New Law Supports Employment for People with Disabilities (Part 2)

by Patrick Hoff 

This is the second of two posts about the new Workforce Innovation and Opportunity Act and how it impacts people with disabilities. Read the first post here.

The WIOA helps define a number of terms used within earlier legislation. Though the Rehabilitation Act had previously used the term competitive employment, the phrase was never defined. With the WIOA, the term competitive integrated employment (note the addition of “integrated”) means full-time or part-time work at minimum wage or higher, with wages and benefits comparable to those without disabilities performing the same work, and fully integrated with co-workers without disabilities.

The new act also provides a detailed definition of customized employment, a term previously undefined in federal statute. As a result, customized employment is now among the services available from public vocational rehabilitation (VR) nationwide.

The definition of supported employment has been modified to clarify that supported employment is integrated competitive employment. Customized employment is also now included within the definition of supported employment, and the standard post-employment support services have been extended from 18 to 24 months.

Under the WIOA, half of the money received under the Supported Employment State Grant program must be used to support youth up to age 24 with the most significant disabilities. These youth may receive extended services for up to four years.

Other provisions in the act change the way that One-Stop Career Centers (a.k.a. American Job Centers) are funded. The WIOA also changes the role of public VR in the One-Stop system, increases the requirements for workforce development systems to meet the needs of job seekers with disabilities, and moves several federal programs from the Department of Education to the Department of Health and Human Services.

For more on the WIOA and how it will roll out, consult the U.S. Department of Labor’s Training and Employment Notice.


New Law Supports Employment for People with Disabilities (Part 1)

by Patrick Hoff

This is the first of two posts about the new Workforce Innovation and Opportunity Act and how it impacts people with disabilities.

On July 22, President Barack Obama signed the Workforce Innovation and Opportunity Act (WIOA) into law. The WIOA is a bipartisan, bicameral bill that reauthorizes and improves upon the 1998 Workforce Innovation Act and Rehabilitation Act.

Though the new act improves workforce development for all Americans, one of its specific aims is to lower the unemployment rate of people with disabilities. Individuals with disabilities have the highest unemployment rate of any group, and almost three quarters do not participate in the workforce at all, according to the U.S. Department of Labor.

The WIOA has the potential to create significant advancement in employment for people with disabilities. Its provisions include limitations on the use of subminimum wage, increased funding for transitioning from school to adult life, defining terms such as competitive integrated employment and customized employment, and focusing supported employment state grants on youth.

In his comments, the President said that the WIOA “will help workers, including workers with disabilities, access employment, education, job-driven training, and support services that give them the chance to advance their careers and secure the good jobs of the future.”

Beginning in 2016, a series of steps must be followed before an individual under the age of 24 can be placed in a job that pays less than minimum wage (typically positions within sheltered workshops or enclaves). The WIOA also prohibits schools from contracting with sub-minimum wage providers, ensuring that schools will not be able to pay sheltered workshops to assist with the transition from school to the workforce.

In addition, vocational rehabilitation (VR) will have a larger role in transition from school to adult life. Fifteen percent of each state’s public VR funds must now be used for pre-employment transition services, including job exploration and counseling, work-based learning experiences, workplace readiness training, and training on self-advocacy.

For more on the WIOA and how it will roll out, consult the U.S. Department of Labor’s Training and Employment Notice.


Get to Know the Program Coordinator for the School for Global Inclusion and Social Development

By Patrick Hoff


Kaitlyn Siner has worked in a number of industries, from healthcare to agriculture, but when she talks about her current field, education, she talks enthusiastically with a passion that only comes from people who truly believe in their work.

Siner, who received her Master’s degree in English and Writing from UMass Boston in 2013, currently serves as the first program coordinator for UMass Boston’s School for Global Inclusion and Social Development.

