National Apprenticeship Week 2024: Celebrating a Decade of Advances in Inclusive Policy

By Mary Greenfield

National Apprenticeship Week is November 17–23, and there’s no better time to highlight the value of registered apprenticeship programs (RAPs) as a proven pathway to employment for youth and young adults. With historic levels of federal investment in high-demand industries such as manufacturing, construction and clean energy, these good jobs require a pipeline of trained talent that RAPs can help fill.

Fortunately, federal and state governments have been prioritizing the advancement of RAPs, creating policies and directing funding over the past decade to increase access to these paid, on-the-job learning opportunities. Policy work has also focused specifically on improving access for underserved and marginalized groups, such as youth with disabilities.

Below, the Center for Advancing Policy on Employment for Youth (CAPE-Youth) notes some of the major milestones in the advancement of RAPs over the past 10 years, along with resources about apprenticeship for employers, apprentices and workforce system providers.

2014

Passage of the Workforce Innovation and Opportunity Act (WIOA). Passed in July of 2014, WIOA provides states with funds to strengthen workforce development programs. Title 1B of WIOA allots formula funding to local workforce boards to cover training and related instruction costs for apprenticeships as well as costs associated with supportive services (e.g., transportation, clothes, books, etc.). Reducing these barriers allows more people to access RAP opportunities and a pathway to financial freedom. For more information, check out the Federal Resources Playbook for Registered Apprenticeship.

2016

Modernization of the Equal Employment Opportunity (EEO) Regulations for the National Apprenticeship Act (or Fitzgerald Act, first enacted in 1937). The updated EEO regulations prohibit discrimination against apprentices and applicants based on race, color, age, religion, national origin, sex, sexual orientation, genetic information or disability and establish affirmative action requirements for apprenticeship sponsors. Shortly after the update to the EEO regulations, the U.S. Department of Labor (DOL) introduced the Voluntary Disability Disclosure Form 671 Section II, Part A, which allows apprentices and applicants with disabilities to self-identify without risk of penalty and helps sponsors better identify and report the number of apprentices who identify as disabled.

2018–20

DOL funds the Apprenticeship Inclusion Models (AIM) demonstration projects. The AIM projects explore approaches to make RAPs more accessible to youth and adults with disabilities. The resources published from these projects continue to guide states on best practices for successfully recruiting and retaining apprentices with disabilities.  

2019

Implementation of the 7%  “aspirational goal” adopted in the EEO Regulations begins for covered sponsors. The goal sets a benchmark that 7% of sponsors’ apprenticeship workforces consist of qualified individuals with disabilities.

2020

DOL’s Office of Disability Employment Policy launches the Partnership on Inclusive Apprenticeship to help employers and apprenticeship intermediaries design inclusive apprenticeship programming in the emerging fields of clean energy, health care, and more. PIA also provides resources that help influence the adoption of inclusive apprenticeship approaches and best practices across the nation.

Today, 80% of states report providing funding to apprenticeship sponsors to increase both employer participation in apprenticeship and the number of apprentices. Of the 37 states that have incentives encouraging apprenticeship—through either tuition support or tax credits—more than half include explicit benefits for hiring youth apprentices or people with disabilities. For more on how incentives can support adoption of inclusive apprenticeships, check out this report from the Urban Institute.

As of September 2024, more than 40 states also have pre-apprenticeships that serve young people (ages 16–24). The DOL-funded initiative YouthBuild, which operates in 40 states, has proved successful in promoting access to pre-apprenticeship, hosting 280 programs that have served more than 200,000 youth to date. Proposed amendments to the National Apprenticeship Act if passed, would reprioritize pre-apprenticeships as a useful pathway to recruit more young people from underrepresented populations into RAPs. For more on how states can strengthen pre-apprenticeships for people with disabilities, check out this AIM report.

Over the last decade, apprenticeship has led to good jobs and changed lives. If enacted, current proposed amendments to the National Apprenticeship Act would shape hiring standards to guarantee diversity to RAPs and continue to expand access underrepresented groups of young people have to pursue apprenticeships. As we progress into the next decade, we must continue to safeguard the participation of young people from all backgrounds, with or without disabilities, in apprenticeship.

