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{Music}
Jada Johnson:
– I would advise students and families to start having open communication about what the future looks like after high school graduation.
– I’d advise them to plan, have a positive attitude, and seek supports from both school and state services for the blind.
– How important that is that when they’re meeting an employer for an interview, how they introduce themselves, how they shake hands, those types of soft skills are really critical.
Jeff Thompson:
Welcome to Blind Abilities. I’m Jeff Thompson. Today in the studio, we have from State Services for the Blind, Multiple Systems and Pathways Navigator, Jada Johnson. Jada, welcome to Blind Abilities.
Jada Johnson:
Hello, and thank you so much for having me here.
Jeff Thompson:
Jada, why don’t we start it out with telling the listeners a little bit about yourself?
Jada Johnson:
Absolutely, as you know, Jada is my name, and I am deaf and sighted. I have a master’s degree in rehab counseling from Winston Salem State University and a degree in public administration from Gallaudet University, as well as my bachelor’s in communication studies. I do have a VRS background from working previously with PRE-ETS, which is the Pre-Employment Transition Services, and I worked with deaf and hard of hearing students for five years. I’ve also been involved in the deafblind community for over 15 years as a pro-tactile interpreter for deaf blind individuals.
Jeff Thompson:
Wow, that’s pretty extensive. Now, Jada, so what inspired you to join SSB as a Multiple Systems and Pathways Navigator?
Jada Johnson:
So I was a vocational rehabilitation consumer when I was in high school, and so they helped me to get employment, summer jobs, also when I went to Gallaudet University. And I’ve always been very interested in learning about different resources, programs, and opportunities for people with disabilities so that I can advocate better for access and accessibility.
I remember during my senior year at Gallaudet, I was intrigued to apply for a position in disability services as a coordinator, but I didn’t have the experience yet. I worked in various jobs under the human services positions until VRS for five years. And that’s what inspired me to join SSB as the Multiple Systems and Pathways Navigator.
Now, I’ve been here for five months, and I do want to use my background to help high school and transition students and individuals with deafness and vision loss to overcome barriers that they experience. And I want to work with them and their families on finding supported experiences and having informed choices about transition programs and benefits planning, navigating county services, as well as assisting with other coordination activities. My background does help me to understand what’s needed for students to break down barriers and get to where they would like to be when they’re working with us.
Jeff Thompson:
So Jada, what challenges do students with multiple barriers face in finding employment?
Jada Johnson:
Certainly. Blind and deafblind students with multiple barriers like intellectual disability, developmental disabilities, language barriers, or mental health challenges often face significant difficulties finding employment due to a combination of factors that could include lack of work experience, difficulty with soft skills, communication and social interaction, transportation issues, and potential employer biases, making it harder to navigate the job search process and secure stable employment.
Jeff Thompson:
Mmmm, yes, those biases are out there.
Jada, you work with the students, but you also work with their families. How does family involvement enhance a student’s journey in overcoming employment barriers?
Jada Johnson:
Well, having family involvement does lead to positive experiences for students within their journey as they’re transitioning from school to work. So for things like open communication, support for what’s needed, for them to be able to overcome those barriers to employment, having family discussions, that’s certainly something else that can be helpful for resolving those barriers. Plus, educating employers about disability in general, accessibility, so that employers are able to accommodate those students and those individuals so that there would be success in the future.
Jeff Thompson:
Yeah, educating the employer is a good point. Jada, can you describe the types of county services that you help students and their families access?
Jada Johnson:
There are multiple types of county services that I can help students and families access. For some families, some students may need more long-term supports regarding their work. They may need nursing services to provide support while they’re working. It could be something from their IEP team and the individuals involved in the IEP team to understand what services would need to be provided for the students.
Most of the time, case workers will be referring students for county services and that’s where we’ll start with case management services and we’ll talk about what is needed for their services. And then a previous experience that I did have was joining a team meeting to talk about a student who was going to soon be 22 and wanted to be working part-time. And their mother was very concerned about transportation and their health in general, but then when we talked about the county services, VR, SSB was having a dialogue within that and we came to an agreement on what was needed. So for county services, that is one of those options of what people can qualify to receive is medical assistance.
Jeff Thompson:
Takes teamwork. Jada, are there specific challenges that arise when navigating services across different counties?
Jada Johnson:
Well, definitely. There’s a counselor’s perspective and it does feel important to develop relationships with different agencies and services. That is, I certainly want to emphasize that that relationship development is important. Counties such as Hennepin County or Dakota County, Ramsey County, each has their own system and processes which are unique to their own systems.