SGISD was approved by UMass Boston last fall, and is among the first graduate schools in the world that focuses on wellness and social development from an international perspective. It’s focus and mission is dedicated to empowering communities locally, nationally, and internationally to advance wellness, educational access, economic participation, and social opportunities for all their citizens. The school is geared towards developing leaders, building knowledge, and demonstrating real-world innovations that embrace inclusion.

Siner said she has gotten to see the school grow and form, and she has loved being part of something new that she can believe in.

“I really stand behind its mission and want to see it carried out to its fullest, [which] makes [the school] very unique and special for me,” she said.

Siner began her career in Boston working in public relations. She learned business skills through her PR work and said she met interesting people, but she didn’t enjoy the corporate world she had to reside in. She began to reevaluate, trying to find her next step.

“What I came to realize was what I’d always really liked to do was write, so , I decided to go back for a degree in English ,” Siner said.

Siner applied to UMass Boston, which appealed to her because of the English program’s multiple flexible tracks that allowed her to get her English degree while suiting all of her interests, and gave her the opportunity to teach composition to students through a graduate assistantship.

Along with studying and teaching, Siner also assisted international students obtain working visas to stay in the United States. She said between working with the international students and teaching at UMass Boston, which has a large population of international students, she dealt with some similar situations, such as English as a second language, first generation college students and cultural barriers.

“I found that teaching at UMass really added a rich dimension to the work that I was doing in and out of school,” Siner said. “Working at the University, and trying to integrate learning that was inclusive for its studentsI was pursuing at the university in the added an important layer of understanding and meaning to my work, and really helped me feel like I was on the right career track.”

During Siner’s third and final year at UMass Boston, she was introduced to William Kiernan, now dean of SGISD. When they met, Kiernan was developing the School for Global Inclusion and Social Development and needed assistance with the program, and marketing and recruitment efforts. Since Siner had both a background in marketing and an understanding of the University and the needs of its students, Kiernan offered Siner a graduate assistantship for her last year at UMass Boston.

“[SGISD] seemed to come at a time where it really spoke to me … professionally and personally in terms of my values and … what I wanted to see carried out into my next steps,” Siner said, adding, “I felt very fortuitous that I ran into it when I did because it allowed me to merge my previous skills with a school that was focused on things I had become passionate about and invested in, such as working across populations, and developing a deeper understanding of how we deal with cultural differences, and what each side can learn from one another.

After her graduate assistantship was finished and the school was officially approved, Siner moved to become the school’s first program coordinator.

Being the first program coordinator has brought its challenges, Siner said, such as helping to manage the daily functions of a new venture, in addition to being on top of all of the school’s moving parts, but she views every challenge positively.

“One, I really believe in the school; two, there’s an amazing team and vision for it,” she explained. “Anything like this that’s new … there’s always going to be challenges but I think it’s been the best of the possible situation.”

One of the biggest reasons that Siner is able to stay so positive, she said, is because every person that she works with is just as passionate as herself.

“That creates an interesting and a rewarding work environment,” she said. “And it’s fun seeing some of the things that you’ve been working on come to fruition.

She added it has also been great to work and interact with the students as they enter this new school. “The incoming class of MA and PhD students is a high-caliber group of individuals, with diverse backgrounds and interests,” said Siner, going on to describe the students as coming from countries such as China, Greece, and Saudi Arabia, as well as across the U.S. and from local communities such as Dorchester. “Our upcoming students are passionate and have already accomplished great things, such as volunteering in areas such as Africa, Jamaica, and South Korea, and speak languges such as Serbian, Spanish, Swahili, and more. Their interests range from topics like disability, employment, wounded veterans, and health and wellness, to learning communities, educational access, and gender and sexuality.”

Admissions will open again in Spring 2015 for Master’s students, and in Fall 2014 for PhD students, according to Siner, who said that overall, “I’m really looking forward to the next steps for the school, meeting our incoming classes, and seeing the impact the school and our graduates will have on both local and global communities.” 

For more information about the School contact Siner at Kaitlyn.Siner@umb.edu.

