Opening Doors To Employment
Opening
Door to
s Employment
Planning for Life
After High School
A Handbook for:
Students
School Counselors
Teachers
Parents
Wisconsin Department of public instruction
elizabeth burmaster, state superintenDent
Message from
State Superintendent
Elizabeth Burmaster
As State Superintendent of Public Instruction, I
made a promise to the citizens of Wisconsin – a
“New Wisconsin Promise” – to ensure a quality
education for every child. This promise is real y
about you, our young people, and about raising our
expectations of what ALL students can accomplish.
Planning for life after high school is an integral piece
of a quality education. We want al students to leave
our schools with feelings of hope and with opportunities for the future. In
taking responsibility for this promise, we have created this handbook.
This “Opening Doors” handbook is created to provide guidance to you as
you fulfil your employment goals. As you prepare academical y for your
future, it is critical to plan vocational y as wel . The handbook provides
valuable information on career exploration, job preparation, job search strat-
egies, as wel as many other useful resources about employment. It is a tool
for your success.
Remember, many people wil support you in your planning, but, in the
end, you wil need to make the decisions. Being wel -informed and wel -
prepared wil help ensure that you have a happy and healthy life after high
school.
Best of luck as you continue to plan your future!
Elizabeth Burmaster
State Superintendent
Table of Contents
Overview of Transition to Employment
6
Timeline for Planning
7
Deciding on Employment Options
8
Types of Employment Questions to Ask
9
After High School, the Rules Change
11
Planning and Preparing: Deciding to Enter the Workforce
12
Questions Students Should Ask their IEP Team Members or Support Network
13
What Will Get Me In? Take Stock in Your Skills
15
Communication Skills
15
Number Skills
17
People Skills
18
Social Skills
18
Technical Skills
19
Business Skills
19
Management and Self-Management
20
Other Things to Keep in Mind…Tips for Your Job Search
22
Other Things to Keep in Mind…Tips for Applying for a Job
23
Personal Data Card
25
Sample Employment Application
26
Other Things to Keep in Mind…Tips for Interviewing
28
Ten Golden Rules to Keeping a Job
29
Jobs Leading to Careers
30
Career Survey Worksheet
33
My Career Plan
35
Accommodations and Assistive Technology on the Job
36
Resources
37
Helpful Employment – Related Websites
38
Appendix
39
Occupational Clusters
39
Questions to Ask Supported Employment Providers
41
Questions to Ask Community Rehabilitation Providers
42
Overview of Transition
To Postsecondary Education
Students may go in many different directions after graduating from
high school. Some students choose to go right into the workforce. Oth-
ers may choose to go on to postsecondary education to enhance their
career choices (see Opening Doors to Postsecondary Education and
Training Guide). Some go into the military. Students with disabilities
have all these options too.
This guide deals with the first option, employment. Employment
includes many kinds of choices from jobs to careers, with or without
support of outside agencies.
This guide is designed as a guide to help students with disabilities take
another step in preparing for “life after high school.” The activities in
this guide should be completed with your parent, teacher, or guidance
counselor.
While high school is an exciting time, what you do after high school can
Primary Authors:
be just as exciting if you have done some careful and thoughtful plan-
Laura Owens, Ph.D.
ning. In order to carefully plan for what will happen after you gradu-
University of Wisconsin – Milwaukee
ate, you will need to:
Department of Exceptional Education
• Know your strengths.
Mary Ann Beckman, Ph.D.
Director of Special Education
• Know which areas you need to work on.
Arrowhead UHS School District
• Know your interests.
Advisory Group for Transition of
• Know the things that work for you and the things that do not work
Students with Disabilities to Higher
Education:
for you.
Charlotte Price, Family Assistance
• Know what kinds of support you might need and who could provide
Center for Education, Training and Sup-
that support.
port (FACETS); Lisa Greco, Appletree
• Try different types of jobs that might lead to a career.
Credit Union; Raquel Paddock, Oak
Creek School District; John Gugerty, UW
• Find out what skills and knowledge are needed for careers you are
Madison Career Center; Scott Fromader,
interested in.
Consultant, Department of Workforce
Although eighth, ninth, and tenth grades are early in your school
Development; Karen Lien, Division for
Vocational Rehabilitation; Phil Marshall,
career, it is important to begin thinking about and planning for those
Creative Employment Opportunities;
things you will be looking forward to after graduation. You may want
Enid Glenn, Division for Vocational
to continue your education (see Opening Doors to Post Secondary
Rehabilitation; Stephanie Perla, Division
Education) or enter the workforce. Both of these options require career
for Vocational Rehabilitation; and Glenn
exploration and research. Most schools offer classes on career education
Olson, Department of Workforce Devel-
and opportunities for work experiences. Make sure you are included.
opment.
DPI Representatives:
Carolyn Stanford Taylor
Assistant State Superintendent
Stephanie Petska, Director
Special Education
Steve Gilles, Deborah Bilzing
Timeline for Planning
Planning and Preparing for
Awareness of Employment
Employment (Grades 9-10)
(Grades K-5)
• Continue taking courses in your area of need (e.g., if
• Discuss what work is and what jobs you know about.
you are not good in math, continue taking math classes
beyond the requirements).
• Participate in career days at school.
• Practice completing job applications (online and on
• Take part in household chores (e.g., sorting laundry, set-
paper).
ting the table, cleaning your room, etc.).
• Identify people classes that will help you with your career
• Take part in neighborhood jobs (e.g., delivering the paper,
goal.
mowing the lawn, shoveling snow, etc.).
• Take classes that relate to career or job options.
• Make decisions and choices about things at home (e.g.,
what to wear to school) and at school (e.g., what classes to
• Make copies of work-related documents (social security
take).
card, birth certificate, work permit).
• Learn basic academic skills (e.g., reading, math, and writ-
• Contact Division of Vocational Rehabilitation (DVR) four
ing).
semesters prior to graduation.
• Share hopes and dreams for the future (e.g., what types of
• Complete work experiences based on interests.
jobs you like).
• Participate in any career exploration/preparation classes
• Practice explaining what help you need to get your work
offered by your high school.
done.
• Learn about resources and make connections with com-
munity agencies.
Explore Employment Options
• Complete interest inventories and self-directed searches
(Grades 6-8)
at the high school or on the Internet.
• Volunteer for school jobs (e.g., office monitor, guidance
assistant, mail attendant).
• Continue to revise your career portfolio.
• Volunteer in the community (e.g., neighborhood groups,
Exploring Employment/Career Options
religious groups).
(Grades 11-12)
• Job shadow (observe employment environments and
• Reexamine your needs preferences and interests with
tasks) with parents/family/friends.
regard to careers based on your work experiences.
