Job and Community Placement Program Policy Analysis Paper
October 2002
History
The Association’s adult vocational program was Arc
Industries which boasted a sheltered workshop which had two goals: 1) training
for competitive employment in the community, 2) a shelter workshop for those
who it was believed would never be employable 9in the community. The second
vocational program called “Lifeskills” was regarded as a “prevocational”
program or a feeder program to the Arc Industry Program. These two programs became respectively the
Job Placement Program and the Community Placement Program. The two were integrated in the 1990 to 1992
period.
Job & Community Placement Program Description
The Job & Community
Placement Program provides individualized support services to adults with developmental disabilities who are
interested in developing skills for employment, literacy or community
participation.
Each person receives a different combination of types and amounts of the services offered by the program. These services are flexible and can be adjusted over time as needs and preferences change, and as long as sufficient funding is available to pay for the needed support.
The goal of the JCP program
is to work with adults with developmental disabilities, their families and the
larger community in a way that creates conditions whereby people are able to
make choices about what will be significant in their lives and about how they
will go about living out their lives. To that end the program provides support
and the coordination of services in a way that empowers people with
developmental disabilities to establish, maintain and enhance their lifestyles
of independence.
People with developmental
disabilities need to control their own lives, to manage their own affairs, and
to make their own decisions as much as possible.
Services and supports will be
planned for in the context of supporting the individual to be as independent as
possible, and in the absence of total independence to create interdependence
networks that look to the reliance on paid staff in the final instance.
Creating dependencies in
people vulnerable to the whims of government cutbacks and systemic
characteristics is not acceptable as an outcome of support.
Personal empowerment is both
a process guiding the context of service delivery and an outcome of support
services.
The support streams offered
by the JCP are as follows, and are described more fully later in this document.
Also for KACL purposes
although under a different funding scheme:
Support is provided to adults with developmental
disabilities in order to provide opportunities for people to explore, secure
and maintain meaningful and/or competitive employment. The expectations of this support stream are
to assist individuals some or all of the following processes:
This is done by first exploring the individual’s interests, strengths, talents, barriers, and necessary supports. Completion of career decision-making / employability skills based questionnaires, skills identification and creative self - evaluation exercises allow for an overall look at the individual and who they are. We then are able to assist the individual in exploring career goals and creating an employment plan which best suits their choices.
Employment
Planning:
Employment planning focuses on identification of necessary steps, skills, training and supports for employment. This allows the individual to breakdown their plan into workable steps and goals.
Work adjustment is the phase in which we look at the individual’s previous level of knowledge, and develop a plan to address knowledge gaps in the areas of job readiness, job preparation and job retention. Work adjustment entails learning to access community job banks (E.I.C., newspapers, etc.), networking, accessing the hidden job market, developing calling cards, looking at self-marketing strategies, updating resumes, completing job applications, contacting employers and the interview process.
We
assist the individual in planning and developing a successful job
placement. To accomplish success we act
as a liaison between all parties and maintain on-going open communication with
the employer and employee.
We
assess the needs of all parties and provide support with job coaching, job-site
augmentation and problem solving. While offering support we strongly encourage
that the onus be on the employer and employee to resolve matters relating to
the job context. The support services offered by staff allow for relationships
to be developed between both parties that will enhance and strengthen the
possibilities for success and independence on the placement.
Job
coaching involves JCP staff acting as a role model in the job environment by
representing and promoting appropriate and expected job performance and
behaviour. The Job Coach ensures the
environment and job expectations are understandable to the individual they are
supporting. The Job Coach assesses,
develops and ensures that any job modifications, work site aids (e.g., Picture
symbol job descriptions, checklists), or vocational literacy needs, that the
work environment may demand of the employee are prepared for and implemented.
Transitional Vocational
Planning
This aspect of employment looks at the necessary skills
required to maintain employment without the ongoing need for job coaching. This
includes support to individuals in learning to access public
transportation. The job coach ensures
the individual has the personal-social skills and knowledge expected in the
work environment. Vocational literacy
needs are planned for and onsite accommodations made. The processes for resolving personal or work place barriers that
may impede the success of the placement are put in place.
