Workforce Development

Employability Assistance for People with Disabilities Operating Manual

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Section 55.1 - Assessment Information - General Purpose

Purpose

The purpose of assessment information is to:

  1. Determine the participant's likelihood of benefiting from vocational services;
  2. Determine the participant's skills, abilities and knowledge;
  3. Identify potential vocational goals with the participant;
  4. Identify the services and resources necessary to enable the participant to achieve identified vocational options; and
  5. Justify case closure and subsequent referral to other more appropriate services.
 

Process

Since the objective of Employability Assistance for People with Disabilities is to assist or enable the participant to pursue competitive employment, the assessment phase is critical in the vocational process. The vocational assessment is a review of the individual's skills, abilities, knowledge, education, training, past work experiences, preferences, limitations, and other characteristics related to making a vocational choice and in particular the disability-related factors that impact the achievement of vocational choices.

 

Assessing the information obtained is a prerequisite to determining the participant's vocational goal, identifying potential barriers, and developing the vocational plan. The initial assessment may span a period as short as one interview or as long as several weeks, depending on the complexity of the situation.

Re-assessments should occur throughout the vocational process to revise or adjust the participant's goal and plan as required.

 

A comprehensive assessment will, in some situations, determine whether or not vocational services may reasonably be expected to enable the participant to pursue competitive employment. In other situations, it will clarify the participant's starting point in the vocational process leading to the vocational goal.

 

A wide range of assessment tools, resources, or services may be utilized in the assessment phase. The Vocational Counsellor is responsible for arranging these assessments; and, if costs are involved, is responsible to prepare a request for funding and obtain approval.

 

Assessment information will be documented in a format that reflects the outline described below in the "Assessment Information" portion of this section. A standard format for documenting the assessment information is found in Appendix VII of this manual and is optional provided another equivalent format is in use within the Region, Community Area or Designated Agency.

 

Sources of Data

The assessment process should be only as complex or comprehensive as is necessary to provide information for counseling related to the selection of a vocational goal. Pertinent information may be categorized as follows: medical, educational, vocational, psychological, social, and economic.

There are three sources of data:

  1. The primary source of data should be the participant.
  2. The secondary source of information will include people from a more extended system as it pertains to the participant's vocational goals such as family, work, school, or medical system.
  3. The third or final source of data is records, tests, assessments or other written reports.

The principle of informed consent will be adhered to. The individual must be informed as to the nature of the information being collected and the reason for its collection. Refer to Appendix II for a sample of a Consent Form.

 

The Vocational Counsellor should obtain relevant assessment information essential to the formulation of valid working judgments related to the participant's vocational planning process.

 

Assessment Information:

Assessment information shall include:

  1. Medical
    1. type and degree of the primary and secondary disabilities;
    2. impact of medications on the participant's involvement in vocational training or employment; and
    3. strengths and limitations of the participant's medical condition as it relates to vocational pursuits.
  2. Education
    1. educational background;
    2. level of academic functioning if out of school for several years; and
    3. any special training requirement.
  3. Employment
    1. work history (including, type, duration, duties, supervisory relationship, location, and reasons for leaving);
    2. work references (if appropriate);
    3. work habits and attitudes;
    4. participant's perceived barriers to pursuing vocational interests and goals;
    5. motivation;
    6. functional abilities/aptitudes;
    7. volunteer experience; and
    8. educational work experience.

    If the available employment information is incomplete or out-of-date for the participant's current circumstances, it may be appropriate for the Vocational Counsellor to arrange for a formalized Assessment including the use of short term unpaid work experiences. (Refer to Section 133.3 and Section 133.4.)

  4. Psychological – (if applicable:)
    1. cognitive abilities;
    2. the social consensus of a mental disability (if appropriate);
    3. impact of brain damage resulting from head injuries; and
    4. nature and degree of learning disabilities.
  5. Social
    1. impact of social circumstances on training or employment;
    2. family dynamics/ health issues and responsibilities within the family;
    3. emotional functioning;
    4. communication skills;
    5. self-esteem, self-awareness, assertiveness;
    6. life skills abilities;
    7. interests, hobbies, and leisure activities;
    8. any criminal record and resulting impact on any work restrictions and/or terms of probation; and
    9. other issues such as substance use.
  6. Economic
    1. source of income, such as Workers Compensation, MB Public Insurance, private insurance, EIA, Employment Insurance, Canada Pension Plan, or family/personal;
    2. adequacy of income;
    3. housing;
    4. need for supplementary income; and
    5. degree of independent money management skills.
  7. Accessibility and Family Issues
    1. transportation;
    2. child care needs;
    3. communication methods, ASL interpretation, Braille;
    4. assistive technology; and
    5. workplace accommodations/ consideration to address barriers caused by disability or health issues.

Once the above data has been obtained and recorded the counsellor and the participant should work together in establishing goals, objectives and actions to develop a direction or plan for vocational or employment related activities.

 

Standards

The following standards apply to the assessment phase:

  1. The participant is the primary source of information.
  2. The participant is informed of and must have signed an authorization for release of information that complies with all the provisions of The Personal Health Information Amendment Act (PHIA) and The Freedom of Information and Protection of Privacy Act (FIPPA). Generally, the signed consent is obtained during the initial application and determination of eligibility.
  3. The participant has both the need and right to know from whom the information is being sought, and how to participate in providing the information.
  4. Where assessment services are purchased from outside sources and require payment of fees or any other supporting costs, prior approval must be obtained.
  5. A comprehensive written assessment must be prepared for each participant by the designated Vocational Counsellor within three months of the case/file opening date. This assessment will form the basis for vocational planning. It may also serve to support the participant's eligibility to participate in the program or provide documentation supporting ineligibility or non-suitability for program participation.
 

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