To find out how you can collaborate with your state to increase apprenticeship opportunities for youth and young adults, submit a free request for technical assistance on the CAPE-Youth website. To stay up to date on CAPE-Youth’s inclusive apprenticeship work, follow us on X, Facebook and LinkedIn.

Breaking Barriers: Promoting Inclusive Work-Based Learning and Good Jobs in Massachusetts

By Abeer Sikder, JD

October is National Disability Employment Awareness Month (NDEAM), an annual celebration of the contributions of America’s workers with disabilities. In honor of this year’s theme, “Access to Good Jobs for All,” the Office of Disability Employment Policy’s Center for Advancing Policy on Employment for Youth (CAPE-Youth) is highlighting an innovative Massachusetts Commission for the Blind (MCB) program that provides youth and young adults with disabilities (Y&YAD) access to high-quality employment experiences.

In 2003, MCB Commissioner John Oliveira, the organization’s Director of Staff Development at that time, piloted MCB’s Summer Internship Program for two college students to respond to a pressing need. “We observed many of our consumers graduate from high school and college with little to no work experience, which was impacting their job readiness,” he says.

The pilot grew into a statewide Summer Internship Program, which provides competitive work-based learning (WBL) opportunities aimed at developing real-world skill sets for young adults who are blind or have low vision. Today, MCB facilitates in-state and out-of-state internships, both in-person and virtual, for not only high school seniors and college students, but also adult job seekers reentering the workforce.

Since the Summer Internship Program’s inception, MCB has:

Employer Engagement

Inclusive internship programs offer Y&YAD opportunities to evaluate different careers while providing employers with new prospective candidates. Through its Summer Internship Program, MCB places interns in various fields, including government, human services, computer science, and education. Employer partners include National Braille Press, the Secretary of the Commonwealth of Massachusetts, and Bay Cove Human Services.

To start, MCB counselors pair interns with employers and mentors who guide them during job searches. Counselors also help participants explore career opportunities, which have included job shadowing attorneys, working at radio stations, attending space camps, or hiking the Grand Canyon as part of their leadership development programming.

MCB also collaborates with employers to increase participant success. For example, MCB’s sensitivity training helps employers and mentors understand how to support interns. The training focuses on disability inclusion standards for all staff and specific training for supervisors. MCB also works with workplace information technology teams to integrate assistive technology.

Support Services

Research shows that support services foster successful WBL experiences for Y&YAD, so MCB offers interns a variety of them. One example is orientation and mobility training, which helps participants improve their confidence in new environments, manage their disability in the workplace, and internalize key skill sets.

During their internships, students continue to receive support from MCB and access to its vocational rehabilitation services. MCB also provides a $1,000 stipend to interns not paid by their employer to help cover transportation, clothes, and meals.

MCB provides additional opportunities for interns to engage in empowerment and mentorship, including:

  • A youth council that helps develop self-advocacy skills with a community of peers.
  • “Blind-to-blind” mentorships that connect interns to experienced professionals who are blind or have low vision. Mentors guide interns in navigating office politics, career outcomes, and more.

Soft Skills

Teaching soft skills to Y&YAD can promote self-confidence, maintain employment, and increase job satisfaction. Reflecting this, MCB provides soft skills training to participants before and during their internships to help them succeed and prepare for their next move.

“This training helps interns get those intangibles right … with interpersonal skills development to encourage emotional intelligence,” says MCB Director of Programs and Services and former intern Joe Buizon.

This includes training on job searches, networking, and interviews. A unique aspect of MCB’s soft skills training is helping interns figure out how to disclose their disability to employers.

Over the last few years, MCB translated its soft skills training into a virtual format. Oliveira says telework has made reasonable accommodations “mainstream” to help avoid travel-related issues. MCB offers virtual, in-person, and hybrid options based on an individual’s preference for orientation, training, and placement.

A Model for Good Jobs in Massachusetts and Beyond

WBL experiences such as MCB’s Summer Internship Program play a significant role in helping Y&YAD engage with employers, seek support services, and gain soft skills to access good jobs.

“MCB’s internship program is a national model that’s being utilized throughout the entire country with different vocational rehabilitation agencies,” Buizon says. “The program has been discussed at National Council of State Agencies for the Blind meetings. Throughout its development … we ensured other agencies were informed about the program’s progress.”