Job Development
Job development involves
staff researching and exploring opportunities in the labour industry and
determining what roles and expectations will be placed on individuals in
specific job fields. Job development also looks beyond traditional employment
options and explores possibilities that could be designed specific to the
skills of the individual and how and if those skills could be of benefit to an
employer (e.g., extension of delivery service to a restaurant). Once the research
and exploration is complete we can begin looking at preliminary task analysis,
needed skills, scheduling aspects, job site augmentation, necessary supports,
resources, and identification of potential barriers at the specific site.
Job Maintenance:
The area of Job Maintenance involves maintaining a
relationship with employers and employees to ensure opportunities for
brainstorming and problem solving issues that arise, as they arise. By staying
involved we offer reassurance to the employers, which in time increases their
comfort zone and enhances their level of knowledge for working and interacting
with the individual independently. The amount of follow up and maintenance
support vary from each placement and is based on the needs of the individual. This support is designed to ensure that
placements do not break down due to a lack of communication amongst employers,
the individual and JCP staff,
The volunteerism component
plays an important role in employment advancement by allowing individuals to
explore possible venues of employment.
It also provides opportunities in natural settings that
allow individuals to develop appropriate social skills and increase their level
of transferable skills necessary in the employment context.
Volunteerism is also seen by
staff as an end unto itself in that many people desire to give back to their
communities the many skills and resources that they have. To that end volunteer activities are
actively pursued, researched and supported as required by staff in order to
create opportunities for adults with developmental disabilities to participate
in this part of community life.
Literacy
opportunities are delivered individually to adults with developmental disabilities. Literacy is defined as the ability to read
and write, commensurate with capability, to meet one’s own personal and social
needs.
The teaching staff of the literacy program work individually
with people, and as part of the JCP team to ensure that literacy learning needs
the individual has in the community, at home or on work placement sites can be
supported in curriculum as well as in the design of literacy based
modifications or accommodations
Community
Access support is provided to the adults living in Kenora Association for
Community Living’s residential group home program. The individual, their families and the Community Support Team
working with them plan for these supports.
These supports provide the opportunity for consumers to have
opportunities for meaningful community participation.
Community
based employment services are delivered to adults (18t) who are referred by
other community programs to access employment services. We offer an extensive
list of goods and services and charge a variable rate per hour depending on the
needs, desires, and services requested by the individual.
Foundations
Program: A Transition Planning &
Direct Support Program for Youth aged 18-25.
The Foundations Program provides intensive supports to 10 youth per year to make the transition from secondary school to life after school. Youth with developmental disabilities are at high risk of being unemployed, uninvolved in community life, unable to access further education or training, and, ultimately, unable to lead fulfilling lives. The services offered by the Foundations Program include the development and support of a comprehensive employment strategy and supports to live interdependently in the community.
The program offers employment services and adult education & literacy services identical to the ones listed in the JCP description. The skills, habits and expectations associated with increasing independence in living arrangements are listed below. These are the skill development areas that focus the work of staff when supporting youth in developing independent living skills.
Options
For Independence provides training and support for youth to develop skills
necessary for lifestyles of increasing independence in the areas of home
management, meal planning & preparation, shopping, financial management,
health & wellness, and community access.
Staff Development:
Program Development:
1. To develop a model of service delivery that directs the activities of the Job & Community Placement staff to be able to 1) help people decide the jobs they want most; 2) help people get these jobs; 3) help people keep these jobs; 4) help people learn on these jobs so that they can advance their career options; 5) help people appear competent in the eyes of non-disabled society members and 6) help people fulfill valued social roles meaningfully so that society values them.
2. Complete an Action Research project to develop an Employment Support Worker Training Curriculum for staff supporting youth and adults with developmental disabilities in employment.
3. Develop a program model that plans for and supports the implementation of comprehensive employment strategies for adults and youth with developmental disabilities.
4. Publish results of Action Research Project completed in 2002: Using Symbols to Teach Emergent Literacy Skills to Adults with Developmental Disabilities.
