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Course 01

Meeting the Pre-ETS Needs of Youth with Disabilities

Module 1.1: Guideposts to Success in Employment for Youth with Disabilities

Upon completion of this module, participants will be able to:

  • Explain the genesis and necessity of Pre-ETS
  • Explain their role in WIOA's call to action
  • List 3 laws designed to improve the quality of life for people with disabilities
  • Recall three salient statistics regarding people with disabilities relative to education and employment
  • List 4 barriers to success for youth with disabilities
  • List and explain the 5 Guideposts to Success

Module 1.2: Pre-Employment Transition Services: An Overview

Upon completion of this module, learners will be able to describe:

  • Each Pre-Employment Transition Service (Pre-ETS) and their intents.
  • Evidence-based research which supports the effectiveness of each service.
  • Key roles played by VR professionals in the provision of Pre-ETS

Module 1.3: Tailoring Pre-ETS to Student Needs

Upon completion of this module, participants will be able to:

  • Identify the difference between disability, functional limitations, impediments to employment, and accommodations.
  • Access online resources to gather necessary information regarding Career Exploration, Disability Information, and Disability History and Culture
  • Facilitate key engagements with youth to help them understand and explain their disabilities, make informed decisions about their careers, and request necessary accommodations

Case Study: Ethan’s Story

Upon completion of this module, participants will be able to:

  • Identify key engagement points and related activities in Pre-ETS:
  • Helping students gather information and make informed decisions
  • Helping students develop self-advocacy skills
  • Helping students address disability disclosure and accommodations
  • Preparing students for training, informational interview preparation, and counseling on post-secondary educational options

© 2023 - Accessible Innovative & Relevant Training for VR Counselors.

This project is funded through a grant award from the US Rehabilitation Services Administration in Innovative Training (H263C190013). It was awarded to the WEST VIRGINIA UNIVERSITY RESEARCH CORPORATION, the faculty of the West Virginia University Department of Counseling and Learning Sciences, Clinical Rehabilitation and Mental Health Counseling program; Reed College of Media; the University of West Georgia; and UWGLive. All materials are products of the grantee and do not necessarily reflect the position or policy of the US Department of Education and no official endorsement should be inferred.