• Learn about variety of careers through Career Center/Li-
• Learn about training requirements in your career area of
brary/Internet to find job/career options.
interest.
• Tour businesses to see what kind of work they do and
• Research labor market and find jobs by going to the
what jobs they offer.
Bureau of Labor Statistics website. http://www.bls.gov/
• Talk to adults about what they do for work.
• Develop transportation strategies (e.g., drivers license,
• Identify interests and skills.
independent travel skills training, public or para transit
with or without attendant).
• Build on your academic skills (include writing and other
communication skills).
• If appropriate, apply for Social Security Income.
• Learn about and be able to explain what accommoda-
• Participate in school to work program with your high
tions/modifications you need.
school (e.g., apprenticeship, work study, co-op). Partici-
pate in paid work experiences in the community (ask each
• Begin career portfolio (include updated resume, job appli-
employer for a letter of reference describing your skills
cations, letters of reference, career research findings, mock
and attitude on the job).
or practice interview results).
• Continue to revise your career portfolio.
Deciding on Employment Options
Remember, school is your time to try many different
types of jobs. You do not have to choose a job that you
will stay in for life. You may have many different jobs,
or you may have many jobs that are alike and will lead
to a career. High school is your time to plan.
There are different types of employment options. You
should talk with your parents, teachers, and guidance
counselors to find out which is the best choice for you.
• Competitive Employment. Competitive employment
means working in a job found in your local commu-
nity with or without the assistance of an adult service
provider*. What makes these jobs “competitive” is
you must compete with others to fill job openings.
Employees in these jobs are paid wages and receive
benefits (health/dental insurance, and vacation)
typical for that type of job.
• Supported Employment or Customized Employ-
ment. Supported or customized employment means
“Working with people I don’t like or
working in a job found in your local community with
the assistance of an adult service provider*. Jobs are
didn’t get along with was an interesting
found based on your interests and abilities. Jobs are
experience. I never thought doing that
sometimes negotiated with employers by the adult
service provider*. Support through a job coach or co-
would make me feel good inside. I mean
worker is provided to help you keep the job or move
into other positions in that business. Supports and ser-
talking to those other people and finding
vices are designed based on your needs. Employees
out that you and that other person have a
in these jobs are paid wages and may receive benefits
(health/dental insurance, and vacation).
lot of things in common.”
• Self-Employment. Self-employment is owning, man-
-- th grade student with learning disability
aging and/or operating your own business to earn
money. Often adult service providers* can help with
this option. Self-employment offers many benefits for
• Community Rehabilitation Programs/Affirmative
individuals with disabilities:
Industries (previously known as sheltered employ-
– The freedom, flexibility, and independence that
ment). Community Rehabilitation Programs or Affir-
comes from working for yourself.
mative Industries offer employment in a rehabilitation
– The opportunity to work in a disability-friendly
program. Work is done in a group setting under close
environment.
supervision and may be alongside co-workers with
– The ability to reduce the need for transportation.
or without disabilities. Employees earn wages some-
– The ability to accommodate changing functional
times based on piece rate or productivity and may
levels.
receive benefits.
– The ability to create an accessible work environ-
ment.
*Adult service providers are agencies, some run by the govern-
Source: http://www.dol.gov/odep/pubs/ek00/
ment others run by private individuals, that assist individuals with
smal .htm
disabilities with employment, housing, recreation, and other skills
needed to live as independently as possible.
Types of Employment – Questions to Ask
Questions to Ask Community or Supported Employment Providers
What are the eligibility requirements for services and
How does your agency determine what a good job is
how do I apply for services?
for clients?
Are there ways your agency and local schools can work
Does your agency look at advancement in jobs beyond
together to ensure a smooth transition to employment?
entry-level work?
If I need job accommodations or assistive technology,
How do you obtain input and maintain communica-
do you provide these services?
tion with the client and family members?
How many staff work in your agency? How many
Do you have literature?
clients does each staff member have?
Brochure?
Website?
How long does it generally take to assist someone in
Other literature?
getting a job?
(For full list of questions, see appendix.)
Does your agency provide support before :00 a.m. and
after :00 p.m.? On weekends?
Questions to Ask Community Rehabilitation Providers
How do I apply to participate?
Do you provide transportation? If yes, what is the
transportation (e.g., bus, van)? Are there costs for trans-
What are the skill requirements (e.g., physical strength,
portation?
speed of work, and ability to perform the job)?
Are clients helped to move to community-based sup-
What types of jobs do you provide? Are there a vari-
ported employment? If yes, how?
ety of work tasks or duties? Can clients make choices
about work tasks or duties?
Can I talk with some individuals with disabilities who
have used your services?
How many hours a day do clients work?
Do you have literature?
What are wages based on (e.g., hourly rate, productiv-
Brochure?
ity, quality)? What is an average weekly or bi-weekly
Website?
pay check?
Other literature?
Are there any benefits (e.g., vacation, sick time, etc.)?
(For full list of questions, see appendix.)
Types of Employment – Questions to Ask (cont’d)
Questions if You Are Interested
in Self-Employment
Am I a self-starter?
Am I self-reliant?
How well do I get along with a variety of personali-
ties?
How good am I at making decisions?
Do I have the physical and emotional stamina to
run a business?
How well do I plan and organize?
How well do I find ways to solve problems?
Do I have experience in this type of business?
Is my attitude and drive strong enough to maintain
motivation?
“After two semesters of being involved in
How will the business affect my family?
job shadows and tours related to interest
Who can help me with my business plan?
areas and work experience, with what I
What business would I like to start and why?
learned I feel that I wil be a better worker
What type of special training do I need for this type later in life.”
of business?
-- th grade student with a learning disability
What type of education do I need for this business?
How much do I know about this type of business?
Adapted from U.S. Department of Labor, Office of Disability Em-
ployment Services
Small Business and Self Employment for People with Disabilities
Self-Employment: Steps for Vocational Rehabilitation Counselors,
Nancy Arnold, Tom Deekins, Roger Shelley, David Hammis, Carleen
Anderson, and Randall Brown,
0
After High School, the Rules Change
After high school, the rules change
Laws and Responsibilities
The following chart describes general differences in various areas between public high school and
employment in the adult service world.
High School
Adult Service System
Individuals with Disabilities Education Act
Section 504 of the Rehabilitation Act and the
(IDEA); free and appropriate public education
Americans with Disabilities Act (ADA).
(FAPE).
School services are an entitlement (from age 3-
Adult services are based on eligibility which
21 or until regular high school diploma
may be different for each agency.
requirements are met).
School attendance is mandatory.
Consumers apply for services and may be
eligible to use an adult service agency to
support them in their employment goals.