Direct Service:
2. Provide opportunities for adults with a developmental disability to be actively engaged in valued, volunteer community projects.
3. To provide support to adults and youth who wish to explore, secure and maintain competitive and/or meaningful employment.
4. To provide a literacy program for adults and youth with developmental disabilities.
5. To provide community access opportunities to adults with developmental disabilities who live in the residential program of the Kenora Association for Community Living.
Community Development:
Objectives
1. To increase community awareness of the issues facing adults with a developmental disability living in the community by actively participating in a community development committee.
2. To develop community partnerships with business and volunteer organizations in order to develop skills and enhance the social roles of consumers who receive support from the JCP program.
Appendix
A
Appendix B KACL Mission Statement
A mission statement is a broadly defined but enduring statement of purpose that distinguishes an organization from others of its type and identifies the scope of its operations in terms of clients and services. It should embody its members' philosophy, reveal the image it wishes the association to seek reflects the association's self-concept and indicates its primary client's needs that the association will attempt to satisfy. The mission statement of KACL reads as follows:
The goal of KACL is to ensure that all persons with special needs have the opportunity to live a meaningful and satisfying lifestyle and interact as an equal in their community by providing continuing opportunities for personal growth through education, training, support, advocacy and an informed public.
Appendix C KACL Long-term Goals 2000
1. Children nurtured in families
In 2010 the opportunity to be nurtured in a family will be available to all children.
2. Children attend neighbourhood schools
In 2010, segregated education will be the exception rather than the rule.
3. Real Work for real pay
The option of REAL work for REAL pay will be available to all. Partial participation in work will be available for those who cannot work, Part-time for those who cannot get fulltime, fulltime for all others.
4. Appropriate homes/Community Living Options
In 2010 the option of living in the community in the home of one's choice will be available to all.
5. Participation in community/Community acceptance
By 2010 significant progress will be made towards participation and acceptance of all in the community.
6. Community Service
The option of serving others will be available to all.
7. Significant Relationships
A. The option of forming significant intimate relations will be available to all.
B. The option to be surrounded by a circle of friends will be available to all.
8. Continuous Education
The option for continuing education will be available for all.
9. Intensity of living
The option of living an intense, active and involved life will be available for all.
10. Self-Esteem Goals
Every individual served by KACL will have positive self-image.
Appendix D KACL Service Delivery Principles
A Service delivery Principle is an accepted or professed rule of action or conduct concerning the delivery of service. A clearly defined and coherent philosophy of service should include its theoretical orientation, its goals, and its model and methods of service delivery. Service delivery principles help staff to know what is expected of them. It provides a focus for the activities of the association. It provides principles of accountability. All programs of KACL are expected to adhere to these principles in the delivery of services.
KACL has four principal service delivery principles and numerous corollary principles under each of the last three principles.
1. Respect of an individual requires recognition of his humanity before his or her handicap.
2. Everyone is deserving of respect as an individual.
Corollary principles:
2(a) Principle of Individualization
The individual must be the focus in the planning, development and delivery of human services and supports...each person has the basic human right and the freedom to have his/her capabilities, interests and needs used as the basis for planning, development and delivery of services and work, play and worship in their community or neighbourhood.
2(b) Principle of Individual Case Management and Individual Program Planning
Individual case management and Individual program plans must be prepared in such a way as to ensure that the individual concerned has opportunities to live a meaningful and satisfying lifestyle and to interact as an equal in their community with opportunities for personal growth through education and training.
2(c) Principle of Self-determination and Control
Every individual has the right to be as fully in control of their life as possible. To the degree that individuals have the ability to choose between alternatives they are responsible for their actions.
2(d) Principle of Promotion of Client Autonomy and Rights
A human service agency should extend and support appropriate autonomy for its clients to enable them to exercise their rights and autonomy responsibly and adaptively.
3. All persons have the right to participate in all aspects of living, learning, working and playing in the community.
Corollary principle(s):
3(a) Principle of Family and Community Involvement
Ensuring the right of all persons with special needs to participate in all aspects of living, learning, working and playing is a shared responsibility among parents, siblings, friends and the association (including its paid staff and volunteers). All must be encouraged to be actively involved in the life of such persons.