On that front, MCB’s Summer Internship Program also supports developed by the U.S. Departments of Commerce and Labor Good Jobs Principles:

  1. Paying interns through an employer or a stipend that covers associated costs of internships.
  2. Offering extensive wraparound supports that connect interns to individuals who are legally blind or visually impaired to boost interns’ confidence in the workplace.
  3. Building a foundation for success by focusing on long-term employability, soft skills, and diverse career exploration.

Buizon also emphasizes that most interns are enrolled in Pre-Employment Transition Services, which vocational rehabilitation agencies and schools are required to provide under the Workforce Innovation and Opportunity Act. Due to its success, MCB’s Summer Internship Program can serve as an example for other states to meet this requirement through meaningful WBL opportunities that increase access to good jobs for all .


Lessons from Iowa: What States Can Learn About Collaboration from Workforce Development Professionals

By Abeer Sikder, JD, and David Barch, CWDP

When the National Association of Workforce Development Professionals (NAWDP) honored Miranda Swafford as a Workforce Hero in 2023, it was not just a recognition of her work as a workforce development professional but also a celebration of the power of collaboration to transform lives. For NAWDP, forging partnerships and collaborations among industry organizations is central to success.

Swafford has dedicated her career to building connections and fostering inclusion and now serves as executive director of the Mississippi Valley Workforce Development Board (MVWDB) in West Burlington, Iowa. Like Swafford, workforce development professionals across the country function as community partners who unite government, industry, educators, job seekers, and others to create opportunities and improve regional economies.

During Workforce Development Month in September, The Center for Advancing Policy on Employment for Youth is spotlighting Swafford and the innovations of workforce development professionals. State policymakers looking to enhance youth service delivery and workforce systems may glean lessons from these professionals in connecting diverse partners to boost employment for future generations, including youth and young adults with disabilities (Y&YAD).

A multicolored graphic titled “Workforce Collaboration in Iowa’s Mississippi Valley” in large text. At the top, there is a dark yellow box titled, “Mississippi Valley Workforce Development Board (MVWDB),” with the following in dark blue text: “The MVWDB collaborates with Iowa Workforce Development (a state agency) through regular partnership meetings, ongoing staff training in disability awareness, and resource sharing. As part of the American Job Centers (AJC) network, the local IowaWORKS offices located throughout the state serve job seekers and businesses with workforce needs. Under this sentence in a connected lite yellow section of the box, it says the following in dark blue text: “The U.S. Department of Labor coordinates 2,300 AJCs nationwide to provide a full range of assistance to job seekers, employees, and employers.” Below the large yellow box are three blue boxes connected by arrows in a triangle formation. In each blue box there is dark blue text against a light blue background. The top box is titled “Iowa Workforce Development” in white text. It says, “Iowa Workforce Development incudes a Vocational Rehabilitation (VR) Services division that helps Iowans with disabilities find successful employment.” The bottom left box is titled “Accelerate Iowa” in white text. It says, “One of the MVWDB’s most successful initiatives is Accelerate Iowa, a program that helps young and young adults (16-24) prepare for success in their chosen career.” The bottom right box is titled “Transition Alliance Program (TAP),” in white text. It says, “VR partners with schools to maintain the TAP, which provides year round services to youth and young adults with disabilities.” In the middle of the triangle (formed by the three blue boxes) is a blue star with yellow text titled “GOAL” Under the title in large yellow text, it says, “Youth Successful Transition to the Workforce.”

Becoming a Workforce Hero

Swafford’s personal and professional experiences profoundly shaped her career.

“I encountered obstacles and discrimination that individuals with disabilities often face in accessing equitable opportunities,” says Swafford, who has been blind since birth.

Swafford has worked as an instructor, direct support professional, and chapter president of the National Federation for the Blind of Iowa. These experiences inspired her to support marginalized communities through workforce development.

Now, at the MVWDB, she collaborates with local, state, and federal policymakers to implement programs that empower all members of her community—including Y&YAD—to achieve their full potential. For example, the MVWDB coordinates with Iowa Workforce Development and American Job Centers (AJC), with regular partnership meetings, ongoing staff training in disability awareness, and resource sharing.

“We prioritize accessibility across all our services through our comprehensive accessibility plan, offering a ‘no wrong door’ approach,” Swafford says.