School districts are required to identify
Consumers are responsible for disclosing and
students with disabilities through free
providing current (within the last three years)
evaluation assessment and the individualized
documentation of a disability.
education program (IEP) process.
Students receive special education and related
Consumers apply for services needed through
services to address needs based on identified
various adult service agencies. They must be
disability.
self-advocates (see Opening Doors to Self-
Determination Skills).
Services include individually designed
Services are individually designed through
instruction, modifications, and
Individual Plans for Employment or a similar
accommodations based on IEP.
individualized plan developed with the
consumer.
Progress toward IEP goals is monitored and
Progress toward employment goals are
communicated to the parent(s) and/or student.
monitored by the consumer and adult service
provider. Self-advocacy is a must (see
Opening Doors to Self-Determination Skills).
Schools assist in connecting the student with
Consumers must request services needed and
the community support agencies if so identified identify what agencies would best meet their
as a transition need according to the IEP.
needs.
8
Planning and Preparing:
Deciding to Enter the Workforce
Where do you begin? The key to successful transition to
employment is early planning. It is important for you to
have high expectations and goals for yourself in elemen-
tary, middle, and high school.
Skill development and practice are also important (for
example, time management, communication, mobility,
self-advocacy skills).
Ask yourself:
• What are my interests and abilities?
• What job-related experience do I have?
• What do I want and need from my life after high
school?
For example:
• What do I like and dislike about school, work, jobs I
have had at home, and in school?
If you are interested in working with machines and
• What volunteer work have I done?
have a goal to be a mechanic someday, a position as a
• Where can I get letters of reference for my experi-
greeter at Wal-Mart would be a job. Your Wal-Mart job
ences?
is helping you earn money, but does not match your
employment goals/interests leading to a career.
Career vs. Job
If you are interested in working with animals and
A career requires a lot of thought about what you want
would like to be a veterinary assistant, a position at a lo-
to do in five years. Developing a career does not happen
cal pet store during high school would be a job leading
overnight – it is a process. For example, your first job
to a career. This position is helping you learn skills and
will not be working as a chef, but the types of jobs you
take necessary steps toward your employment goals/in-
choose will help you learn the skills needed to have a
terests.
career as a chef.
Just for fun…
A career is something that matches your interest areas as
you prepare through classes, work experience, volunteer Employment Goal: Training and caring for animals.
positions, and often times training beyond high school.
List three jobs that would lead you to a career in this
area?
A job is something that you are involved in so you can
earn money, usually during high school years. Jobs give
. _______________________________________________
you a chance to learn basic employment-related skills
(for example, being on time, listening to supervisors,
. _______________________________________________
learning work-appropriate behavior and expectations,
and working as a team) that will help you be more suc-
. _______________________________________________
cessful in your future career.
Questions Students Should Ask Their IEP Team
Members or Support Network
The following are questions, recommended skills, and steps needed in planning for employment after high school.
Check them off as you address each area.
Self Advocacy Skills
_____ Find ways to explain your disability. (How
_____ Explain what accommodations or extra
does your disability affect you at home? On
help you need to be successful (these are
a job?)
called “reasonable accommodations”).
_____ Communicate your strengths related to job
_____ Explain your legal rights (IDEA, ADA,
skills.
Section 0).
_____ Communicate areas you need to improve
_____ Be involved in your IEP meetings and
in related to job skills.
share your interests and ideas about em-
_____ Explain the best way for you to learn new
ployment goals. Make sure transition plans
things.
are documented in your IEP.
Planning
_____ Complete a career interest inventory with
_____ Identify and list jobs that would lead to
your guidance counselor or teacher.
your career interest. You may have more
_____ Identify what types of career areas you are
than one career or interest area, and that is
interested in. (For example, are you inter-
okay. Find information about each of your
ested in working with people, working
interest areas to determine the best career
with information, or working with things?)
path.
_____ Find out how to get the knowledge and
skills needed for the careers in your interest
_____ Find out what knowledge and skills are
area(s).
needed for the careers in your interest
area(s).
Take certain classes needed.
Job shadow in businesses.
Participate in work experiences through
school.
Tour businesses.
Visit or write to the local technical college
Interview employers.
or university and get information about
your career choice.
Interview a person who has the job/career
you are interested in.
Visit or call adult service agencies to find
out what they can offer will assist you.
Did you Know???
The single best predictor of employment success after high school is participating in work experiences in school.
Questions Students Should Ask Their IEP Team
Members or Support Network (cont’d)
Experience
_____ Participate in at least one work experience
by eighth grade based on your interests.
_____ Participate in at least one work experience
each semester during high school based on
your interests. (Note: your work experience
should be in different work environments
with different work tasks to help you iden-
tify what type of job you really want after
high school.)
_____ Get a letter of reference/recommendation
from your work experience employer.
_____ Update your career portfolio and resume.
Tip
Remember to get letters of recommendation
from teachers, work experience supervisor, and
employers.
Participate in many different work experiences to find
out what your interests real y are.
“Through job shadowing and high
Keep a work experience log to record dates of experi-
school work experiences, I learned
ence, supervisor’s name, company name, job duties.
such things as dealing with anger. I
Develop a list of questions you would want to ask an
learned social skil s and how to be a
employer about the jobs available and skil s needed.
good worker.”
Don’t forget to update your career portfolio each
-- 12th grade student with
year.
emotional behavioral disability
What will get me in? What will get me in?
Take stock in your skills!
Take stock in your skills!
Look at the list of skills critical in the development of any job/career. With your parent or teacher, check
the box that best describes your ability in that areaLook at the list of skills critical in the development of
.
any job/career. With your parent or teacher, check the
Tip
box that best describes your ability in that area. You may
not need all these skills for your career choice. Work
with your teacher or parent to help you think about the
You may not need all these skills for your career choice. Work with your teacher or
skills you have and the skills you may need.
parent to help you think about the skills you have and the skills you may need.
Communication Skills
Yes, I
I need to
I do not need this skill. Why?
How
have this
work on
others
skill
this skill
see me
Reading and following
directions
Reading and understanding
policies/memos
Reading and understanding job
ads
Putting things in alphabetical
order
Comparing or cross checking
two lists
Checking written material for
mistakes
Filling out forms
Typing/keyboarding
Writing letters, memos, e-mails
correctly
Writing reports
12
What will get me in?
Take stock in your skills!
(cont’d)
Communication Skills
Yes, I
I need to
I do not need this skill. Why?
