Project Topic Area

Arts
The National Endowment for the Arts, New Report Released on the Economic Impact of the Arts and Cultural Sector (2021), indicated that the arts have been significantly and negatively impacted by COVID-19. As a major employment sector, the arts are an essential part of building back our Nation's culture and our ability to enjoy being with others in public spaces. To rebuild the arts, individuals with disabilities should have competitive integrated employment (CIE) opportunities within every arts venue and activity. The arts and culture industry shapes culture and cultural expectations. Individuals with disabilities and their advocates have historically promoted representation of individuals with disabilities within the arts and culture industry. The arts employ individuals in many settings and positions, such as performing artists ( e.g., actors, musicians, singers, dancers), visual artists ( e.g., painters, sculptors, jewelers, woodworkers), set designers, construction workers, costume designers, lighting crew, ticket takers, cleaners, librarians, advertisers, translators, and managers and staff at all types of arts venues, and many other jobs. These positions are carried out in communities of all sizes across the Nation.DIF projects in this area identify and implement innovative strategies to assist program participants to secure CIE in the arts, thereby advancing meaningful access to and inclusion in one or more of these three primary areas pertaining to the arts: (1) Education and Careers, (2) Community Health/Wellness, and (3) Cultural Spaces.
Broadening Access to Advanced Technology Careers and Creating A 21st Century Workforce of Youth and/or Adults with Disabilities
Advanced and emerging technology careers require specialized knowledge and skills in areas such as computer science, engineering, data analysis, artificial intelligence, microelectronics, cybersecurity, and robotics. Demand for workers in advanced technology fields is likely to increase in the next 10 years (Ellingrud et al., 2023). At the same time, these advanced technologies, and the products they enable will cause disruption across nearly every sector of the economy. Both trends have major impacts on competitive integrated employment (CIE). According to a report by the World Economic Forum, it is predicted that 97 million new roles will be created, as humans, machines, and algorithms increasingly work together (Masterson, 2022). Understanding how advanced technology influences the strategies to support high-quality CIE opportunities for youth with disabilities and adults with disabilities is crucial to global economic competitiveness. The rise of advanced technology and the automation that often comes with it is transforming the workplace. Positions in nearly every industry are evolving into new roles and responsibilities that require new skills. These shifts may provide new opportunities for youth with disabilities and adults with disabilities to participate in this critical area of the workforce. Doing so will require using all available strategies, including those that leverage the products created by advanced technology fields, to remove barriers that have traditionally made it difficult for youth with disabilities and adults with disabilities to find and maintain CIE in advanced technology careers.
Early Intervention and Workforce Reintegration Strategies for Disconnected Youth and/or Disconnected Adults with Disabilities
Disconnected youth with disabilities and disconnected adults with disabilities often face multiple barriers ( e.g., criminal records, lack of academic accreditation) that prevent them from actively participating in education, employment, or training, and can be at risk of experiencing negative outcomes such as unemployment, poverty, and social disconnection (Lewis et al., 2019). There are several factors that can contribute to youth or adults becoming disconnected. For example, disconnected youth and disconnected adults may not have completed a specific level of education, such as high school or college for various reasons, limiting opportunities for further education or competitive integrated employment (CIE). Economic factors, such as poverty, limited job opportunities, or financial instability, can make it difficult for disconnected youth and disconnected adults to find and maintain CIE. Disconnected youth and disconnected adults may not have had the opportunity to receive the necessary training to enter the workforce or pursue further education. This can be due to limited access to quality education or training programs. Lastly, mental health challenges, substance abuse, and involvement in the juvenile justice and criminal justice systems can also contribute to youth with disabilities and adults with disabilities becoming disconnected. Addressing the issue of disconnected youth with disabilities and disconnected adults with disabilities requires a comprehensive and multifaceted approach. There are numerous strategies that can be used to help re-engage disconnected youth and disconnected adults: (1) Providing accessible and relevant education and training programs that provide the skills and qualifications needed for CIE; (2) Offering mentoring programs and support services that provide guidance, encouragement, and assistance in navigating education and CIE opportunities; (3) Creating high-quality job placement programs, apprenticeships, and internships that provide hands-on experience and opportunities for skill development; (4) Providing comprehensive support services, such as counseling, mental health services, substance abuse treatment, and housing assistance; (5) Implementing targeted outreach efforts to identify and engage disconnected youth with disabilities and disconnected adults with disabilities, including those who may be unknown or hard to reach; and (6) Collaboration among government agencies, community organizations, educational institutions, and employers to re-engage disconnected youth with disabilities and disconnected adults with disabilities. By addressing the barriers and providing the necessary supports and opportunities, it is possible to re-engage disconnected youth with disabilities and disconnected adults with disabilities to transition into education, employment, and training, leading to improved outcomes.
