Abstract. BACKGROUND:Over recent years, New York State has engaged in efforts to transform the sheltered workshop system. Through this effort, a variety of innovative models have been piloted to assess effectiveness in supporting sheltered workshop participants to train for and transition to competitive employment in the community. One particular pilot program adapted the Project SEARCH high school transition model for this purpose. OBJECTIVE: As part of a larger evaluation effort, this project aimed to document the individual growth of program participants, as well as their self-perceived readiness for employment. METHODS: Ten individuals participated in a 12-month program, where they participated in up to four internships. Participants were interviewed multiple times, beginning at the start of the program, and again at the end of each internship. Interviews were video recorded, transcribed, and analyzed to identify common themes. RESULTS:The career discovery process of exposure to community-based work opportunities, included as part of the Project SEARCH program, led to to an increased ability to express vocational strengths and self-determined career goals. Participants articulated a readiness to enter the workforce and demonstrated a desire to take on more personal and financial responsibility. The program model was successful in transitioning 63% of participants into competitive employment. However, successful transition was not achieved by participants who had been in the workshop for more than 5 years prior to entering the program. CONCLUSION: Further research is needed to assess the appropriateness of the Project SEARCH model for those with the most significant disabilities who wish to transition from a workshop into competitive employment, particularly those individuals who have been in a workshop setting for an extended period of time.
BACKGROUND: The New York State Partnerships in Employment Systems Change project (NYS PIE) was a statewide initiative aimed at developing and sustaining systemic activities and policies that improve opportunities for competitive, integrated employment for transition-aged youth and young adults with intellectual and/or developmental disabilities (IDD). Specifically, the goal of NYS PIE was to promote an Employment First platform in NYS making competitive, integrated employment the first choice in coordinating service delivery for young people with IDD. OBJECTIVE: This articles describes the characteristics and impact of NYS PIE on the state of New York. CONCLUSION: The NYS PIE project utilized a cross-systems approach, grounded in the principles of the Collective Impact model, to bring together systems that have not traditionally, nor consistently, collaborated or communicated with one another. Focusing on the shared goals of improving quality of life and independence of New Yorkers with disabilities, the project aimed to increase the level of communication and collaboration between education, vocational rehabilitation and the state DD agency at state, regional and local levels. Project activities focused on building capacity around sustainable models that ensure employment preparation begins early in a student's high school career, that students have opportunities to work in the community prior to graduation, and that young adults in segregated work environments are encouraged and supported to transition to work and careers in the community.
Magicians frequently rehearse their sleight of hand before a mirror in order to gain the perspective of their audience. However, magic instructors often warn that this practice can lead to self-deception, as many novice magicians unconsciously blink their eyes when engaging in deceptive action, thereby blinding themselves to evidence of their proficiency. There are few concrete examples of self-deception in the literature that provide definitive evidence in support of deep self-deception, where a person both knows the truth and pushes that truth outside their consciousness. In the experiment reported here, we attempted to elicit magicians' blinking behavior under well-controlled laboratory conditions and to identify variables that impact a performer's tendency to engage in it. We invited magicians to learn a difficult set of coin magic sleights over the course of a week and to perform the routine in a rehearsal setting (with a mirror) and a performance setting (without a mirror). We quantified blink rates in the videos of these performances. Indeed, magicians were more likely to blink when engaging in deceptive action than when not, and blinking was more prevalent when performing more difficult sleights. However, this tactical blinking was only evident in the performance setting. We suggest that rather than serving as self-deception, tactical blinking may enhance deception of the audience through encouragement of synchronized blinking in spectators. Alternatively, self-deception may emerge later in the learning process, after some basic motor proficiency has been established.
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