How
have this
work on
others
skill
this skill
see me
Speaking to people you do not
know
Speaking standard English
Speaking other languages
Taking notes while someone is
talking
Finding information (research –
getting what you need from the
phone book, library, dictionary,
Internet, and so on)
Using a map (city, state,
campus)
Using a bus, train, plane
schedule
Explaining procedures to other
people
Asking for help, clarification,
assistance when needed
Calling to order or schedule
things (ordering food or
supplies, scheduling rides)
Tip
You may not need all these skills for your career choice. Work with your teacher or parent to help you think about
the skills you have and the skills you may need.
13
What will get me in?
Take stock in your skills!
(cont’d)
Number Skills
Yes, I
I need to
I do not need this skill. Why?
How
have this
work on
others
skill
this skill
see me
Doing math correctly (addition,
subtraction, multiplication,
division) without a calculator
Doing math correctly (addition,
subtraction, multiplication,
division) with a calculator
Using percentages and decimals
without a calculator
Using percentages and decimals
with a calculator
Using fractions
Rounding off numbers
Calculating hours worked,
money owed, etc.
Estimating costs and/or amounts
of time needed to complete a job
Using a database program on a
computer
Managing time and prioritizing
work to complete a job in a
timely manner
Balancing checkbook or debit
card account
Preparing a budget
Using measuring tools (ruler,
tape measure, measuring cup)
14
What will get me in?
Take stock in your skills!
(cont’d)
People Skills
Yes, I
I need to
I do not need this skill. Why?
How
have
work on
others see
this skill
this skill
me
Caring for children responsibly
Caring for the elderly
responsibly
Showing care and concern
Calming people down
Helping people complete a task
or job
Teaching someone how to do
something
Knowing how to get along with
different types of people and
personalities
Leading groups or activities
Working as a team;
contributing to group effort
Working to satisfy
customers/others
Social Skills
Yes, I
I need to
I do not need this skill. Why?
How
have
work on
others see
this skill
this skill
me
Controlling my temper
Working together/cooperating
with others
Expressing feelings
constructively
Accepting criticism/feedback
Listening to others/following
directions
Explaining needs in polite
manner
15
16
What will get me in?
Take stock in your skills!
(cont’d)
Technical Skills
Yes, I
I need to
I do not need this skill. Why?
How
have
work on
others see
this skill
this skill
me
Making, fixing, and repairing
things
Operating machinery
Installing things
Building things
Gardening, landscaping, snow
shoveling
Farming
Drawing/creating blueprint or
planning to build or fix things
Choosing appropriate tools or
equipment
Fixing computers
Applying technology to solve
problems
Business Skills
Yes, I
I need to
I do not need this skill. Why?
How
have
work on
others see
this skill
this skill
me
Using a computer (database,
word processor, e-mail,
Internet)
Using a business telephone
Filing, sorting, classifying
information
Balancing a checkbook
Developing and working on a
budget
Setting up and closing out a
cash register
Negotiating agreements with
others
17
18
What will get me in?
Take stock in your skills!
(cont’d)
Management and Self-
Yes, I
I need to
I do not need this skill. Why?
How
Management
have
work on
others see
this skill
this skill
me
Being patient with others
Maintaining a cheerful attitude
Getting interested/excited
about the task at hand
Offering help to others
Knowing how to take
directions
Motivating yourself to
accomplish what needs to be
done
Helping motivate others to get
the job done
Prioritizing tasks so the larger
goal is met on time
Following rules
Presenting a neat and
professional image
Accepting criticism/feedback
from others
Checking and correcting own
work
Working hard without
complaining
Using courtesy when dealing
with others
Seeking to help when needed
Taking initiative (finding other
things to do when work is
done)
Being eager to learn
Speaking up for yourself
19
Solving problems
Adapted from Life Skills Education, Inc., Pamphlet #9029 (1998)
0
20
What will get me in?
Take stock in your skills!
(cont’d)
Look at each category and identify one or two things you are best at – these are the skills around which
you can begin building your career:
Communication Skills:
1. __________________________________________________________________________________
2. __________________________________________________________________________________
Number Skills:
1. __________________________________________________________________________________
2. __________________________________________________________________________________
People Skills:
1. __________________________________________________________________________________
2. __________________________________________________________________________________
Technical Skills:
1. __________________________________________________________________________________
2. __________________________________________________________________________________
Business Skills:
1. __________________________________________________________________________________
2. __________________________________________________________________________________
Management and Self-Management Skills:
1. __________________________________________________________________________________
2. __________________________________________________________________________________
It is also important to know what skills you need to work on. List the three skills you are lacking for your
chosen career and who can help you learn those skills:
1. _________________________________________________________________________________
2. _________________________________________________________________________________
3. _________________________________________________________________________________
19
Other Things to Keep in Mind…
Tips for your Job Search
Use personal contacts to find out about possible job
After looking at current skil s and being
opportunities. Personal contacts could be friends, family,
former co-workers or employers, members of your reli-
involved with business tours, job shad-
gious organization, or local community members such
as doctors, physical therapists, counselors, members of
owing activities, and work experiences,
professional organizations or social clubs, etc.
“One thing comes to mind when you are
Use a direct approach by going from one employer to
another. You may need to visit or telephone many places
talking about people in a business. That is
of employment about present or future job openings.
that there is no ‘I’ in team. A team is what
Use the public library, Job Service or the Internet (local
libraries will have computers to access the Internet) to
you need to have a successful business.
get employment information in your area.
Independent Living Centers or adult service agencies
You must work with people even though
may provide employment leads and job club services to
you may not like them al the time.”
individuals with disabilities.
Classified ads found from your local newspaper, local
-- 11th grade student with a learning disability
bulletin boards, or local magazines may be useful. Use
computerized listings of job banks from various busi-
nesses.
Tip
Go to your local Job Center or Job Service to find list-
ings of businesses hiring.
Talk with your teacher/guidance counselor to find
out what courses you can take to work on the skills
Local university or technical college may have job post-
you need for your career choice.
ings.
Volunteer activities can sometimes lead to paid employ-
Talk with your teacher/guidance counselor to find
out what you can do in school and at home to
ment and can provide good work experience to include
work on the skills you need for your career choice.
on a resume.
Temporary staffing agencies may lead to permanent
Use your own personal network – what employers
employment and can provide good work experience to
do you and your family know who could help you
include on a resume.
out?
Attend job fairs in your area where businesses gather to
Look for jobs available in your area (see website
meet potential candidates.
list).
These are just a few strategies that may help you find a job,
but there are many more. Talk with your parents, teachers, and
guidance counselors about more ideas.
