This slideshow covers latest data, research, and best practices in programming, services, and transition for young adults in hidden disabilities, such as LD, ADHD, Asperger's, and NLD.
Career Planning For Adults With Hidden DisabilitiesRob Crawford
This presentation links the importance of identifying personal passions and doing what matters most in life with career planning processes. It specifically addresses these issues for adults with hidden disabilities, but is applicable for anyone who is interested in making an informed career decision.
Presentation for Education Industry Investment Forum introducing private equity investors & for-profit education leaders to market potential & community need of this underserved education segment.
This document shares data on the first US Rally celebrating having disability and obtaining living-wage employment as a community issue. It walks the reader through who was involved, what worked and how to improve it for those who would aspire to conduct a similar event in their local communities
Career Planning For Adults With Hidden DisabilitiesRob Crawford
This presentation links the importance of identifying personal passions and doing what matters most in life with career planning processes. It specifically addresses these issues for adults with hidden disabilities, but is applicable for anyone who is interested in making an informed career decision.
Presentation for Education Industry Investment Forum introducing private equity investors & for-profit education leaders to market potential & community need of this underserved education segment.
This document shares data on the first US Rally celebrating having disability and obtaining living-wage employment as a community issue. It walks the reader through who was involved, what worked and how to improve it for those who would aspire to conduct a similar event in their local communities
Young Adults with Asperger's Syndrome in the WorkplaceRob Crawford
This slide deck was presented at the 2014 Pacific Rim International Conference on Disability and Diversity. It explores methods and strategies for successful job development, placement and retention of young adults with Asperger's Syndrome in competitive employment.
Adult Asperger's syndrome in the WorkplaceRob Crawford
This slideshow provides a brief overview on how modest changes or considerations in business staffing/workforce supervisory processes helps enhance “disability confidence”, resulting in greater workforce participation and contributions by qualified candidates/employees who experience life with Asperger’s syndrome
Global Opportunities for Entrepreneurs with DisabilitiesRob Crawford
Presentation for US Business Leadership Network conference on building & expanding a Global Network of successful or new start up businesses run by entrepreneurs with disabilities.
Colorado Housing Now Ignite! PresentationFred Hobbs
SmartHome guru Greg Wellems and Imagine! PR Director Fred Hobbs will be presenting on our SmartHomes project to the Housing Colorado NOW Conference on October 15.
Published by Cornwall Development Company
Printed and written by United Response
Produced an as employer pack by Cornwall Works for Learning Disabilities - a Convergence programme in Cornwall funded by the Department for Work and Pensions through Cornwall Council through the European Social Fund.
At the Middle Tennessee SHRM luncheon on April 23, 2009, we discussed Managing an Aging Workforce. The attached PowerPoint Presentation highlights the key points of our discussion from a legal and human resources prospective.
UNIVERSITY OF LOUISVILLE MBA
Established in Singapore since 1998, The University of Louisville MBA programs will help you achieve your full potential by learning strategic thinking, communication, and leadership skills that are critical for success in business. Our mission is to produce the next generation of business leaders through programs that meet the specific needs of today's students and provide them with the skills needed to succeed in tomorrow's business world. Our MBA programs are accredited by the Association to Advance Collegiate Schools of Business (AACSB International) and the International Association of Management Education (IAME). Additionally, the programs are accredited through the Southern Association of Colleges and Schools (SACS).
LEARNING EXPERIENCE
The business environment of the 21st century requires the integration of sound business and management practices, entrepreneurial thinking, technological innovation, effective strategies and versatile human resources. The Entrepreneurship MBA program is structured around a framework that parallels the contemporary business environment. The integrative model incorporates team teaching, group problem solving, and corporate partnerships that expose students to the practical and applied world of business. Team teaching in this program involves professors from different disciplines, such as accounting, marketing, and operations, teaching a course together so that you can learn how the various functions interact.