The MVWDB accessibility plan includes:

    • Regular training on reasonable accommodations.

    • Updated resource guides on assistive technology.

    • Corrective action plans for accessibility concerns.

Promoting Disability Access

The Iowa State Workforce Development Board created a State Disability Access Committee to promote competitive integrated employment for people with disabilities and to continuously improve Iowa’s one-stop delivery system of services for job seekers. Iowa also requires local workforce development boards to maintain their own Local Disability Access Committees.

The MVWDB’s Disability Access Committee board includes members like Swafford, AJC staff, and members of community-based organizations. The committee prioritizes:

    • Connecting employers with training and resources for workplace accommodations and inclusive hiring.

    • Conducting outreach to engage individuals with disabilities in the workforce system.

    • Educating employers about the benefits of hiring Y&YAD.

The committee also promotes financial incentives for inclusive hiring, such as:

    • The Work Opportunity Tax Credit, which offers a federal income tax credit to encourage employers to hire individuals from underrepresented groups, including people with disabilities and youth ages 16–17.

Accelerating Transitions for Youth

Swafford’s work with vocational rehabilitation (VR) and schools to advance workforce development includes outreach geared toward Y&YAD that encourages co-enrollment with VR. This collaboration between school districts and VR cultivates various initiatives, such as the Transition Alliance Program (TAP), which provides year-round services to Y&YAD by:

    • Working with educators, employers, and policymakers to help participants develop job-seeking and job-keeping skills.

    • Supporting participants with housing, transportation, and medical matters.

    • Teaching participants independent living skills.

Swafford says the MVWDB collaborates closely with VR to deliver tailored services to schools. The MVWDB presents services in dedicated classes for students with disabilities, participates in transition fairs for graduating students, and conducts informational sessions on Accelerate Iowa, a program funded by the U.S. Department of Labor’s Employment and Training Administration.

Broadly speaking, Accelerate Iowa supports marginalized youth ages 16–24 years old by:

    • Helping them identify desired career pathways.

    • Offering education and training for career success.

    • Assigning career navigators who build one-on-one relationships with both in-school and out-of-school youth to explore opportunities.

Accelerate Iowa also includes work-based learning (WBL), such as job shadowing and internships with local employers. WBL designed specifically for Y&YAD spans many industries, including manufacturing, construction, technology, transportation, and welding. WBL participants are employed—they earn wages and are eligible for workers’ compensation and liability insurance. Accelerate Iowa reimburses employers 50–75 percent of wages for up to 1,040 work hours during training and can pay youth for completing on-the-job training.

To further empower Y&YAD, Accelerate Iowa’s workplace readiness and life skills programs provide training in financial literacy and leadership development. Participants also have opportunities for mock interviews, resume reviews, labor market education, and virtual reality training.

In March 2024, the MVWDB hosted an event at Mount Pleasant High School in Mount Pleasant, Iowa, spotlighting careers in health care and skilled trades. Students were able to explore these career paths using virtual reality headsets.

“To ensure inclusivity, we collaborated closely with the TAP coordinator to prioritize slots for students with disabilities,” says Swafford. “Additionally, we distributed information … detailing career pathways, potential salaries, training options, and local opportunities.”

Conclusion and Best Practices

Swafford’s achievements in Iowa highlight the vast potential of inclusive and partner-driven workforce development practices. She offers the following guidance for policymakers in other states seeking to foster meaningful collaboration:

    1. Embody effective leadership to “generate positive change and cultivate a more equitable and prosperous future for our communities.”
    2. Execute a “vision of a workforce system that values the contributions of every individual, irrespective of their background or disability status.” 
    3. Establish diverse partnerships to meet the needs of business, industry, and job seekers, making sure marginalized communities are included.

Lessons from Ohio: How State Agency Apprenticeships Can Serve Young Adults with Disabilities  

By Aidan Harty and Mary Greenfield 

In 2019, Governor Mike DeWine of Ohio passed Executive Order 2019-03D, which designated the state as a “model employer” of people with disabilities. Inspired by the executive order, the state’s vocational rehabilitation agency, Opportunities for Ohioans with Disabilities (OOD), launched the Ohio Vocational Apprentice Program (OVAP). OVAP provides people with disabilities, including youth and young adults with disabilities (Y&YAD), valuable on-the-job work experience through paid apprenticeships with state agencies.