Other Things to Keep in Mind…Tips for Applying
for a Job
Before you start looking for a job, it is important to take
time to decide what you want to do. Even if you do not
Tip
have any paid work experience, there are many possible
If you have had a serious run-in with the law, find
out what you need to report on a job application.
jobs out there for you. For example, if you love animals,
check with local veterinarian offices to see if they are
You may want to ask someone for help in complet-
hiring, or if they have some volunteer opportunities. If
ing the online application.
you’d prefer working with children, check with your lo-
cal YMCA (many have after-school child care programs
If there is a test, you may need to also ask for help.
and summer camps) or child care centers. Fast food res-
taurants and retail stores often hire employees without
When you apply for a job, you are often asked to
experience and are willing to train new employees.
complete an application for employment. You may
be asked to complete a paper application, even if
Online Applications
you have already submitted a resume and cover
letter.
Many businesses now have applications online. Here are
some tips for applying online.
It is important for your job application to be com-
Use a subject line. The subject line you use will depend
plete, correct (no errors), and neat (no cross outs).
upon the job you are applying for. If the job posting
Here is the information you will need to complete
has a code or job title associated with it, place it in the
an application for employment as well as tips and
subject line. If you are e-mailing a business to find out
suggestions for writing applications that make a
great impression.
if they have any job openings, put “job openings” in the
subject line.
Follow the instructions provided with the job post-
ing. A lot of job postings give you specific directions for
Personal Information
applying online. They probably do so to streamline the
• Name
application process, so help them out and show you are
• Address
capable of following instructions.
• City, State, Zip Code
Include a cover letter in the message. This is your
• Phone Number
chance to get the employer’s attention. Address it to the
• Social Security Number
appropriate person. Introduce yourself and highlight
how your skills are exactly what they are looking for.
• Eligibility to work in the United States
Some systems automatically reject attachments so it
• Felony convictions
is generally a good idea to include your resume in the
• If under age, working paper certificate
body of your e-mail.
Education
Include your resume in the e-mail instead of as an
• Schools/Colleges Attended
attachment. Some systems automatically reject attach-
ments so it is generally a good idea to include your re-
• Major
sume in the body of your e-mail. If you decide to follow
• Degree/Diploma
this rule, take a look at the next point.
• Graduation Dates(s)
Format your resume appropriately. Take some time to
make sure your resume is formatted correctly within
the e-mail. A resume that is not formatted correctly, or
unreadable, will most likely be deleted.
Other Things to Keep in Mind…Tips for Applying
for a Job (cont’d)
Position Applied For Information
• Title of the job; hours/days available to work
• When you can start work
Employment Information
• Names, addresses, phone numbers of previous em-
ployers
• Supervisor’s name
• Dates of employment
• Salary
• Reason for Leaving
References
• List three references - names, job title or relationship,
addresses, phone numbers
Resume (if you have one)
Tip
Use a data card (see next page) to make sure you have all the information you need for your application.
Don’t leave anything blank. If you don’t know the details, bring the application home and return it when it’s
completed.
Write clearly and neatly, using black or blue ink.
Check for spelling and grammar. Proofread your job application before turning it in.
List your most recent job first.
List your most recent education first. Include vocational schools and training programs as well as college and
high school.
References don’t necessarily have to be professional. If you have volunteered, you can use members of the orga-
nizations you have helped or if you are a student, use your teachers. Always ask for permission before using
someone as a reference.
Don’t forget to sign your application!
Personal Data Card
Personal Data Card
Name ________________________________________________________________________________________
Address ______________________________________________________________________________________
Street
City
State
Zip
Social Security Number _______________________________ Birthdate ________________________________
Education
School _______________________________________________________________________________________
Courses completed _______________________________________________ Graduation Date _______________
School _______________________________________________________________________________________
Graduation Date ______________ Special Training __________________________________________________
Work Experience
Company Name ________________________________________________________________________________
Address ______________________________________________________________________________________
Dates of Employment From: __________To:_________ Supervisor ________________ Phone _______________
---------------------------------------------Fold------------------------------------------------------
Work Experience
Company Name ________________________________________________________________________________
Address ______________________________________________________________________________________
Dates of Employment: From: __________To:________ Supervisor __________________ Phone ______________
References
Name ________________________________________________ Relationship ___________________
Email _
E-mail ___________________________________ Phone ____________________________________
Name ________________________________________________ Relationship ___________________
Email _
E-mail ___________________________________ Phone ____________________________________
Emergency Contact Name ______________________________________ Phone _________________
25
Sample Employment Application
Sample Employment Application
Name __________________________________________ Social Security Number ____________________
Address _________________________________________________________________________________
City _______________________________________________ State __________ Zip __________________
Home Phone ______________________________ Email _
E-mail ________________________________________
Employment Data
Position Applied for _________________________________________ Date Available _________________
What is your availability for work? Full time ______ Part time ______
Day shift ______ Night shift ______ Weekends ______
Would you like to be considered for temporary employment? Yes ______ No ______
Have you been previously employed with this company? Yes ______ No ______. If yes, explain ________
________________________________________________________________________________________
Are you related to anyone now working with this company? Yes ______ No ______
If yes, please identify the person(s) and how you are related ________________________________________
________________________________________________________________________________________
Have you ever been convicted of a felony? Yes _____ No _____ If yes, describe briefly, including date(s).
________________________________________________________________________________________
________________________________________________________________________________________
Educational Data
Name and Address of School
Major/Degree
Degree
Date
High School
____________________________________
__________________ _________________
__________
College
____________________________________
__________________ _________________
__________
Grad School
____________________________________
__________________ _________________
__________
Tech/Business School
____________________________________
__________________ _________________
__________
Office Machines and Work Skills
Word Processor
Personal Computer
Microsoft Word Software (specify) _______________________________________________________
________________________________________________________________________________________
Other Software _______________________________________________________________________
Maintenance/Cleaning machinery (specify) _________________________________________________
_________________________________________________________________________________________
Other skills/qualifications (specify) _______________________________________________________
________________________________________________________________________________________
Sample Employment Application (cont’d)
Work History
List below your employment history beginning with your most recent position.
1. Employer _________________________________________ From _____________ To _____________
Address ___________________________________________________ Salary/Wage __________________
Job Title __________________________________ Work Performed _______________________________
Supervisor _________________________________ ____________________________________________
Reason for Leaving _______________________________________________________________________
2. Employer _________________________________________ From _____________ To _____________
Address ___________________________________________________ Salary/Wage __________________
Job Title __________________________________ Work Performed _______________________________
Supervisor _________________________________ ____________________________________________
Reason for Leaving _______________________________________________________________________
3. Employer _________________________________________ From _____________ To _____________
Address ___________________________________________________ Salary/Wage __________________
Job Title __________________________________ Work Performed _______________________________
Supervisor _________________________________ ____________________________________________
Reason for Leaving _______________________________________________________________________
Personal References
Name
Address (street, city, state, zip code)
Phone (include area code)
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Application Agreement
All statements made on this application are true and correct. I understand any false statements made on this
application or any other employment material would eliminate me from further consideration for employment,
or if employed, would be grounds for my termination. My signature below represents my authorization to
obtain from my former employer(s), and for my former employer(s) to release, work-related information
regarding my qualifications for any employment for which I might be considered. I understand that, if
employed, I can resign at any time and for any reason and that this company may release me at any time for
any reason.
