EMP 101 is an overview of the current status of employment outcomes for youths with intellectual and developmental disabilities in KY, the key steps in the transition process itself, the legal requirements and the roles of each agency, types of employment (competitive, supported, and customized), and the development of measurable post-secondary goals for transition-age youth. The module has a series of guiding questions, which form the basic structure of the module, with interactive questions interspersed throughout. We are now able to offer professional development/continuing education credits for individuals who successfully complete the training.
The focus of this directory is to provide a searchable database of available resources, and to provide contact information to apply for resources and/or locate additional information. In many cases, we took definitions and eligibility for services directly from the agency websites that offer these programs.
“Guidance for student-centered transition planning, education, and services. Resources include online modules, toolkits, checklists, practice descriptions, lesson plans, work-based learning experience guidance, and resources for students.”
“Griffin-Hammis Associates and it’s not-for-profit arm, The Center for Social Capital, compiled a number of our most requested informational articles on Customized Employment into a downloadable manual for use as handouts in training sessions, for publication in newsletters (please ask first), and to strengthen staff in-service programs.”
Transition is the “exit” out of a child’s secondary school to the adult world. The Individuals with Disabilities Education Act (IDEA) requires that children with disabilities have access to a free appropriate public education (FAPE) that prepares them for further education, employment, and independent living. One strategy for ensuring a successful transition, is planning. As part of IDEA, schools are required to provide transition planning to help the student identify interests, strengths, preferences and needs. Transition planning also means identifying possible post-school activities, including postsecondary education, vocational education, integrated employment, continuing and adult education, adult services, independent living, and/or community participation. Transition is also developing a coordinated set of activities for a student that will help him or her to achieve those goals.
KentuckyWorks is a collaborative effort between the Human Development Institute, the Kentucky Office of Vocational Rehabilitation (OVR), the Kentucky Department of Education , the Kentucky Division of Developmental and Intellectual Disabilities, KY Department for Aging and Independent Living (DAIL), Kentucky Protection & Advocacy, KY Community and Technical College System, the Kentucky Governor’s Office of Early Childhood (GOEC), Commonwealth Council on Developmental Disabilities, the Kentucky Office of Autism, and the Kentucky Autism Training Center.