Early Intervention and Workforce Reintegration Strategies for Youth and/or Adults with Acquired Disabilities
While some youth and adults with disabilities have congenital disabilities that they have lived with since birth, others have acquired disabilities through various means such as traumatic accidents, diagnosis of chronic illnesses, or through other life-changing means (Okoro et al, 2018). Examples of acquired disabilities include but are not limited to spinal cord injuries, traumatic brain injury, vision loss, and Long COVID. An individual's life, both physically and mentally, can be significantly altered after acquiring a disability.The differences between a youth and/or adult with a congenital disability and a youth and/or adult who acquires a disability later in life can vary depending on the individual and the specific disability. For youth and/or adults with a congenital disability, the disability is all the youth or adult has known, and they may have a different perspective on what is considered a limitation or barrier (Bateman, 2023). Those who acquire a disability later in life may have an awareness of the differences between their previous abilities and their current abilities. It is important to note that these differences are generalizations, and each individual's experience may vary (Bateman, 2023). The responses to a disability can be influenced by various factors, including the type and severity of the disability, social support, and individual differences in coping mechanisms and can significantly impact competitive integrated employment (CIE).As an individual with an acquired disability navigates changes in their circumstances, there are potential new challenges to face related to education, employment, social well-being, and health, including a need for mental health support. Acquired disabilities can present unique challenges when it comes to finding and maintaining CIE. However, with the right support and accommodations, youth and adults with acquired disabilities can pursue meaningful and fulfilling CIE opportunities. There are several considerations and strategies to keep in mind when working with youth and adults with acquired disabilities who are seeking to obtain or maintain CIE, such as the importance of advocating for oneself and communicating needs to employers (Morgan, 2021). This may involve discussing accommodations, such as reasonable modifications to the work environment and flexible work arrangements, that can help them perform their job duties effectively (U.S. Department of Labor, 2024). In addition, VR services are available to assist youth and adults with disabilities in obtaining and maintaining CIE. These services can provide vocational assessments, career counseling, job training, job placement assistance, and ongoing support in the workplace. When searching for jobs, youth and/or adults with acquired disabilities can focus on industries or positions that align with their abilities and interests. Networking, attending job fairs, and using online job boards and disability-specific job portals can be helpful in finding suitable CIE opportunities. Building a support network in the workplace can also be beneficial for youth and/or adults with acquired disabilities. A support network may include colleagues, supervisors, and mentors who can provide guidance, understanding, and assistance when needed. Lastly, youth and/or adults with acquired disabilities can continue to enhance their skills and knowledge through professional development opportunities, such as attending workshops, conferences, or online courses to increase marketability.Studies have shown that early intervention, providing services shortly after a disability is acquired, is critical to promoting improved employment outcomes (Smalligan & Boyens, 2018). Wickizer et al. (2018) found that providing services to injured workers in the first 1-2 months following injury is critical to reducing the likelihood individuals exit the workforce and transition to long-term disability. Therefore, it has been found that efforts to more quickly identify, enroll and provide services to individuals with disabilities in vocational rehabilitation programs have increase employment and wage outcomes as well (Martin & Sevak, 2020).
Essential Workers
Essential workers are needed nationwide as the economy responds to the novel coronavirus 2019 (COVID-19). The U.S. Department of Homeland Security identified essential workers as those individuals who conduct a range of operations and services that are typically essential to continue critical infrastructure operations (Hultin, 2021). The U.S. Department of Homeland Security's Cybersecurity and Infrastructure Security Agency (CISA) created guidance, and developed a sector-specific list, to assist in the identification of essential workers (2021). A DIF project in this area identifies and implements innovative strategies to assist program participants to secure competitive integrated employment (CIE) as essential workers.