Applicant Signature
Date
27
Other Things to Keep in Mind…
Tips for Interviewing
Attitude is the most important aspect of interviewing.
Practice your firm handshake. You can show your posi-
Tip
tive attitude in the way you present yourself. Tell the
Have a mock interview with your teacher, par-
interviewing team when, where, and how you have put
ent, or employer to get tips on how you can do
forth extra effort above and beyond the call of duty.
a better job.
Dress for success. Wear clean clothes and shoes, well-
Make a list of questions to ask the employer
groomed hair, clean/trim nails, minimal cologne or
during the interview to show your interest.
perfume, empty pockets (no bulges or noisy change), no
chewing gum, no visible body piercing (remove them
The decision to disclose your disability and
before interview).
when to do so may be the single most impor-
tant consideration in your job search. This is a
Nonverbal communication. Maintain eye contact. If
personal decision that has to be made for each
you look away while listening, it shows lack of inter-
job lead you pursue and will be based on the
est and a short attention span. If you look away while
nature of your disability and your knowledge of
speaking, it shows lack of confidence in what you are
the prospective employer.
saying and may send the subtle message that you are ly-
ing. If you find it hard to keep eye contact, look at their
Check out the 411 Disclosure Handbook at
nose! Be aware of your facial expressions, such as wrin-
www.ncwd-youth.info/resources_&_
kling your nose or furrowing your eyebrows. Posture
Publications/411.html
shows your confidence. Stand tall, walk tall, and most of
all, sit tall. Recognize the boundaries of personal space.
Turn off your cell phone! Better yet, leave your cell
phone at home.
Be prepared to talk about your experience and why
you are the best candidate for the job. Why should the
employer hire you over someone else? Talk about your
experience (paid employment, volunteer work) and
why you would be the best person for the job.
Decide if you want to disclose your disability. List your
disability-related needs; what needs related to your dis-
ability may need accommodations for you to be success-
ful? Be able to explain your disability in relation to the
job duties.
Did you Know???
You can find out about the labor market in your area by searching the Internet. Ask your teacher or guidance
counselor to help you find the information for your area.
Ten Golden Rules to Keeping a Job
. Be on time. If you are going to be late, call your su-
pervisor and let them know when you will be in and
why you will be late. When you get to work, apologize
for being late and offer to stay later to complete your
work.
. Have good attendance. Do not call in sick often. Try
to come to work whenever you are scheduled. If you
are sick, make sure you call your employer early so a
replacement can be called, if needed.
. Be neat and tidy. Shower or take a bath before going to
work. Make sure to wash your hair and use deodorant.
Make sure your clothes are clean.
. Complete your work every day. Finish your job every
day. Do not leave things until the next day. If you
cannot finish your work, make sure your supervisor
knows. Take the initiative to do extra work when your
job is done.
. Be a good communicator. Make sure you are clear
in what you say. Listen to what you are being told. If
someone corrects you on the job, say thank you and
change how you are working.
. Follow the rules of the workplace. Make sure you
After a semester of work experience in a
review your handbook and know the rules for calling
retail store, “I wasn’t good around people
in sick, taking tips from customers, or coming in late.
and look at me now, I work wel with
Know what your supervisor expects from you.
customers.”
. Be a good team player and be nice to others. Work
-- th grade student with learning and
well with others. Be cooperative and help others when
emotional behavioral disabilities
they need help. Co-workers will want to help and
work with you if you are nice to them. For example,
find out when their birthday is and wish them a happy
birthday on that day. You need to get along even if you
don’t like your co-workers.
. Ask for help. If you do not understand part of your
job or cannot complete your job, ask your supervisor
or co-worker for help.
. Diversity is good. Be understanding of differences in
other people; co-workers, supervisors, and customers.
0. Be nice to others. Work hard and get ahead.
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My Career Plan
My Career Plan
1. I plan to finish high school by ______________________________________________________
2. While in high school, I plan to complete:
a.
An apprenticeship program in ___________________________________________________
b. A vocational-technical program in _______________________________________________
c.
A college preparation program
d. Other ______________________________________________________________________
3. Jobs I am interested in:
a.
___________________________________________________________________________
Why __________________________________________________________________________
b. ___________________________________________________________________________
Why __________________________________________________________________________
c.
___________________________________________________________________________
Why __________________________________________________________________________
4. I will be looking for a job that:
a.
pays at least $ ________________________
b. offers good benefits (health/dental/life insurance, vacation)
c.
offers opportunity for more training
d. offers opportunity for promotion
e.
allows me to use my interests and skills
f.
Other ______________________________________________________________________
5. I am willing to take a job that is:
a.
within a 1 mile from my home
b. within a 10 miles from my home
c.
within a 25 miles from my home
d. anywhere in the state
e.
anywhere in the United States
f.
Other ______________________________________________________________________
6. In my search for job openings, I will use the following strategies and networks:
(use separate sheet of paper)
Accommodations and Assistive Technology
on the Job
What is a job accommodation?
How can you decide if you need an
Job accommodations allow a person with a disability
employment accommodation?
to perform the different tasks of a job. Accommoda-
If you can do all the essential functions (main require-
tions may include changes to the work area, specialized
ments) of a job, with or without an accommodation, you
equipment, or changes in how the job is completed. This are considered a qualified applicant or employee. If you
accommodation process is referred to as assistive tech-
need an accommodation to perform some of these es-
nology (AT).
sential functions, most employers would have a respon-
sibility to provide that accommodation. The best method
What accommodations are employers
to determine what this accommodation should be is to
required to provide?
work with your employer to determine what functions
Federal and Wisconsin laws require that employers make need to be accommodated and how this may occur.
accommodations for employees with disabilities so they Accommodations can take many forms. A change in
can complete a job. Most employers are also required to
schedule, modifying how you do the job, or assistance
provide accommodations to workers so they can perform from another employee would also be possible ac-
essential functions (main duties) of the job. Examples of
commodations along with specialized equipment and
accommodations that may be provided include:
devices.
• A computer which provides a voice reading of the
computer screen so a blind person can also “read”
How do you decide on needed AT?
what is on the computer monitor.
The solution to remove barriers is determined by the
• Raising the workstation to accommodate a wheelchair. employer. Hopefully, the employee and possibly an AT
• An ergonomic chair increasing the comfort of a worker Specialist would be involved in the process. The solu-
with a back injury.
tion may increase the functional capacity of the worker,
modify equipment and environment, or alter the activity
• An alternate keyboard to reduce stress causing carpal
being performed.
tunnel syndrome.