David Hoff of ICI and Laura Owens, Executive Director of APSE, met with a delegation from the Job Coach Network Japan at the 25th annual APSE conference in Long Beach. They discussed the common challenges both the United States and Japan face in advancing employment of people with disabilities, and how the US and Japan can partner on learning from each other and addressing those challenges.

David Hoff – Institute for Community Inclusion
Daisuke Sakai – Kashima Yuaikai Social Welfare Group
Juri Shibata – Yokohama Hiyoshi Employment Support Center
Laura Owens – APSE
Hiroshi Ogawa – Otsuma Women’s University
Wakana Chida – Nagayama Mental Clinic
David Hoff of ICI and Laura Owens, Executive Director of APSE, met with a delegation from the Job Coach Network Japan at the 25th annual APSE conference in Long Beach. They discussed the common challenges both the United States and Japan face in advancing employment of people with disabilities, and how the US and Japan can partner on learning from each other and addressing those challenges.
David Hoff – Institute for Community Inclusion
Daisuke Sakai – Kashima Yuaikai Social Welfare Group
Juri Shibata – Yokohama Hiyoshi Employment Support Center
Laura Owens – APSE
Hiroshi Ogawa – Otsuma Women’s University
Wakana Chida – Nagayama Mental Clinic

ICI Staff Help National Conference Prioritize Inclusion

by Anya Weber

ICI staffers Paula Sotnik and Jason Wheeler recently worked at the National Conference on Volunteering and Service (NCVS) in Atlanta, Georgia. The conference is run by the volunteer organization Points of Light. For the last eight years, the ICI has helped NCVS ensure that this event is inclusive, accessible, and welcoming to all.

NCVS is the largest meeting of service leaders from all walks of life, sectors, races, religions, and political persuasions. These people all unite at this annual event, which focuses on all aspects of the international volunteer service movement.

Wheeler and Sotnik coordinate the Inclusive Events project at the ICI. Inclusive Events supports event planners to make sure that their conferences, presentations, and other happenings are fully accessible and enjoyable for people of all abilities.

This year at NCVS, the ICI staffers conducted pre-event planning, helped with on-site production, and coordinated a post-event follow-up session about access and accommodations for the conference.


Kennedy Institute Trains ICI Staff on Legislative Process

by Anya Weber

On May 13, several staff members from the Institute for Community Inclusion (ICI) attended a training at UMass Boston run by the new Edward M. Kennedy Institute for the United States Senate. The training focused on how to develop a computerized simulation (SIM) around legislative policy.

ICI staff in attendance included Julisa Cully, Sheila Fesko, Karen Flippo, Mary Lu Love, and Bob McCulley.

Flippo, a senior technical assistance specialist at the ICI, said of the event, “We had the opportunity to play the role of senators who were either for or against fracking in our respective states and had to advocate, cajole and negotiate based on our political party, constituency, and personal preferences.”

Flippo added, “In a short period of time that was filled with spirited debate, we gained knowledge of the legislative process and the power struggles that occur as a bill becomes a law.”

UMass Boston faculty (including ICI staff) are being encouraged to partner with the Kennedy Institute to develop policy scenarios and conduct research on topics that can be used for similar simulations.

The Kennedy Institute is a new learning center dedicated to educating the public about policy, democracy, and the legislative process. Its main building (not yet open to the public) is located on the UMass Boston campus in Dorchester, MA, adjacent to the John F. Kennedy Presidential Library and Museum.


ICI Launches Innovation Webinar Series

by DeBrittany Mitchell

Staff at the ICI are pleased to announce our upcoming webinar series, Innovation in VR Program Management. These webinars are part of an ongoing series by an ICI project team, the RTAC on Vocational Rehabilitation Program Management.

The RTAC project focuses on program management practices at the state vocational rehabilitation (VR) agency level that improve employment outcomes for people with disabilities.

For more information about the RTAC, visit the ExploreVR website. ExploreVR provides easy and convenient access to a range of data and analyses pertaining to the public VR program and its role within the larger employment and disability service system.

