Expanding horizons: a model academic and vocational training program for out-of-school youth with disabilities - Program for Out-of-School Youth with Disabilities

Journal of Rehabilitation, April-June, 2002 by Gail Schoen Lemaire, Kali Mallik, Bryan G. Stoll

Goal Setting

After determining diagnostic status, psychosocial and environmental factors, and job seeking/keeping skills, Expanding Horizons arranged an individual meeting with each participant to discuss academic and vocational interests and to assess individual strengths, needs, and preferences. Data from these assessments was used to develop goals and objectives for the participant's Individual Service Plan (ISP). The ISP served both as a contract between the participant and the Program and as a plan for intervention to assist the participant to successfully achieve his or her desired goals. Components of the ISP include goals, objectives, and methods to achieve established goals, the person responsible for goal attainment, the frequency of goal monitoring, and a timeline for meeting goals and objectives. Each goal is broken down into objectives that must be accomplished to assist the participant in reaching the overall goal. Each objective has an individual assigned to it and designates the steps that need to be taken to achieve that objective. For example, the goal for "securing a driver's license", might have as an objective "register for driver's education class" and the person responsible designated as the participant. If, for example, the objective is "to obtain a driver's rule booklet," the Program coordinator might be the responsible party.

Results

Academic Progress

All 17 participants were assessed and three qualified for the GED program. One of the three participants completed home study with Alliance assistance and the other two attended GED classes for three months. All three completed their GED test and received their Maryland State Diploma. The other 14 students were placed in Adult Basic Education classes to improve their skills. Of the 14, all but 2 made academic improvements, with 6 of the 14 advancing to the GED class approximately 6 months after entrance into the program. Two students enrolled for part-time fall classes at a community college.

Vocational Progress

Most participants attended the vocational classes (see Table 1). In two situations, when class times conflicted with student work schedules, class content was provided on a 1 to 1 basis. The mean pre-test score for the "Job Search System" was 72% and the post-test mean score was 93%, demonstrating an increase of 21% following instruction. The mean pre-test score for "Success Express" was 79% and the mean for the post-test was 94%, an increase of 15% following participation in the "Success Express" component of the program.

Psychosocial and Environmental Barriers and Resources

Family support was a problem for the majority of participants. Of the 17 participants, only three had two parents involved in their daily life. Even those parents who were interested in their child's success were limited in their time, knowledge, and resources to independently assist their adolescent. Case management services assisted participants to meet their goals and helped both participants and parents recognize the Program's importance in helping participants achieve success.