• Allowing a person to use personal accommodations,
such as a seeing eye dog, while on the job.
• Making a restroom wheelchair accessible for a worker
who uses a wheelchair.
Accommodations are also required to allow a person
with a disability equal access to the process of applying
for work. This could include:
• Allowing you to take an application home to complete
so you have more time or can get help in writing out
your responses.
• A sign language interpreter during a job interview.
• If you are a person with a learning disability, having a
pre-employment test read to you.
Resources
Funding
Community Integration Program/Community Options
While many accommodations are not costly some can
Program (CIP/COP) or County Funds. If long-term
be. The employer may be required to pay the costs of
support is necessary, funding comes from the county the
providing the accommodation. The state vocational re-
individual lives in. Be sure to meet with county service
habilitation agency may also assist in covering the costs
providers at least two to three years prior to exiting high
and/or provide technical assistance to you and your
school. Learn how your county provides services and
employer in determining appropriate accommodations.
what steps you need to take in order to receive support.
Social Security Work Incentives. Individuals receiving
Information and Technical Assistance
Supplemental Security Income Benefits (SSI) and/or
If an assessment is needed to determine what accom-
Social Security Disability Benefits (SSD) may be able to
modation would be best, an Assistive Technologist can
pay for their employment needs through Social Security
assist in making this decision. The Assistive Technolo-
benefits.
gist also can assist in setting up the accommodation and
training the employee and employer to use it. A list of
• Plan for Achieving Self Support (PASS)
certified Assistive Technology Practitioners is available,
• Impairment Related Work Expense (IRWE)
by state, at www.Resna.org.
Private Pay. Some families put money aside for voca-
Funding and Resources
tional services as they would for postsecondary educa-
tion. Individuals can then choose the provider to work
The following agencies and programs are available to as- for them in helping find and maintain employment in
sist you in seeking employment. They provide assistance the community.
and funding for your employment related activities.
Job Centers. Your local Job Center can assist you in
Division of Vocational Rehabilitation. The Wisconsin
finding job openings and funding for work experience
Division of Vocational Rehabilitation (DVR) is a fed-
programs. The Disability Navigator can assist in con-
eral/state program designed to assist individuals with
necting you with other needed services: www.dwd.state.
disabilities to obtain, maintain, or improve employment. wi.us/dwd/newsreleases/00/000.htm)
As part of this program, DVR provides assistance to
high school students who are in the transition process.
Remember, unlike the K-12 school system where you are en-
DVR provides transition technical assistance to students, titled to services, the adult service system is based on specific
parents, and teachers. DVR can provide other services to criteria determining eligibility for services. Be prepared and
students who are eligible and in an active category. Some be a wise consumer! Attend transition nights at your local
of these services include:
school, visit adult service providers, and complete necessary
paperwork as soon as you are able to.
• Guidance and Counseling
• Finding and Keeping a Job
• Assistive Technology
• Training
DVR usually serves individuals with the most severe
disabilities first. DVR services includes short-term
employment/vocational assistance. DVR may assist in
providing accommodations to assist you in preparing for
employment and at the jobsite. Individualized placement
services can be arranged to assist you in seeking employ-
ment.
Helpful Employment – Related Websites
Point of Entry Manual. In the state of Wisconsin, each
National Information Center for Children and Youth
area has a Point of Entry Manual for transition which will
with Disabilities. http://www.nichcy.org/enews/
help you find adult service agencies to help you in your
foundations/employment0.asp
job search. http://www.wsti.org/
U.S. Department of Labor. http://www.dol.gov/
Wisconsin Governor’s Committee on Employment of
People with Disabilities. The Governor’s Committee
Wisconsin’s JobNet. ht p://www.wisconsinjobcenter.org/
was established to improve employment opportunities
for people with disabilities. The group’s mission was
Career Cruising. http://www.careercruising.org/
broadened in to cover many aspects of disability in
CareerConnect, the American Foundation for the Blind
Wisconsin, and the group became the Governor’s Com-
(CAFB). CareerConnect takes you through the process
mittee for People with Disabilities (GCPD). Unlike other
of examining what you have to offer an employer and
disability councils in state government, the focus of the
exploring careers, offers tips on finding a job, getting
Governor’s Committee includes all disabilities. http://
hired and making that job work for you, and gives you
www.dhfs.wi.gov/Disabilities/Physical/gcpd.htm
information on technology to assist you in your job. You
Job Accommodation Network (JAN). JAN is a free
can even build your resume online in My CareerConnect
consulting service designed to increase the employability
and search for a volunteer mentor to offer some guidance
of people with disabilities by ) providing individual-
as you go through your exploration and search. http://
ized worksite accommodations solutions, ) providing
www.afb.org/
technical assistance regarding Americans with Disabilities
Disability Info. This site is sponsored by several agencies
Act (ADA) and other disability related legislation, and )
and departments and provides one-stop access to infor-
educating callers about self-employment options. http://
mation resources important to the disabled. This includes
www.jan.wvu.edu
employment, education, housing, transportation, health,
Association for Persons in Supported Employment
income support, civil rights, and much more. It is easy
(APSE): The Network on Employment. This is a mem-
to use and well organized and each area includes several
bership organization formed in as the Association
resources designed to help you. http://www.disability
for Persons in Supported Employment to improve and
info.gov/
expand integrated employment opportunities, services,
Entry Point! This program of the American Association
and outcomes for persons experiencing disabilities.
for the Advancement of Science (AAAS) offers students
http://www.apse.org
with disabilities outstanding internship opportunities
Great Lakes ADA and Accessible IT Center. http://
in science, engineering, mathematics, computer science,
www.adagreatlakes.org
and some fields of business. Application and program
information is available on the site. http://ehrweb.aaas.
Job Net. http://www.dwd.state.wi.us/jobnet/mapwi.
org/entrypoint/apply.htm
htm
National Business and Disability Council (NBDC). The
Wisconsin Department of Workforce Development.
NBDC is the leading national corporate resource on all is-
http://www.dwd.state.wi.us/
sues related to the successful employment and integration
of individuals with disabilities into America’s workforce.
America’s Job Bank. http://www.jobbankinfo.org/
They offer a job lead database and a free resume database
open to all college graduates with disabilities. http://
Career Builder. http://www.careerbuilder.com/
www.nbdc.com/index.aspx
Employment Guide. ht p://www.employmentguide.com/
Yahoo Hot Jobs. http://hotjobs.yahoo.com/
TeamChild. http://www.teamchild.org/
Appendix
Appendix
Occupational Clusters
These are career clusters put together by the U.S. Department of Labor. Are your career choices listed?