3(b) Principle of Partial Participation
Where a person cannot participate fully in all aspects of living, playing and working in the community because of a handicap he or she can and should be encouraged to participate as fully as possible.
Partial participation in chronological age appropriate environments and activities are educationally more advantageous than exclusion from such environments and activities.
Handicapped individuals, regardless of their degree of dependence or levels of functioning, should be permitted to participate in as wide range of environments and activities as possible.
The kinds and degrees of participation should be increased through direct and systematic instruction and reasonable adaptations.
The kinds and degrees of participation in various environments and activities should result in an individual being perceived by others as a more valuable, contributing, striving and productive member of society.
Systematic, coordinated and longitudinal efforts must be initiated at as young an age as possible in order to prepare for partial participation in as many environments and activities with non-handicapped chronological age peers and other persons.
3(c) Principle of the Dignity of Risk
Respect for the individual requires that the individual has opportunities to succeed with the inherent risks of failure.
4. The manner and context within which support service is offered should affirm normal patterns of living, learning, working and playing in the community including normal needs, processes, relationships and rhythms of life.
Corollary Principles:
4(a) Principle of Relevant and Prioritized Dreams, Desires and Aspirations
In addressing support services the association must clearly and consciously identify, (a) what dreams, desires or aspirations clients have, (b) which of those dreams, desires or aspirations are most pressing and deserve highest priority, and (c) which are within the mandate of the association.
4(b) Principle of Challenging Expectation and Intensive Use of Time
In order to promote client's competencies the association should provide programs and supports that are developmentally very challenging, and that move clients along a continuum of development as far and as fast as is possible for each individual.
4(c) Principle of Integration
Every person should have as much support as is appropriate, to help him/her become involved in day to day activities in the community.
4(d) The Least Restrictive Alternative
In all decisions affecting the placement, care, education and training of an individual, in choosing among alternatives that adequately serve the client, the least restrictive or intrusive alternative should be chosen.
4(e) Principle of Social Role Valorization
The uses of familiar valued techniques, tools, and methods ensure that people with intellectual handicaps live in conditions that are socially valued.
4(f) Conservative Corollary to Principle of Social Role Valorization
The more vulnerable a person is to being devalued by society, the more important it is to reduce/prevent any such vulnerabilities, and/or to balance off such vulnerabilities by building up the person's positively valued characteristics.
4(g) Principle of Positive Image-related Requirements of Physical Setting
Because there is such a strong association of a human service with the physical service in which it is located it is of the utmost importance that the physical setting project a positive image. Characteristics of a physical setting which carry messages about the social status, roles, and competencies of its users include:
1. The harmony of the service setting and service program with the neighbourhood in which it is located
2. The aesthetic appearance of the building (including state of repair and maintenance)
3. The congruence of the setting's appearance with the appearance of settings that house/conduct analogous programs for valued persons
4. The age image projected by the setting's appearance
5. The setting's proximity to other sites with their images
6. The history of the setting
4(h) Principle of Positive Image-related Service-structured Grouping & Relationships Among People
Positive image-related service-structured grouping & relationships reflect upon the client's image and must be consciously selected. These include:
1. The nearness of one human service program to another
2. The number of clients grouped together in one program, setting or neighbourhood
3. The composition of within-service client groupings and sub-groupings
4. The nature of the client's social involvements with members of the public, or with clients of other human services.
5. Identities of service workers and the degree of "match" between the identities of the staff, the nature of the program and the needs of the program.
4(i) Principle of Enhancing Program Activities and Timing
To enhance the client's social image, programs, activities, and related time use patterns, that are valued by the culture, must be utilized and clients encouraged to practice activities and observe schedules that reflect positively upon them.
