is:
Some new features include a stand–alone component for instructors: a Guide to Presenting the Money Smart Curriculum. This document presents general information regarding the use of Money Smart, effective adult learning strategies, and discusses how to meet the needs of people with disabilities.
To order a free copy of the Money Smart Program, select the Money Smart Curriculum Online Order Form at: http://www4.fdic.gov/MoneySmartRegister/.
Many of the 650,000 adults released from American prisons each year find their way to One–Stops or community–based, faith–based and other organizations that provide employment services. Yet relatively few of these organizations specifically target former prisoners. Workforce development practitioners have experience with a wide range of job seekers, but a great number of them are looking for additional guidance about the complexities of connecting formerly incarcerated people to the labor market and helping them stay on the job.
Going to Work with a Criminal Record was developed to help meet this need. It is based on lessons from the Fathers at Work initiative, a three–year, six–site demonstration funded by the Charles Stewart Mott Foundation to help young, noncustodial fathers achieve increased employment and earnings, involvement in their children’s lives, and more consistent financial support of their children. The report describes seven fundamental lessons workforce organizations should consider as they help formerly incarcerated people move toward stable employment, along with a more detailed discussion of how program staff can put these lessons into practice. It outlines how to avoid mistakes and how to develop important relationships, including with employers, parole officers and the local child support enforcement agency.
This policy brief highlights the possibility of using funding from the Food Stamp Employment and Training program (FSET) to fund workforce development programs. The brief describes the FSET program, the ways FSET funds can and cannot be used and how FSET funds can be used in workforce training programs.