Administrative Support
Service
Bookkeeper
Firefighter
Mailroom
Law Enforcement
Receptionist
Waiter/Waitress
File Clerk
Cook/Chef
Data Entry
Day Care Worker
Other ______________________
Other __________________________
Agricultural and Forestry
Mechanic and Repairs
Farmer
Auto Mechanic
Gardener/Florist
Telephone/Cable Installer
Forestry Technician
Computer Technician
Other _______________________
Plumber
Other ___________________________
Construction
Health Diagnosing and Treating
Carpenter
Dental Assistant
Mason/Bricklayer
Lab Technician/Aide
Electrician
Hospital/Nursing home aide
Ironworker
Veterinarian
Other ________________________
Other ___________________________
Technicians and Technologists
Pharmacists, Dieticians, Nurses,
Legal Assistant
Therapists and Physicians
Television/Radio Technician
Dietician/Dietician Aide
Web Designer
Pharmacist Aide
Drafter
Nurses Aide
Other __________________________
Other ____________________________
Production
Health Technology
Laboratory Technician
Dental Hygienist
Jeweler
X-Ray Technician
Tool-and-Die Maker
Emergency Medical Technician
Machinist
Other ____________________________
Other __________________________
43
Appendix
Occupational Clusters
Writers, Artists, Entertainers
Marketing and Sales
Actor
Cashier
Photographer
Insurance agent
Musician
Sales person
Dancer
Other ___________________________
Graphic Designer
Other ___________________________
Teachers, Librarians, and Counselors
Transportation
Library Aide
Bus/Cab driver
Teachers Aide
Pilot
Rehabilitation Counselor
Chauffeur
Other _____________________________
Truck Driver
Other __________________________
Managerial and Administrative
Equipment Cleaners, Helpers,
Accountant
Handlers, and Laborers
Bank Worker
Car Detailer
Medical Records Worker
Shipping Packer
Other _____________________________
Construction laborer
Janitor
Other _____________________________
Engineers, Surveyors and Architects
Natural Scientist and Mathematicians
Architect
Actuary
Surveyor
Food Technologist
Engineer
Geologist
Other ______________________________
Biologist
Other ____________________________
Social Scientist, Social Workers,
Military
Lawyers, and Religious Workers
Communications
Law clerk
Intelligence
Psychologist
Infantry
Social Worker
Other ____________________________
Clergy
Other _______________________________
0
44
Appendix
Questions to Ask Supported Employment Providers
1. What are the eligibility requirements for services?
2. How do I apply for services?
3. Does your agency have a waiting list? If yes, how long?
4. What services do you provide?
a.
Assessment
Yes
No
b. Job development
Yes
No
c.
Job support
Yes
No
d. Training classes
Yes
No
i.
Specify type(s) _____________________________________________
ii.
Are they group classes?
iii.
Are they individual classes?
e.
Transportation
Yes
No
i.
Type of transportation _______________________________________
f.
Community Recreation
Yes
No
g. Community Access
Yes
No
h. Advocacy
Yes
No
i.
Other _________________________________________________________
5. Are your services time-limited? Please explain.
6. Are there ways your agency and local schools can work together to ensure a smooth transition?
7. If I need job accommodations or assistive technology, do you provide these services?
8. If I graduate with a job, would it be easier to provide services than if I still need support to find and
learn a job?
9. How many staff work in your agency?
a. How many clients does each staff member have?
10. What if I lose my job? Will I stay with your agency?
11. How long does it generally take to assist someone in getting a job?
12. What is the average pay for clients who get jobs through your agency?
13. What is the retention rate in jobs for clients who get jobs through your agency?
14. Does your agency work with anyone interested in working regardless of his/her disability?
15. Does your agency provide support before 9:00 am and after 5:00 pm? On weekends?
16. Does your agency find permanent jobs in the community?
17. How does your agency determine what a good job is for clients?
18. How does your agency terminate services?
19. Does your agency provide benefits counseling (if I receive social security income [SSI] or social
security disability benefits [SSD]? http://www.social-security-disability-claims.org/
20. Does your agency look at advancement in jobs beyond entry-level work?
21. How do you obtain input and maintain communication with the client and family members?
22. Can I get a tour of your agency?
23. Can I talk with some individuals with disabilities who have used your services?
24. Do you have literature?
a. Brochure
b. Website
c. Other literature
Developed by Laura Owens, Ph.D./2003
45
Appendix
Questions to Ask Community Rehabilitation Providers
1. What are the eligibility requirements to participate?
2. What are the skill requirements (e.g., physical strength, speed of work, and ability to perform the
job)?
3. How do I apply to participate?
4. Does your agency have a waiting list? If yes, how long?
5. What types of jobs do you provide?
6. Do you provide other services? If so, what?
7. How many hours a day do clients work?
8. What are wages based on (e.g., hourly rate, productivity, quality)?
9. How is pay determined?
10. What is an average weekly or bi-weekly pay check?
11. Are there any benefits (e.g., vacation, sick time, etc.)?
12. Are there a variety of work tasks or duties?
13. Can clients make choices about work tasks or duties?
14. What is the ratio of client to staff supervision?
15. What types of disabilities do clients have who work in the program?
16. What is the age range of clients who work in the program?
17. Do you provide transportation? If yes, what is the transportation (e.g., bus, van)? Are there costs for
transportation?
18. Are clients helped to move to community-based supported employment? If yes, how?
19. What is the average length of time a client stays in the sheltered workshop?
20. How does your agency terminate services?
21. How do you obtain input and maintain communication with the client and family members?
22. Can I get a tour of your agency?
23. Can I talk with some individuals with disabilities who have used your services?
24. Do you have literature?
a. Brochure
b. Website
c. Other literature
Developed by Laura Owens, Ph.D./2003
G:\Jeanne\Opening Doors to Employmentjh.doc 10/23/07 9:35 AM
46
This publication is available from:
http://dpi.wi.gov/sped/transition.html
Wisconsin Department of Public Instruction
125 South Webster Street
Madison, WI 53707-7841
800-441-4563 (U.S. only)
608-266-1146
608-267-3746 Fax
http://systemattic.wtcsystem.edu/Studentserv/virtualresource/disability-guide.pdf
http://www.wsti.org
Bulletin No. 09012
© July 2008 Wisconsin Department of Public Instruction
The Wisconsin Department of Public Instruction does not discriminate on the basis of sex, race,
color, religion, creed, age, national origin, ancestry, pregnancy, marital status
or parental status, sexual orientation, or disability.
Printed on recycled paper
Wisconsin Department of Public Instruction
Elizabeth Burmaster, State Superintendent