Young Adults with Asperger's Syndrome in the WorkplaceRob Crawford
This slide deck was presented at the 2014 Pacific Rim International Conference on Disability and Diversity. It explores methods and strategies for successful job development, placement and retention of young adults with Asperger's Syndrome in competitive employment.
Adult Asperger's syndrome in the WorkplaceRob Crawford
This slideshow provides a brief overview on how modest changes or considerations in business staffing/workforce supervisory processes helps enhance “disability confidence”, resulting in greater workforce participation and contributions by qualified candidates/employees who experience life with Asperger’s syndrome
Global Opportunities for Entrepreneurs with DisabilitiesRob Crawford
Presentation for US Business Leadership Network conference on building & expanding a Global Network of successful or new start up businesses run by entrepreneurs with disabilities.
Colorado Housing Now Ignite! PresentationFred Hobbs
SmartHome guru Greg Wellems and Imagine! PR Director Fred Hobbs will be presenting on our SmartHomes project to the Housing Colorado NOW Conference on October 15.
Published by Cornwall Development Company
Printed and written by United Response
Produced an as employer pack by Cornwall Works for Learning Disabilities - a Convergence programme in Cornwall funded by the Department for Work and Pensions through Cornwall Council through the European Social Fund.
At the Middle Tennessee SHRM luncheon on April 23, 2009, we discussed Managing an Aging Workforce. The attached PowerPoint Presentation highlights the key points of our discussion from a legal and human resources prospective.
UNIVERSITY OF LOUISVILLE MBA
Established in Singapore since 1998, The University of Louisville MBA programs will help you achieve your full potential by learning strategic thinking, communication, and leadership skills that are critical for success in business. Our mission is to produce the next generation of business leaders through programs that meet the specific needs of today's students and provide them with the skills needed to succeed in tomorrow's business world. Our MBA programs are accredited by the Association to Advance Collegiate Schools of Business (AACSB International) and the International Association of Management Education (IAME). Additionally, the programs are accredited through the Southern Association of Colleges and Schools (SACS).
LEARNING EXPERIENCE
The business environment of the 21st century requires the integration of sound business and management practices, entrepreneurial thinking, technological innovation, effective strategies and versatile human resources. The Entrepreneurship MBA program is structured around a framework that parallels the contemporary business environment. The integrative model incorporates team teaching, group problem solving, and corporate partnerships that expose students to the practical and applied world of business. Team teaching in this program involves professors from different disciplines, such as accounting, marketing, and operations, teaching a course together so that you can learn how the various functions interact.
Workplace Climate Training for AdministratorsNathan Eklund
This is a keynote presentation I did for the Newport News schools in Virginia about a month ago. Over 100 district administrators gathered for a three hour breakfast and conversation.
This is the power point version of Your Job and Your Money by Adam Carroll and Tim Augustine recently delivered at Purdue University in West Lafayette, IN. Go Boilermakers!
Similar to What's the Game Plan? Postsecondary considerations for young adults with disabilities (20)
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
19. Educational achievement is not a
predictor of a well-prepared employee
Extensive training in “soft skills” increases cost of doing business
Crawford 2010 19
20. Workplace skill demands raises bar to
employment for people with disabilities
These are not embedded skills in the current educational system
Crawford 2010 20
21. The Business Case for Disability Employment
Inclusion “Includes” People with Disabilities!
•
In the US, one out of 8 people report having a disability. People with Disabilities are the largest minority
subgroup in the US and is growing in nations such as Japan who has one of the largest aging populations in the world.
Employment Rate Disparity
In developing countries, 80% to 90% of persons with disabilities of working age are unemployed, whereas in industrialized
countries the figure is between 50% and 70%. In the US, 39.5% of working-age people with disabilities are employed vs. 79.9%
of those without disabilities
Educational Attainment
In the US, 12.3% hold a bachelor's degree or more & 29.7% have some college or an associate degree, 34% of working-age
people with disabilities have a high school diploma or equivalent
The Bottom Line
Workplace Disability continues to grow with aging of the workforce and active war. In the US, 21% of experienced seasoned
workers 45 to 54 years of age have a disability. The often-ignored market segment of people with disabilities is 54 million people
strong, with an aggregate income that exceeds $1 trillion and has $220 billion in discretionary spending power.
