Demand-side Workforce Needs and the Potential for Job Customization

2006 ◽  
Vol 37 (4) ◽  
pp. 5-13 ◽  
Author(s):  
Richard G. Luecking ◽  
Lisa Cuozzo ◽  
La Verne Buchanan
Keyword(s):  
Preliminary Evaluation ◽  
Demand Side ◽  
Significant Disabilities ◽  
Direct Benefit ◽  
Significant Disability ◽  
Development Approach ◽  
Workforce Needs ◽  
Job Development

This article discusses the utility of a demand-side approach in rehabilitation practice and how this approach is illustrated by customized employment. Customized employment refers to the identification and negotiation of carved, re-structured or created tasks in a workplace that can be performed by an individual with a significant disability, and that simultaneously meet a specific operational need of the employer. This article presents an operational framework for a demand-side job development approach and relates it to strategies that result in customized job placements. A preliminary evaluation of one local project's implementation of this approach, as applied to employers hiring people considered to have significant disabilities, shows that employers are willing and able to customize their work assignments, especially if direct benefit to their operation can be demonstrated. The implications for rehabilitation practice and job development are discussed.

Service Integration and School to Work Transition: Customized Employment as an Outcome for Youth with Significant Disabilities

2006 ◽  
Vol 37 (4) ◽  
pp. 29-35 ◽  
Author(s):  
Nicholas J. Certo ◽  
Richard G. Luecking
Keyword(s):  
Supported Employment ◽  
Service Integration ◽  
School To Work ◽  
Significant Disabilities ◽  
Integration Model ◽  
Transition Service ◽  
Seamless Transition ◽  
Significant Disability ◽  
Successful Employment ◽  
School System Personnel

This article presents a model of transition service delivery that is designed to produce seamless transition from school to work for youth considered to have significant disability, be candidates for supported employment services, and require considerable job customization in order to maintain successful employment. This model, the Transition Service Integration Model, integrates resources to enable youth to obtain employment prior to school exit, maintain that employment upon school exit, and continue to receive employment support from a community rehabilitation agency that collaborated with school system personnel prior to school exit. This article illustrates the potential of pairing this service integration model with customized employment strategies so that youth with significant disabilities achieve successful employment outcomes.

scholarly journals KEEPING OUR STUDENTS SAFE DURING SCHOOL CRISES

2019 ◽  
Vol 38 (1) ◽  
pp. 1-9
Author(s):  
Dusty Columbia ◽  
Laura S Clarke ◽  
Kimberly Weber
Keyword(s):  
Critical Issue ◽  
Systematic Instruction ◽  
Related Event ◽  
Significant Disabilities ◽  
Intensive Instruction ◽  
Significant Disability ◽  
School Crises ◽  
And Behavior ◽  
Behavior Supports ◽  
Students With Significant Disabilities

As educators and parents of children with disabilities, we recognize that students with significant disabilities benefit from research-based strategies to support the development of academic and social learning. We regularly use systematic instruction and behavior supports to provide day-to-day instruction, yet this same detailed planning is not always carried through to support these students in preparation for school crises. Whether a student with a significant disability is in a weather-related event such as a tornado or a larger crisis such as a school shooting, she or he likely needs intensive instruction with research-based strategies in order to survive. In this article, we discuss the critical issue of systematically inquiring about the specific needs of students with significant disabilities as they pertain to staying safe in school crises and introduce why and how to write an Individual Emergency and Lockdown Plan (IELP) for these students.

“Why Not Have Fun?”: Peers Make Sense of an Inclusive High School Program

2010 ◽  
Vol 48 (1) ◽  
pp. 14-30 ◽  
Author(s):  
Srikala Naraian
Keyword(s):  
High School ◽  
Participant Observation ◽  
School Experiences ◽  
School Level ◽  
School Program ◽  
High School Level ◽  
Significant Disabilities ◽  
Significant Disability ◽  
Normative Expectations ◽  
Using Data

Abstract Including students with significant disabilities at the high school level has been a subject of increasing research in recent years. This study explores the experiences of a high school student with significant disabilities, Michael, through the narratives of his peers. Participant observation in the building indicated that Michael remained on the periphery of mainstream school experiences as his peers worked with an institutional narrative that was predicated on normative expectations of all students. Using data from interviews, the article investigates how Michael's peers made sense of the process of inclusion that was implemented within this building. It documents the practical constructions of students as they used various elements of the normative discourse within the building to fashion their own interpretations of significant disability. These candid student commentaries retained a persistent focus on the extent to which Michael's program addressed (or failed to address) his fun-loving disposition while remaining critical of the rationale behind the practices it supported. As the data showed, peers' notions of fun for Michael were deeply intertwined with the opportunities for participation made available to him and the critical necessity for social interaction with his peers.

Interprofessional Education: Teaming for Transition From Adolescence to Adulthood for People With Significant Disabilities

2019 ◽  
Vol 4 (3) ◽  
pp. 492-501 ◽  
Author(s):  
Kimberly F. Frazier ◽  
Peggy J. S. Whitby ◽  
Suzanne Kucharczyk ◽  
Kristi L. Perryman ◽  
Johanna Thomas ◽  
...  
Keyword(s):  
Interprofessional Education ◽  
Significant Disabilities

Preliminary Evaluation of a Weibull Function for Fitting Slow-Component Eye Velocity over the Time Course of Caloric-Induced Nystagmus

1989 ◽  
Vol 32 (3) ◽  
pp. 681-687 ◽  
Author(s):  
C. Formby ◽  
B. Albritton ◽  
I. M. Rivera
Keyword(s):  
Time Course ◽  
Slow Component ◽  
Weibull Function ◽  
Preliminary Evaluation ◽  
Mathematical Function ◽  
Before And After ◽  
Best Fitting ◽  
Eye Velocity ◽  
Fitting Parameters ◽  
Weibull Equation

We describe preliminary attempts to fit a mathematical function to the slow-component eye velocity (SCV) over the time course of caloric-induced nystagmus. Initially, we consider a Weibull equation with three parameters. These parameters are estimated by a least-squares procedure to fit digitized SCV data. We present examples of SCV data and fitted curves to show how adjustments in the parameters of the model affect the fitted curve. The best fitting parameters are presented for curves fit to 120 warm caloric responses. The fitting parameters and the efficacy of the fitted curves are compared before and after the SCV data were smoothed to reduce response variability. We also consider a more flexible four-parameter Weibull equation that, for 98% of the smoothed caloric responses, yields fits that describe the data more precisely than a line through the mean. Finally, we consider advantages and problems in fitting the Weibull function to caloric data.

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