Field Initiated
Field initiated projects will identify and implement innovative strategies that assist program participants to secure competitive integrated employment (CIE). A field initiated DIF project may (1) address other innovative project topic areas or combine two or more project topic areas specified in the grant program.
Green Job Workers
Workers will be needed for green jobs to help the United States reach its goal of no longer generating greenhouse gas pollution by 2035 (U.S. Department of Labor, 2021). The percentage of total employment associated with green goods and services has increased in the United States over the years, presenting employment opportunities in related emerging fields (U.S. Bureau of Labor Statistics, 2013). Innovative inclusion practices would provide green job opportunities for individuals with disabilities, which in turn would also improve the outlook in this growing sector.Green jobs may include solar panel installation and maintenance; energy efficient HVAC installation; removal of excess undergrowth from forests at risk of forest fires; operation of businesses such as electric vehicle businesses, wind and water electricity businesses, and hydroponic gardening facilities; and many other emerging areas that may assist in combating climate change.A DIF project in this area identifies and implements innovative strategies to assist program participants to secure competitive integrated employment (CIE) as green job workers.
Home and Community-Based Service Workers
With the aging of the Nation's population and the need for independent living for people with disabilities leading to increased demand for Home and Community Based services (HCBS), the United States faces an impending crisis in the supply of direct support workers. This increased demand for HCBS opens the door to various employment opportunities. Some individuals with significant disabilities and older adults who need personal services may use or employ individuals with disabilities to provide the needed personal services. This arrangement could provide a mutually beneficial relationship between the individual with a disability needing services, and the individual with a disability providing the services.A DIF project in this area identifies and implements innovative strategies to assist program participants to secure competitive integrated employment (CIE)as home and community-based service workers for individuals with disabilities, the aging population, or both.
Innovative Applications of Advanced Technology to Support Youth and/or Adults with Disabilities
Advanced technology may help improve the independence for individuals with disabilities at work, school, and in the community (Weitzman, 2023). It can also influence the delivery of services and trainings, daily living skills development and devices, communication strategies and devices, information access for youth with disabilities and/or adults with disabilities with sensory impairments, or other types of assistive devices or technology.Further, advanced technology plays a role in helping youth with disabilities and/or adults with disabilities obtain and be successful in jobs across all sectors ( e.g., Healthcare, Information Technology, Finance and Banking, Education, Manufacturing, Retail and Hospitality, Construction, Professional Services, Transportation and Logistics) of the economy (Paige 2023). For example, through accessible and flexible options like online learning platforms, webinars, virtual training programs, virtual reality and augmented reality, artificial intelligence, machine learning, and mobile learning, youth with disabilities and/or adults with disabilities have opportunities to re-skill or up-skill and improve their competitiveness in the job market. In addition, advanced technology utilization can increase access to a wide range of job opportunities. Applications such as online job portals, professional networking platforms, and digital recruitment platforms make it possible to identify promising competitive integrated employment (CIE) opportunities. Through high-speed internet, video conferencing tools, and online collaboration platforms, advanced technology can also help enable remote work, increasing the opportunities for youth with disabilities and/or adults with disabilities who may have limitations related to commuting or working in a traditional office setting. Advanced technology facilitates networking and professional development opportunities through professional networking platforms, online professional learning communities, and social media platforms that allow youth with disabilities and/or adults with disabilities to connect with professionals in their field, join industry-specific groups, and access resources and mentorship opportunities that can help them keep current or advance in CIE.