In a consumer survey, consumers prefer to give their business to companies
who employ people with disabilities!
Source: 2008 Disability Status Report, Cornell University, DiversityInc.
21
22.
23.
24. However, it is a minority group
with unacceptably high levels
of unemployment
Crawford 2010
25. Employment Statistics for Youth Out of School > 1 yr
(NLTS2 Wave 3, 2005)
Condition LD ED OHI Autism
Employed 62% 42% 65% 37%
Fired in last 19% 30% 19% 21%
2 yr
Disclosed 8% 15% 17% 54%
condition
before
hired
Disclosed 0% 2% 5% 9%
condition Copyright: Crawford 2007
after hired
38. Informational Interview
Company Custom Cactus Jo Ann Bunger Steel: Suft Aurotek:
Name: Removal: Construction Construction:
Clean Up:
Previous Experience in
Experience: moving Saguaros.
On the Job If hiring, yes.
Training:
Testing on No testing on
Application: application.
Work Hot in summer.
Environment:
Salary Range: $8.00 to $12.00
an hour. Employer responses
Benefits Medical only. No
Offered: 401K.
Dress Code: Long pants, boots
and leather.
Shifts Early morning to
Available: mid-afternoon.
Manager Name: Cal (owner)
39. Uncertainties
Getting a Job
Outcomes I won’t be able to I’ll get a job but be paid I’ll get a job and keep it,
get a job at a vet’s less than a certified vet too.
office tech should get
Chances Least Likely Most likely Somewhat likely
Consequences I may have to I’ll be paid less than I Best outcome, my
consider other should get, but at least license will make me a
areas of work, at I’ll have a job prime candidate for any
least until I get a This is likely because Veterinary practice that
job at as a vet tech. even though I’ll have is hiring. Somewhat
But chances of this the certification, I won’t likely because of course,
are low because have the experience. there’s no guarantee I’ll
there is a high be able to keep the job.
demand for certified
vet techs in the
field.
40.
41.
42. SUB DOMAIN/COMPETENCY SUB-COMPETENCY/MAJOR LIFE DEMAND
1. Selecting and Managing a Household 1 Maintain home exterior/interior
2 Use basic appliances and tools
3 Select adequate housing
4 Set up household
5 Maintain home grounds
2. Buying, Preparing and Consuming Food 6 Purchase food
7 Clean food preparation areas
8 Store food
9 Prepare meals
10 Demonstrate appropriate eating habits
11 Plan/eat balanced meals
3. Buying and Caring for Clothing 12 Wash/clean clothing
13 Purchasing clothing
14 Iron, mend and store clothing
4. Utilizing Recreational Facilities and 15 Demonstrate knowledge of available
Engaging in Leisure community resources
16 Choose and plan activities
17 Demonstrate knowledge of the value of
recreation
18 Engage in group and individual activities
Note: World Health Organization 2012 global incidence rate is estimated at 1,100,000,000 (1 billion 1 hundred million) PWD
2012BLS stats show 24 million working-age Americans (age 21-64) report having a disability
This is a “force multiplyer” when considering inclusion of friends, relatives, and neighbors could also swing a disability user-friendly business substantially more dollars and market share through branding themselves in this manner.
An untapped pool of voters, especially through greater use of mail in and absentee balloting- provided there is a candidate who chooses to reach out and identify with PWD.
We are talking about the societal stigma of being viewed as the “Other”
DISABILITY = Something you or family did to offend God and you are being punished. Back in the day, you were destroyed or cast out from the tribe/villiageMovie 300Ugly lawsBased as they are on misinformation, these attitudes about disability and the disabled reflect fear, embarrassment, guilt, anger, prejudice, or lack of caring.