During this inaugural Youth Apprenticeship Week, May 5–11, 2024, the Office of Disability Employment Policy (ODEP)-funded Center for Advancing Policy on Employment for Youth (CAPE-Youth) highlights the ways states like Ohio have successfully leveraged apprenticeship programs to create sustainable career pipelines for young people.

Apprenticeship and pre-apprenticeship programs provide important opportunities for Y&YAD to explore career paths of interest while earning a competitive wage. In Ohio, OVAP apprentices are paid a minimum of $16.50 per hour, funded through OOD, for approximately 25 hours of work per week at a maximum of 1,000 hours throughout their apprenticeship. To date, the program has placed 80 Ohioans with disabilities in apprenticeships across 29 state agencies in career pathways such as customer service, human resources, information technology, finance, graphic design, mail processing, food service, and office professional services.              

To help policymakers better understand Ohio’s success, CAPE-Youth recently spoke with Jon Hackathorn, the administrator of the OOD program, about the program’s origins and the factors that have led to its continued success.

Support from the Top

Although it did not directly create OVAP, Hackathorn credits Governor DeWine’s 2019 executive order as the inspiration for the program and a continuing impetus for state agencies to foster inclusivity. “Ohio Governor DeWine is a strong supporter of the program,” says Hackathorn, adding that OOD Director Kevin L. Miller sits on the Governor’s cabinet and keeps the program in front of state leadership. 

“It has to begin with the leadership of the state,” Hackathorn says. “Executive Order 2019-03D is something that is leading all of these agencies to be inclusive of individuals with disabilities and [to be] a model employer.”

Working Together

Collaboration is another feature crucial to the program’s success. OOD partners with the Department of Administrative Services and other state agencies to provide diverse opportunities to OVAP participants. Hackathorn meets at least once a month with state talent acquisition staff to share emerging opportunities as agency vacancies become available. Through these efforts, the program has expanded to include apprenticeship opportunities with the Ohio General Assembly and statewide elected officials. 

Read the State Exchange on Employment & Disability (SEED) article highlighting how OVAP’s collaboration efforts contribute to the program’s success.  

Positive Reviews

Apprentices’ positive work experiences in state agencies are yet another factor in OVAP’s success. “[T]he program provides individuals with opportunities to improve their skills on the job, and that has been very, very important,” Hackathorn says. As apprentices gain valuable skills, such as task management and requesting accommodations, they often grow in confidence, competence, and contentment.

Hackathorn notes that 30 people who finished the program are currently employed in positions that match their apprenticeship, either in the public or private sector. These individuals are now earning an average of nearly $20 per hour. “We had several people who have utilized our apprenticeship program chime in to endorse it,” Hackathorn says.

Over time, successful program outcomes and apprentices’ positive experiences have prompted state agencies to adopt the program. Positive word of mouth helps market the program.   

Innovative Thinking

As other states look to OVAP’s model to implement their own apprenticeship programs for young people with disabilities, Hackathorn advises thinking outside the box. He says agencies should understand their business and operational needs broadly and from multiple angles to identify opportunities to serve individuals with disabilities. “Don’t limit positions to only certain areas of the agency,” Hackathorn says. “There can be multiple opportunities within a state structure that agencies can benefit from having an apprentice.”  

The future for OVAP is bright, with staff working to make their 100th apprenticeship placement by 2025. For information about other initiatives in Ohio, check out the OOD website. To stay up to date on other CAPE-Youth publications, follow CAPE-Youth on X @CSG_CAPEYouth and on Facebook at CAPEYouth. To stay up to date on ODEP initiatives follow ODEP on LinkedIn.

Women’s History Month: What States Can Learn from Women Who Advance Diversity, Equity, Inclusion, and Accessibility

By Abeer Sikder, JD and Mary Greenfield

When states implement strategies to promote diversity, equity, inclusion, and accessibility (DEIA)—particularly for women with disabilities who experience additional barriers to employment—they encourage more people to leverage their unique backgrounds to succeed.