This webinar series will run from July 10 through October 21. It’s a great opportunity to learn about effective practices from the VR field and to explore innovations that are making a difference in VR program management.

These webinars are free and open to the public. Visit www.explorevr.org to learn more and to register!


ICI Staff Delivering Trainings in Saudi Arabia
By Quinn Barbour

ICI’s Sheila Fesko and Karen Flippo recently traveled to Saudi Arabia to conduct a training for 50 employees of the Human Resource Development Fund.

The training is a part of Ministry of Labor effort called Tawafuq to increase employment for people with disabilities and to ingrate services into the overall workforce development for the kingdom. 

While there, they also attended the launch of quaderoon, an employment network in Saudi Arabia. After the launch, Fesko and Flippo conducted a training of 23 human resource personnel who represent companies within the quaderoon network. 


Two Simple Rules for Linking and Attribution

by Anya Weber

This is part 3 in our series about disability-related sessions at the annual convention of the American Copy Editors Society. You can read part 1 here and read part 2 here.

Here are two tips I picked up at the conference about how to link to external content. These came from an excellent session called Linking, Attribution, and Plagiarism, run by Karen Martwick of Travel Portland.

1. Never say “click here.” Readers recognize that text that is underlined and in blue is a live link to another website. So it’s never necessary, and sounds awkward, to say “click here.”

From an accessibility perspective, making the words “click here” a link is also a bad idea. That’s because screen readers (used by people with vision loss) will read aloud the text of a live link. So the reader will just hear “click here,” but will not have context for where that link will take them.

Here’s an example. Let’s say you’re posting your college’s new list of spring courses online. 

Don’t do this: Click here to see our spring course list.

Do this: View our spring course list.

2. Use Creative Commons-licensed photos only. It’s tempting to grab photos off the web and re-post them on your site, with attribution: “Photo by Geri Kwon, courtesy of cnn.com.” But this gets into a legal gray area: fair use. It can open your organization up to legal action.

A safer alternative is to use photos that are available online under a Creative Commons license. Creative Commons is a license that photographers can apply to their work, allowing it to be shared freely (or with certain restrictions). Usually this includes a requirement to credit the photographer and link back to the site where you found their photo.

One excellent source for Creative Commons-licensed photos is flickr.com. Their Advanced Search function lets you look for photos and video with a Creative Commons license. You have to set up a free Yahoo account in order to use Flickr, but it’s worth it to have access to this treasure trove of photos.


ICI Staffer Wins Award from MA APSE

by Anya Weber

Jill Eastman, an employment specialist at the Institute for Community Inclusion (ICI), recently received the Job Developer of the Year award from Massachusetts APSE.

APSE is a national organization that supports people with disabilities to find competitive jobs in their communities. Massachusetts APSE is the statewide branch of this organization.

Eastman has been at the ICI for over 13 years. She works one-on-one with people with disabilities to help them find jobs that fit their skills and interests. Eastman also builds strong relationships with employers, so that she can match job seekers with businesses that need their talents.

Eastman’s supervisor is Lara Enein-Donovan, the program coordinator for the employment services team. In her letter nominating Eastman for the award, Enein-Donovan wrote:

“She targets businesses based on the needs of the job seeker, not just on the contacts she already has. Employers and individuals all state that Jill is professional, reliable and easy to work with. Jill has excellent communication skills and is able to adjust her style to meet the needs of job seekers and employers.”

Eastman says, “I couldn’t have achieved this without my team. We’re small, but we’re really tight. Everyone’s flexible and cooperative.”

This year, the employment services team consists of coordinator Enein-Donovan, two full-time employment specialists (including Eastman), two part-time job coaches, and two part-time graduate assistants.

When she heard she was receiving this award, Eastman was surprised and touched. “I’m humbled by it, I’m honored by it—but honestly, the most important thing to me is the work we do every day, providing quality services.”

Eastman has a master’s in clinical psychology and is a Certified Employment Support Professional.