Jeff Thompson:
So you have to become acquainted with all the different county systems that are out there.
Jada Johnson:
Yes, some of them are unique and it depends on who the case worker may be within a specific system. And so there’s a sense of what kind of support is needed and there may be some disagreement. It really just depends on the individual within the county sometimes. And there are differences among the counties.
Again, it depends on where you’re living. So if a student is say outside of the metro but still in a suburb, it could be that they’re relying on one office and a few individuals. And so you really have to learn each county and what their systems are. And there are so many different counties here in Minnesota.
Jeff Thompson:
Yeah, I bet. So how do you work with county officials to ensure seamless support for the students?
Jada Johnson:
I feel that it’s important for individuals working on the team to try to figure out using that person-centered approach and using that as the primary guide. Often it may not be seamless because there are so many different perspectives on that student in their life. And so trying to help resolve any barriers or it has to happen through communication and knowing who’s responsible for what.
Jeff Thompson:
Jada, how do you assist students in finding work experiences that fit their needs and interests?
Jada Johnson:
When the SSB counselors refer the students to me to help them find work experiences and details of their job interests, disabilities, and accommodations are shared. Some of them may already have work experiences but want to explore different areas.
I would schedule a meeting with the students and parents to talk about their job interests, needs, and share with different opportunities that would be available or contact the employers to present the student’s interests to work at their sites to set up a tour with a job coach. It takes time to adjust with the scheduling, transportation, and accommodations to reduce those barriers. For example, I was working with a student at the zoo who was in a gift store and we were making accommodations for that were more tactile instead of visually based. And there was a very small area within that gift store so that the student felt comfortable with that. That’s one example of how to adjust a workspace.
Jeff Thompson:
Yeah, it’s really interesting about accommodations like myself. I’m low vision so changing just a little something can make a big difference. Can you discuss some specific tools or resources that help students prepare for or gain work experience?
Jada Johnson:
There are quite a few tools and resources that would help a student to prepare to gain work experiences. It could be starting with a career assessment and finding what that student’s strengths and interests are and then researching further into that field. It could be participating in different self-advocacy courses or workshops. We do have some curriculum that would help to prepare with different skills, self-advocacy, skills, etc. And it really depends on the student and what their knowledge base already is and what it is that would be needed to support them in their journey.
Jeff Thompson:
And a lot of those services can be provided right here at State Services for the Blind.
Jada Johnson:
That’s correct, yeah. A lot of that could happen through State Services for the Blind. Well, students could be participating in programs such as Charting the Life Course. And that’s where the student would say what their likes, dislikes, what their interests are, and there are many different areas. And then they’d compile all that information. And it comes out as a pie chart where people can see. And having that visual representation can be helpful for some students in their future careers to understand what their skills and aptitudes are.
Jeff Thompson:
So that’s why it’s so important for students and families to get involved in programs and get connected with SSB right away.
Jada Johnson:
Exactly. And it’s really beneficial for them if they’re able to get in right away to receive the support that’s needed. During high school, you know, there’s a portion that we can support with and I’m responsible for that as well. But then when they graduate, if they would reach out to us and stay with SSB after graduation, they receive more support.
So certainly connecting with individuals right away is key. And it may be beneficial for them to go for programs such as going to the lighthouse or vision loss resources, something along those lines. And we’re able to refer them for different experiences to help them prepare for work and living independently.
Jeff Thompson:
And students can start that as early as age 14?
Jada Johnson:
Well, for Pre-ETS, that is for ages 14 to 22 who are in school. That’s for individuals who are still in school and have a documented disability.
Jeff Thompson:
Jada, what is benefits planning and how does that help students and families?
Jada Johnson:
Well, currently I am in training with benefits coaching and benefits planning is a person-centered process of reviewing and understanding the impact of work on public benefits. With benefits planning, you can help people make informed choices that will support their ability to get ahead financially. So there are multiple aspects to this and having accurate information about their current benefits and how to manage them is one aspect. Also, knowing what benefits are available and how to get them.
Seeing the impact of work on public benefits, understanding benefit work rules and how work impacts benefits, knowing how to request and implement work incentives, realizing they can build financial stability through work and savings. These are all aspects of benefits planning and some students when they turn 18, they may be on SSI and they may not be aware of other public benefits that are available. And so we can sit and go through all the individual may be qualifying for.
So for example, they may qualify for SNAP or food stamps or they could be working a specific number of hours. And so you have to do the actual financial calculations regarding the benefits and what work they’re doing and then seeing where the greater benefit is with their work versus public benefits.