This Women’s History Month, we sat down with two exceptional women who champion DEIA every day: Taryn Williams, Assistant Secretary of Labor in the Office of Disability Employment Policy, and Bruny Kenou, a mental health activist and student at George Washington University Medical School. Both women highlighted self-advocacy and mentorship as two powerful tentpoles of support for women in the workplace and offered advice to policymakers for creating accessible futures for everyone.

How Self-Advocacy Grows to Inclusion

Both Williams and Kenou learned to self-advocate as young people, in the context of their own health care. For Williams, it was her mother who encouraged her to ask questions, engage with professionals, and participate in decision-making during her medical appointments. Williams’s mother gave her the confidence to take up space and have her voice be clearly heard.

This early education in self-advocacy translated to a career in advocating for others who often go unrecognized. “I want women with disabilities to know they belong wherever they show up,” Williams says. “You deserve an opportunity to explore your aspirations, to build your skills, to try and be successful in jobs and careers you choose. Whether it be advocating for your accommodations or advocating for … equitable pay, find ways to become your own champion.”

Now, as assistant secretary of labor, Williams’s role is to enable and encourage employers across the United States to foster inclusion, instill equity, and support people with disabilities, including women, to achieve success. “Diversity and inclusion are not something we should have to fight for, but rather something that [should be] a natural and accepted part of our world,” Williams says. “But we’re not there yet.”

As a person who needed mental health care but was reluctant to seek help because of the stigma, Kenou experienced firsthand the lack of support for people facing barriers to care. While she was still an undergraduate in college, Kenou helped found DukeLine, a peer-to-peer mental health support program. She went on to work for the National Institute of Mental Health (NIMH); afterward, she entered medical school to become a physician.

Throughout her career, Kenou found herself fearing the repercussions of seeking mental health care as a job seeker. It was this stigma that motivated her to become a doctor and to cofound Lay Mental Health Advocates (LMHA). “I knew how important this story was to why I wanted to become a physician,” says Kenou, whose organization, LMHA, empowers people in their mental health journey by helping them follow up on appointments and talk to their health care providers about issues like side effects or changes in treatment. “I knew what an asset I would be going in with all these tools that I was able to amass through my healing journey.”

Mentorship and Sponsorship as Best Practice

Mentorship and sponsorship—women helping women—can empower younger workers with disabilities to overcome negative stereotypes about their abilities while elevating DEIA in workplaces.

Kenou notes that mentorship can work both ways, with older generations helping youth and vice versa. In medical school, Kenou benefits from the guidance of an older mentor who has helped her navigate school and even confront stigma around mental health. At the same time, she says, there’s a lot older generations can learn from youth about seeking help, sharing struggles, and embracing inclusion. “We’re so much more open to talking about our struggles and we’re so much more open to being like, ‘I talked to my therapist the other day,’” Kenou says.

While acknowledging that mentors provide essential guidance, especially for underrepresented women, Williams also sees sponsorship as a best practice. “Mentors help reflect back on different experiences,” Williams says, “but sponsors make a difference in addressing those harder barriers keeping us from our employment goals. Sponsorship is really about an individual, often in a senior role, who actively promotes your growth.”
Williams emphasized that mentors encourage women starting out in their careers to think about how to earn raises and promotions, but sponsors have the power to make these things happen and to advance careers.

Although significant job challenges for women with disabilities remain, Kenou says she is inspired by the increasing numbers of women in higher education and in leadership roles. She is especially proud that more and more Black women are earning degrees, and she encourages underrepresented women to find mentors and sponsors who understand their journey. “Lean on your advisors and lean on your mentors … be engaged and have people understand your vision,” Kenou says.

Advice for Policymakers

Williams and Kenou urge policymakers to keep in mind three key considerations that lend tremendous support to women with disabilities:

  1. The Family and Medical Leave Act (FMLA). Being able to take extended time away from work is crucial for recuperating from illness or caring for a loved one, and the FMLA affords this security to eligible employees. “Women with disabilities … oftentimes need to take that time, but they can’t without sacrificing their job,” says Williams. Additionally, Kenou frequently amplifies this message in her work to expand FMLA protections.
  2. Workforce DEIA funding for people with disabilities. Kenou encourages policymakers to increase funding to support DEIA efforts in the workplace. “I would really like to create a pipeline that increases diversity, especially in medicine and making it so that there is less discrimination,” Kenou says, noting that when young people receive care from providers who look like them or whom they are comfortable with, it helps reduce stigma. When leaders help reduce stigma toward disability, young women will have more confidence to request support.
  3. Inclusion of people with disabilities in leadership. Kenou and Williams want to see people with disabilities—especially women and youth of color who understand intersectionality—included in leadership. “[It ensures] that people with disabilities are represented in policymaking and, conversely, [that] the community knows and is a part of policy development,” Williams says. “Society sends us a message that our needs are less important or an afterthought and that we should just be grateful we’re there in the first place. … [We are] making the case to the broader world—including systems comprising people who make polices that affect our outcomes—[that] the world should be inclusive of us.”

Wisconsin’s Braided Funding Efforts

By Enmanuel Gomez Antolinez

While numerous public, private and nonprofit programs and services are available to support the employment of youth and young adults with disabilities (Y&YAD), a lack of coordination between stakeholders can result in service gaps and duplication. Wisconsin used braided funding strategically to increase coordination and alignment between employers, service providers, education sponsors and workforce systems, enhancing Y&YAD services and outcomes. Braided funding is a financing method that uses multiple funding streams to support the total cost of a program or service. It ensures that funding goes where it is most needed, encourages interagency coordination and ensures the appropriate program and administrative costs are properly charged to each separate funding stream. According to the U.S Department of Labor, Office of Disability Employment Policy braided funding can be used to:

  • Support an individual with a disability with the goal of pursuing, gaining, or keeping Competitive Integrated Employment (CIE),
  • Support Pre-Employment Transition Services, and
  • Support post-secondary preparation and transition activities.

The U.S Department of Health and Human Services’ Braiding Federal Funding to Expand Access to Quality Early Care and Education and Early Childhood Supports and Services: A Tool for State and Local Communities discusses this in more detail.

While this tool has an early education focus, the analysis it utilizes is equally applicable  in a transition setting. Specifically, as outlined in the tool, states and local governments may consider implementing the following strategies to support and expand transition services to Y&YAD through braided funding by:

  • Identifying funding streams.
    • Identify what funding sources are available in your state or locality and identify how this funding can be used to achieve specific goals.
  • Developing an inventory of funds known as a fiscal map, directed toward a particular population (e.g., Y&YAD) or service group. A fiscal map can be used to:
    • Recognize duplicative funding streams as well as gaps in funding.
    • Establish methods to use funds more strategically.
  • Identifying eligible populations and comparing funding requirements.
    • For many funding streams, there are rules and restrictions that govern the use of the funds. Therefore, it is important to identify eligible populations and understand the differences in eligibility and reporting requirements among various funding streams available in your state or locality.
  • Building and initiating data-sharing agreements to make it easier for state and local organizations to braid funds.
  • Developing shared goals and a plan for collaboration.
    • Permit local agencies, organizations, task forces, councils or committees to perform coordinated planning and funding functions outside a formal state framework.
    • Use interagency planning groups to coordinate funding for specific objectives.
  • Building state or local programs that use multiple funding streams rather than leaving it to individual provider level to pursue different funding streams.
  • Developing governance structures to support collaboration between agencies and other key players in state or local entities.

Wisconsin is one state that engages in braided funding to support Y&YAD. Wisconsin’s 2020-23 Combined State Workforce Innovation and Opportunity Act (WIOA) Plan prioritizes and directs state agencies to identify opportunities for braided funding to provide effective employment services to individuals with disabilities. Wisconsin’s WIOA Plan also directs cost-sharing to be negotiated among state entities, such as education, vocational rehabilitation (DVR) and local entities such as long-term care and mental health agencies. For example, cost-sharing may be negotiated among DVR, the school district and long-term care or mental health programs when there is an overlap in educational and employment/rehabilitation goals and services. This negotiation increases coordination between the various parties to ensure their specific funds contributed to the program or service are used for their designated purposes.

Similarly, the Wisconsin Departments of Health Services, Workforce Development and Public Instruction developed a comprehensive Transition Action Guide (TAG). This guide outlines a strategic approach to help Wisconsin state and local governments identify overlaps or gaps in service provision in the areas of communication, coordination and service delivery for Y&YAD transitioning from school to work. It lists funding sources and their eligibility requirements so agencies can pursue braided funding opportunities. The resource also discusses cost-sharing agreements among agencies and when these agreements are appropriate.