Disability as illness = social security, it can be cured we have can treat it, must be taken care of, like a childLegal sterilizations perfomeduntil 1978 in 32 states legal against wishes of the person with disabilityInstitutionalization for dyslexia called “word blindness” “minimal brain damage/dysfunction” “organic brain syndrome”These lead to equating disability with something negative or wrong—a valuation which easily attaches to the individual.
Rehabilitation model = need to and can be fixed, unable to take care of self Disability & disorders- DSM manuals & categoriesSo that the disabled personis seen as negative, diseased, incomplete, unworthy of living, or someone to be ignored or discarded. Social model of disability- it is not the person who is disabled, but the environmental conditions society puts on us or expects us to accept that are the disabling aspects
In Europe, and to some extent across the planet, disability is a political force similar to the Women’s Liberation, Farm Workers and Black Power movements. It places the condition first to identify itself as a community and culture.
These data sets are based on self-disclosure of college students with disabilities. It would not be a major assumption to state that the actual rates are much higher, but due to many PWD not comfortable or skilled in self-advocacy, are officially reported at approximately 10% of the total college population.
Of note, is the feedback from the business community that what is needed are behavior-based skills, as opposed to passing high stakes exit exams or having a high GPA out of college.
One of two national awareness campaigns to showcase the skills, talents, and contributions PWD make everyday in the workplace.
Great workplace support that is purpose-built for IBM, who are considering developing 3rd party applications for other businesses
The most troubling aspect of this table (besides the overall low rates of employment), is the lack of disclosure by those with hidden or non-apparent conditions that could enable them to perform at higher levels with less anxiety.
The Department of Labor has only been reporting disability-specific employment data since 2009. The trendline has not changes significantly during this period, as it is basically double the rate of non-disabled workers.
The US seems to prefer pensioning off PWD, rather than working towards including them in meaningful employment. An example of this situation would be the federal budget of FY 2012, where the Rehabilitation Services Administration (RSA) as the federal resources for state Vocational Rehabilitation programs was funded nationally with 2 billion dollars.
May 12, 2010Brookings Institution Young Americans are lengthening their transitions into adulthood, including the time it takes to leave their parents' homes, complete school, enter the workforce, marry and have children. An examination of changes in the process of attaining familial independences finds that parents currently spend about 10 percent of their annual income helping their children begin adult lives.According to the study, this more gradual assumption of responsibility seems to be both a function of the current economy and parents’ protectiveness. In the 1970s, 69 percent of men and 81 percent of women age 25 lived independently. At the turn of the century, those figures had dipped to 33 percent of men and 47 percent of women living independently.The study concludes that young Americans are more similar to young adults of the 1900s than the baby-boom generation; they are living at home longer, are earning lower wages and are relying on their parents’ financial support. This heavier reliance on parents poses the risk of overburdening families, especially those in impoverished circumstances. The researchers stress that the longer transition to adulthood strains the social institutions that traditionally guided young Americans to adulthood. They suggest strengthening these residential colleges and universities, community colleges, military service and national service programs.The study was published in the Spring 2010 volume of Transition to Adulthood, a peer-reviewed journal published by a partnership between the Brookings Institution and Princeton University. Findings are based on data collected by the MacArthur Research Network on Transitions to Adulthood.Read the study.
Major Adult Life Domains: The focus of Transition planning for students, parents, educators, and related professionals. LDI bases it’s programs and services on developing coursework, supportive practices, and outcomes on these specific areas of adult functioning.
Dr. Mary Cronin and Dr. James Patton developed this methodology as a way that schools and programs could infuse or embed transition content into traditional academy coursework. LDI adapted this process in the development of tools and techniques used to assess student skill development from a functional perspective.