4(j) Principle of Positive Language, Symbols and Imagery
To enhance the client's social image, attention must be addressed to matters that reflect on the clients including:
1. Personal appearances of clients
2. Client's personal possessions
3. The language used to and about the clients
4. The name of the Association and its buildings.
Last Revision Date: February 7 1991
Appendix
E
Community
based employment services are delivered to adults who are referred by other
community programs to access employment services. We offer an extensive list of
goods and services and charge a variable rate per hour depending on the needs,
desires, and services requested by the individual.
The following is a list of Goods & Services currently being offered:
Goods and Services
Prices
Pre Employment Assessment
Career and vocational
exploration and evaluation of strengths and weaknesses
Exploration of additional
self-discovery areas of interests,
likes, and abilities.
Brainstorm and develop
employment options in the community.
Determining any necessary supports to enhance
employment options.
$495.00
Employment Plan Assistance
Assistance with application,
employment action plan, employment workbook.
Meet with ODSP to review
employment action plan and determine
necessary
goods and services and 3rd party suppliers / training facilities
$
400.00
Work Adjustment
S.U.C.C.E.S.S
Individualized programs based
on the needs and interests of the individual.
Employment preparation, job
search, development of good work habits. Adult Basic Education, Literacy
components will also be
incorporated into practical life skills that may need to be addressed.
Participants will overview
creative job search techniques, and participate in the following:
Develop an updated
resume, Interviews
– how to prepare
Self discovery and areas of interest exercises
video / feedback
Setting goals,
How to keep a job – employer expectations
Identify transferable
skills
Learn the importance of
self-marketing
Develop employment resource
list
Employer contact
Develop Calling card
Networking & accessing the “hidden job market”
Time frame:
Client will attend 2 sessions
per week at 2 hr. intervals for three months.
Extended support available up
to twice a week following initial three months.
$ 1500.00
Work Adjustment
S.U.C.C.E.S.S.
- 3 day Workshop
Participants will overview
creative job search techniques, and participate in the following:
Develop an updated resume, Interviews
– how to prepare
Self discovery and areas of
interest exercises video / feedback
Setting goals, How
to keep a job – employer expectations
Identify transferable
skills
Learn the importance of
self-marketing
Develop employment resource
list
Employer contact
Develop Calling card
Networking & accessing the
“hidden job market” $ 1000.00
Job Coaching
Support will be given in the area of on the job – site
role modeling, hands on demonstrating, building rapport between co-workers,
problem solving, brainstorming, working together with employer and other
employees to create the most beneficial and suitable job description for the
individual. Support will also be given in the area of reinforcement of proper
work ethics and employer expectations.
$ 50.00 per hour
Communication
Skills
Assessing for alternative modes of communication if
necessary (augmentative or Assistive devices).
Building confidence and self-esteem to enhance level
of social interactions, covering basic intro to computers and improving written
communication skills.
$ 45.00 per hour
Job Placement
Exploration, research, and contacting of possible
employment opportunities for the Individual. Employer contact, job developing
of possible positions/ placements. Negotiating particular jobs for people with
disabilities, matching clients to jobs. Assessing job site and suggestions for
job site adaptation. Monitoring of placement progress and follow up to duration
of placement. May also include negotiating with the employer the provision of
employee accommodations, workplace training subsidies, or other employment
supports approved on a client’s plan.
$
45.00 per hour
Remediation and Vocational
Life Skills
Individualized plans directed at specific learning
goals relevant to the client to enhance skills in the areas of literacy and
Adult Basic Education. Individual sessions with one on one instruction 1-2
times a week.
Specific one on one tutoring
relevant to specific skills training the individual is participating in or
desires to participate in
$ 45.00 per hour
Appendix
F
Additional Resources
Bissonette, Denise Education for Critical Consciousness
Dirkx, John, Suzanne M. Prenger (1997) A Guide foe Planning & Implementing Instruction for Adults, A Theme-Based Approach Planning for Adults, San Francisco: Jossey –Bass Publisher
Fox, Matthew (1994) The Reinvention of Work, New York: HarperCollinsPublishers, 1994
Freire Culture Action for Freedom
Mcloughlin, Caven, J. Bradley Garner and Michael Callahan (1987) Getting Employed, Staying Employed, Baltimore: Paul H. Brookes