For more information and state examples of the benefits of braided funding efforts, review CAPE-Youth’s Improving Transition Services for Youth and Young Adults with Disabilities through Braided Funding.

Black History Month: An Interview with Justin Tapp

By: Justin Tapp, Guest Contributor and Abeer Sikder, Policy Analyst

In honor of Black History Month, The Center for Advancing Policy on Employment for Youth (CAPE-Youth) recently discussed intersectionality and disability employment with Justin Tapp, graduate student and disability leader.

Youth and young adults with disabilities (Y&YADs) are a diverse community, in terms of not only disability type, but also race and ethnicity, gender identity, sexual orientation and socioeconomic status. While Y&YADs face barriers to education, training and employment, those who have intersectional identities may face additional challenges. For example, the jobless rate for Black Americans with disabilities (15.1 percent) in 2021 was higher than the rates for other racial minority groups. Yet Black Y&YADs and other Y&YADs with overlapping identities can also leverage their unique perspectives, strengths and support systems to address these challenges and promote greater inclusion in the workforce, across multiple factors.

Justin Tapp, who was born with Klippel-Feil syndrome and scoliosis, is an individual doing just that. Justin identifies as African American, LGBTQ+ and disabled. He earned a bachelor’s degree in disability studies and political science from the University of Toledo and is currently working toward a master’s degree in science in social administration from Case Western Reserve University. Previously, Justin was a 2019 Policy Fellow at RespectAbility and worked as a Learning Disability Specialist in higher education before taking on his current role at a community health organization.

Recently, Justin discussed his experiences in disability studies, self-advocacy and networking, as well as his thoughts on effective policy for supporting the success of future generations of diverse Y&YADs.

Continue reading “Black History Month: An Interview with Justin Tapp”

Disability Mentoring: Benefits for Youth with Intersecting Identities

By: Luke Byram

January is National Mentoring Month. While mentoring relationships benefit all youth, they may have a particularly positive impact on youth who face barriers to education and employment—such as youth with disabilities and especially those who may have intersecting identities.

According to the U.S. Department of Labor’s Office of Disability Employment Policy (ODEP), disability mentoring occurs when a person with a disability provides advice and support to another person, usually someone with a similar disability. Mentoring can be short-term in nature, such as a single-day job shadowing opportunity or career exploration experience, which could occur on National Job Shadow Day on February 2, 2023 or on National Mentoring Day on October 27, 2023. Mentoring could also reflect a more robust ongoing relationship between a mentor and youth with regularly scheduled meetings focused on supporting the youth in planning and achieving their goals. The relationship often focuses on a specific task, such as living independently, recovering from a traumatic event, obtaining employment or transitioning into the workforce. The mentor serves as a role model and provides information and guidance specific to the mentee’s experiences and identified needs.

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CAPE-Youth Launches Long COVID Web Page

By Katherine Emerson

Current estimates show that 7.7 to 23 million people in the U.S. have experienced Long COVID or its associated conditions. The CDC defines Long COVID as anyone experiencing ongoing, long-term conditions as a result of having been infected with the COVID-19 virus. Long COVID symptoms can last weeks, months or even years. Furthermore, the symptoms of Long COVID can qualify someone as an individual with a disability under the Americans with Disabilities Act (ADA) if these symptoms substantially limit one or more major life activities, including employment and education. Youth and young adults with a Long COVID disability may need assistance understanding their disability, understanding their employment and education rights, and navigating systems of support.  

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Celebrating Disability Employment as a Key Component of a Diverse and Equitable Workforce

By Dominique DiSpirito and Abeer Sikder

Each October, National Disability Employment Awareness Month (NDEAM) celebrates the contributions workers with disabilities make to building a vibrant, resilient workforce. The U.S. Department of Labor’s Office of Disability Employment Policy (ODEP) selects a theme for the month and shares resources for employers, policymakers and other workforce stakeholders. The theme this year, “Disability: Part of the Equity Equation,” recognizes “the vital role people with disabilities play in making the nation’s workforce diverse and inclusive.” The theme also highlights the intersectionality of disability with other systemic inequalities, such as racial and gender discrimination.

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