This approach is focused on establishing local cultural relevance, available services, resources and daily life activities that all young and not-so-young adults need to know/practice/master to be better prepared to join the larger adult community upon exiting secondary and postsecondary settings.
Top: LDI student jazzed about graduating from collegeBottom: LDI students displaying their high school diplomas earned through the Institute’s fully accredited program.
LDI uses a combination of objective, quantitative instruction that are national in scope such as earning ACT’s National Career Readiness Certificates. These data are used for both local comparisons of LDI student achievement as well as seeing how they stack up nationally against all competition.
Atomic Learning offers tremendous variety and complexity for both students and professional staff in sharpening and upgrading their computer technology skills. Since it is skill-based and normed for a national population, LDI students get a double bump by virtue of their own personal expertise as well as seeing where they fit in in the larger picture.
Some of the many lessons from the ACT Work Keys and Career Ready 101 which focus on workforce development competencies that LDI student practice and master to some level during their instruction at the Institute. These skills speak to earlier slides where employers stated clearly what they need and is missing from young adults entering the workplace.
Top: LDI is able to offer transferable elective and general education college courses at its facility through a linkage with Paradise Valley Community College. Students also attend community-based colleges in the Phoenix metro area, which has the largest community college and workforce development system in the US.Bottom: LDI students preparing to go to a job fair where they utilize pre-employment skills and strategies in actual job seeking roles, rather than just practice them in a controlled classroom.
LDI example of how students make live calls to potential employers to learn more about what the entry-level requirements would be for a targeted occupation or career. This technique allows students to easily record and do side-by-side comparisons of potential jobs they have the interests, abilities, and aptitudes to successfully pursue.
There is a comprehensive vocational research project completed by students while they are figuring out and determining an appropriate “doable” career path. This slide is a student’s understanding of an area they consider a loose end that could stall their ultimate desire for a particular career. It utilizes a 3 part scenario of potential outcomes that are basically a best, worst and in between scenario, the odds of a particular outcome happening, and what the student considers the consequence of that outcome on their quality of life.
Top: Arrowhead Summit apartments, a 400 unit complex across the street (bottom right picture) from the LDI program building. Students live in a regular, inclusive adult apartment community, rather than being a segregated, high command/control environment such as a group home or therapeutic living situation.Bottom left: Arrowhead Towne Center Mall approx 3 blocks from apartments. Bottom right: View from the LDI program building with the AS apartment complex in the left background.
LDI students working with each other and staff learning to prepare 3 course meals from scratch.
This is a portion of the LDI Program Competency Matrix. We have identified 22 areas of adult performance and 102 major life demands which the student and LDI staff work towards mastery during the two years a typical student attends the program.
This shows a thread an example of how the pieces of instruction relate to each other. The last column of specific life skills that would be potentially assessed through a combination of student documentation, demonstration, or dialog about achieving the competency.
LDI has developed an array of checklists, inventories, observations, etc. that group student skill acquisition levels for a given competency. This facilitates building a transcript of meaningful outcomes that are measurable and observable.
Parents need to think through what they are ready for and able to handle, when considering independent living options for their adult children with disabilities.
It can be hard for parents to let go of their adult children with disabilities, especially when they remember situations such as this photo, where it is so easy for adults with ADHD to not think through some of their choices….lol!
Adult-oriented social recreational activities provide LDI students with opportunities to experience life with each other and choose the types of places, events, and fun activities that they want.
Young adults choose to attend LDI, and most of them live up to their personal and program commitments. In general, peer pressures at LDI are positive and supportive of each other’s journey to independence.
Physical, spiritual, and intellectual activities such as going out of the country or participating in LDI Leadership retreats where they experience how to become leaders of themselves, accept and work through differences in a civil manner, and give back to the community are vital components of improving their overall quality of life- as People, not conditions.
At LDI, we believe that PWD/our students should be part of the community, rather than be kept apart from the community.