Justice-Involved Youth with Disabilities: Early Intervention and Reintegration from the Juvenile Justice System to the Community
Data from the American Civil Liberties Union (2024) indicates that roughly 60,000 youth under age 18 are incarcerated in juvenile jails and prisons in the United States. It is estimated that the percentage of incarcerated youth with disabilities, that reside in the juvenile corrections facilities, typically range from 30 percent to 60 percent, with some estimates as high as 85 percent (U.S. Department of Education, 2017). According to the National Center on Education, Disability and Juvenile Justice, more than one in three youths entering juvenile justice or young adult corrections facilities have previously received special education services. This highlights the disproportionate representation of youth with disabilities in juvenile justice populations (National Center on Education, Disability and Juvenile Justice, 2021). Compared to youth without disabilities, youth with disabilities encounter the juvenile justice system at an earlier age, stay for a longer period, and experience additional challenges as they reintegrate into the community (Taylor, 2011). It is vital to recognize the distinct obstacles faced by youth with disabilities in the juvenile justice system and prioritize meeting their needs to ensure equitable treatment and inclusive support (McLellan et al., 2022). For example, research has shown that a significant number of individuals impacted by the criminal justice system have dyslexia, which can negatively impact academic and behavioral outcomes. Therefore, screening for dyslexia and offering related intervention services as appropriate is critical to promoting positive outcomes for youth with disabilities (Cassidy et al., 2021). By understanding and addressing these types of issues, we can strive for a system that provides appropriate accommodations and services to all youth with disabilities. Juvenile justice corrections facilities often face challenges providing special education services and meeting the needs of youth with disabilities. This is in part due to the complexities of the population ( e.g., the high numbers of youth with disabilities and the high mobility of youth), the physical context ( e.g., restrictions associated with providing education in a secured facility), and the system ( e.g., poor linkages among schools and juvenile justice facilities, including inability of facilities to get educational records from previous educational placements) (Houchins et al., 2010). Due to these challenges, youth with disabilities in the juvenile justice system are at risk for a range of negative outcomes, including struggling academically, not graduating high school or being able to access postsecondary education opportunities, recidivism, and unemployment (Taylor, 2011). The reintegration of youth involved in the juvenile justice system is a critical component of ensuring their successful transition back into society; however, there are challenges associated with reintegrating these youth into school or community settings, including competitive integrated employment (CIE), following a stay in a residential or juvenile corrections facility (Trout et al., 2008). Transitioning from the juvenile justice system to CIE can be a challenging process for youth with disabilities. However, there are several strategies and resources available to support their successful transition: (1) Vocational rehabilitation (VR) services may be available to assist youth with disabilities in obtaining and maintaining CIE. These services provide a range of supports, including vocational assessment, career counseling, pre-employment transition services for school-aged youth, job training, job placement assistance, and ongoing support in the workplace. (2) For youth with disabilities who are still school age, an individualized education program (IEP) or a plan under section 504 of the Rehabilitation Act of 1973 can help outline specific goals, accommodations, and services to support their transition to CIE. The IEP team, which includes the student, parents or caregivers, educators, and other professionals, can work together to develop a plan that addresses the student's unique needs and goals. (3) Job readiness programs specifically designed for youth with disabilities can provide training and support in areas such as resume writing, interview skills, workplace etiquette, and job search strategies. These programs can help youth with disabilities develop the necessary skills and confidence to enter the workforce. (4) Work-based learning opportunities, such as internships, apprenticeships, and job shadowing, can provide valuable hands-on experience and exposure to different career paths. These opportunities allow youth with disabilities to gain practical skills, explore their interests, and make connections with potential employers. It is important for youth with disabilities to understand their rights regarding disclosure of their disability and prepare to advocate for the accommodations they need to succeed in CIE. (5) Mentoring programs and peer support groups can provide youth with disabilities with guidance, encouragement, and role models who have successfully navigated the transition from juvenile justice confinement to CIE. These relationships can help youth with disabilities build confidence, develop important skills, and access valuable networks. (6) Connecting with community resources, such as disability advocacy organizations, parent organizations, vocational training centers, and employment agencies, can provide additional support and guidance during the transition process. These organizations can offer specialized services, workshops, and resources tailored to the needs of youth with disabilities. By using various strategies and resources, youth with disabilities can increase their chances of successfully transitioning from the juvenile justice system to CIE and achieve their career goals.
Transportation Industry and Related Industry Workers

According to the Bureau of Transportation Statistics (2022), “transportation industry” refers to the for-hire transportation and warehousing sector, including but not limited to air, rail, water, and truck transportation. “Transportation-related industries” refers to industries outside the for-hire transportation and warehousing sector, for example motor vehicle parts manufacturing and positions within Federal and State Departments of Transportation. 

A DIF project in this area identifies and implements innovative strategies to assist program participants to secure competitive integrated employment (CIE) as a worker within the transportation industry or transportation-related industries; and may align with the transportation aspects of the Infrastructure Investment and Jobs Act (2021).