Jeff Thompson:
Well, that makes sense. Do you offer workshops or one-on-one sessions to students and families to help them understand the impact of employment on benefits?
Jada Johnson:
I have taken the benefits coaching course to prepare me to help students and families to understand what kinds of benefits are available for them or if they have an overpayment from Social Security, how to handle that. And so I’m able to discuss the benefit summary for them to connect with the County Human Service Agency and find out why in what they call my vault where they enter their information and income.
And then that will lead to what benefits such as SSI, SSDI, MA, medical assistance, Medicare, SNAP and other types of benefits as well as housing assistance. That would be more of a one-on-one session to consult. And I may need to contact one of the Disability Hub benefits certified coaches that have access to Social Security systems.
I don’t personally have access to the Social Security systems, but I can get that information with that individual. As far as workshops, it’s not really a small group workshop, but it’s more of a one-on-one conversation. And the reason for the one-on-one conversation is because each student has very specific and individual situations that are happening. And so particularly in regards to benefits, it’s important to have the accurate information of them.
Jeff Thompson:
So it’s not a one-size-fits-all?
Jada Johnson:
No, it’s not. No.
Jeff Thompson:
Jada, how is working with students as a Multiple Systems Pathways Navigator influence your outlook on employment barriers?
Jada Johnson:
Working with students as a Multiple Systems and Pathways Navigator has significantly broadened my perspective on employment barriers by highlighting the unique challenges faced by youth with disabilities. Navigating that transition from school to work, often barriers may not be apparent as with other adults. Empowering youth with disabilities to advocate for themselves and their needs in the job market is really critical.
Jeff Thompson:
Yeah. What changes or improvements would you like to see in the support systems for students with employment barriers?
Jada Johnson:
I would like to see more in the support systems for students with employment barriers to advocate for their learning experiences, acknowledging that a career is unique and ensuring that students are not just employable but are equipped to thrive.
Jeff Thompson:
I like that. So Jada, what advice would you give to students and families starting this journey?
Jada Johnson:
I would advise students and families to start having open communication about what the future looks like after high school graduation. I’d advise them to plan, have a positive attitude and seek supports from both school and State Services for the Blind when needed. I would also encourage students to ask questions, get involved in school activities such as volunteering, build relationships with teachers and for the families to stay informed when schools are sharing information and writing notes with that. Communicating with their child about school progress and IEP meetings and provide a supportive home environment to practice some soft skills to develop their work abilities.
For families talking and sharing about their job experiences with the child to help them to understand how they got there and why they like working and how they will think about themselves for future instances for getting some assistance and research in specific job interests and sharing with teachers, case managers and case workers, SSB counselors or with me.
Jeff Thompson:
That’s great advice. I like the importance that you put on for soft skills. That’s something that sometimes so often is overlooked.
Jada Johnson:
It is and students don’t realize how important that is that when they’re meeting an employer for an interview, how they introduce themselves, how they shake hands, those types of soft skills are really critical.
Jeff Thompson:
And just as important as you said, the family needs to be educated and brought along through this journey as a student begins to learn about all the services available to them and as they find out what State Services for the Blind can do for them.
Jada Johnson:
Well, it is important for families to be engaged with SSB as well so that they’re familiar with the services. If a family isn’t aware that we have the resources available for them, then it’s really nice for them to become familiar to know what can be offered and then they don’t feel as alone and stressed as well in the process. So being able to connect with families is certainly important in that way.
Jeff Thompson:
Yeah, it’s hard to know what you don’t know. Absolutely.
Jada Johnson:
I know often parents can feel very overwhelmed when schools are sharing so much information with them at maybe an IEP meetings and when they’re dealing with new people frequently. And so it is very nice to become familiar with families and have the connections with us as well.
Jeff Thompson:
Yeah. So you’re not alone with SSB.
Jada Johnson:
That’s right.
Jeff Thompson:
Well, Jada, thank you so much for sharing a little bit about yourself and what you do here at State Services for the Blind and thank you very much.
Jada Johnson:
Thank you as well for having me.
Jeff Thompson:
To find out more about all the programs at State Services for the Blind, contact Shane.DeSantis at state.mn .us. That’s Shane.DeSantis at state.mn.us.
Be sure to contact your State Services for the Blind, your Voc Rehab, and find out what they can do for you. Live, work, read, succeed.
I want to thank you for listening and until next time, bye-bye.
[Music] [Transition noise] –
When we share-
What we see
-Through each other’s eyes…
[Multiple voices overlapping, in unison, to form a single sentence]
…We can then begin to bridge the gap between the limited expectations, and the realities of Blind Abilities