WIOA Core and Required Partner Training

• Order of Selection
• What Partners Can Expect
• Referral Process
• Disability Etiquette
• Follow-up and Feedback

• Referenced in the video
• Posted on our website
• Addresses client understanding of the process

• Information and Referral Sheet provided to the individual
• Discovery Booklet*

Want to ensure partners are not pre-screening candidates.

Client Centered Approach

• Use motivational interviewing to assist individuals identify and reach their goals
• Belief that everyone is ready for something
• High expectations

Collaborative Partnerships

• Shared vision
• Evaluate, refine

Set of guidelines dealing specifically with how to approach people with disabilities.

• Examine your own attitudes and beliefs about interacting with people with disabilities.

Ask Before You Help

Just because someone has a disability, don’t assume he or she needs help. If the setting is accessible, people with disabilities can usually get around fine. Adults with disabilities want to be treated as independent people. Offer assistance only if the person appears to need it. And if they want help, ask how before you act.

Source: ada.osu.edu

Use "Person" First Language

Say “person with a disability” rather than “disabled person.” Say “people with disabilities” rather than “the disabled.” For specific disabilities, saying “person with Tourette Syndrome” or “person who has cerebral palsy” is usually a safe bet. Still, individuals do have their own preferences. If you are not sure what words to use, ask.

Source: ada.osu.edu

Correct

• People with disabilities
• Student with autism
• Child with down syndrome
• He/she has a learning disability
• He/she is nonverbal
• Person who is deaf

Incorrect

• He/she is disabled
• Autistic student
• Down Syndrome child
• He/she is learning disabled
• The nonverbal boy/girl
• Deaf person

Source: http://www.superheroesinsped.com/

Avoid outdated terms like “handicapped” or “crippled.” Be aware that many people with disabilities dislike jargon, euphemistic terms like “physically challenged” and “differently abled.”

Source: ada.osu.edu

Speak Directly

Always speak directly to the person with a disability, not to his or her companion, aide or sign-language interpreter. Making small talk with a person who has a disability is great; just talk to him or her as you would with anyone else.

Source: ada.osu.edu

Respect Personal Space

Pushing or touching a person’s wheelchair or other mobility device is a part of his/her personal space.

• Ask if assistance is needed.
• Wait for instructions on how to help before grabbing onto someone’s mobility device.

Source: ada.osu.edu

• People over the age of 18 are adults. Never kids, kiddos, or "the kids"
• Use proactive strategies and positive reinforcement
• Honest transparent feedback
• Respect your own boundaries and the boundaries of others

Some Reminders

Mandates that all electronic and information technology developed, procured, maintained, or used by the federal government be accessible to people with disabilities.

Prohibits the exclusion of an individual from participation in, denial of the benefits of, discrimination in, or denial of employment in the administration of or in connection with, any programs and activities funded or otherwise financially assisted in whole or in part under Title I of WIOA because of race, color, religion, sex, national origin, age, disability, or political affiliation or belief, or for beneficiaries, applicants, and participants only, on the basis of citizenship status, or participation in a program or activity that receives financial assistance under Title I of WIOA.

• Nebraska's Unified State Plan
• Fact Sheet (English) and Fact Sheet (Spanish)
• Policy and Checklist
• WIOA Partners Map
• Workforce GPS
• Nebraska VR's Pathway to Employment Video Series

Core Partners

• the Adult Program (Title I of WIOA),
• the Dislocated Worker Program (Title I),
• the Youth Program (Title I),
• the Adult Education and Literacy Program (Title II),
• the Wagner-Peyser Act Program (Wagner-Peyser Act, as amended by title III), and
• the Vocational Rehabilitation Program (Title I of the Rehabilitation Act of 1973, as amended by Title IV).

Required Partners

• Career and technical education programs authorized under the Carl D. Perkins Career and Technical Education Act of 2006 (20 U.S.C. 2301 et seq.)
• Temporary Assistance for Needy Families Program (42 U.S.C. 601 et seq.)
• Employment and Training Programs under the Supplemental Nutrition Assistance Program (Programs authorized under section 6(d)(4) of the Food and Nutrition Act of 2008 (7 U.S.C. 2015(d)(4)))
• Work programs authorized under section 6(o) of the Food and Nutrition Act of 2008 (7 U.S.C. 2015(o))
• Trade Adjustment Assistance for Workers Programs (Activities authorized under chapter 2 of Title II of the Trade Act of 1974 (19 U.S.C. 2271 et seq.))
• Jobs for Veterans State Grants Program (Programs authorized under 38, U.S.C. 4100 et. seq.)
• Unemployment Insurance Programs (Programs authorized under State unemployment compensation laws in accordance with applicable Federal law)
• Senior Community Service Employment Program (Programs authorized under Title V of the Older Americans Act of 1965 (42 U.S.C. 3056 et seq.))
• Employment and training activities carried out by the Department of Housing and Urban Development
• Community Services Block Grant Program (Employment and training activities carried out under the Community Services Block Grant Act (42 U.S.C. 9901 et seq.))*
• Reintegration of Ex-Offenders Program (Programs authorized under section 212 of the Second Chance Act of 2007 (42 U.S.C. 17532))