Meeting the Needs
of Youth with DisabilitiesMeeting the Needs
of Youth with Disabilitiespublished: October 1998
Jointly developed by:
The Study Group, Inc.
SSI Work Incentives and Transitioning Youth Project
National Transition Network
Until recently SSI work incentives have been used primarily by adults who have exited secondary programs. With the expansion of transition programs to include community-based employment for students with disabilities, it has become increasingly clear that students who are eligible for SSI benefits can and do benefit from the SSI work incentives. For a student to profit from these work incentives, he or she must be receiving or eligible to receive SSI benefits.
Consider Susan’s, Barry’s, and Jeff’s experiences as instances in which access to SSI program work incentives facilitates and supports the transition process.
Susan is a fifteen year old with Cerebral Palsy. She has received SSI benefits since birth. Her teacher recommended to the IEP team that as part of Susan’s transition program she begin a community-based vocational assessment program at a local accounting firm that has hired physically involved students in the past. When the teacher explained to Susan’s parents the proposed community-based program, she added that the ultimate goal of the program was to place Susan in a paid vocational experience (CBVE) by her senior year in high school.
Susan’s father expressed concern that the family could not afford for Susan to lose her SSI eligibility and benefits as well as potentially her Medicaid eligibility because she worked for pay. A member of the IEP team familiar with the SSI program and its work incentives explained how Susan could participate in the proposed CBVE program as part of her transition plan and not lose any SSI eligibility or medicaid benefits. Susan would be eligible for both the Earned Income Exclusion and the Student Earned Income Exclusion incentives, which would more than offset any increase in earnings she realizes in a paid vocational experience, thus keeping her wages below the SSI specified income limit and keeping her Medicaid intact.
With Susan’s father’s concern alleviated, the IEP team moved forward with the vocational assessment program at the accounting firm.
Barry is 17 years old and a sophomore in high school with a cognitive and physical impairment. Barry has never applied for SSI benefits. He has a recorded IQ score of 70 and demonstrates a number of inappropriate work behaviors. He also exhibits mobility problems. During a recent community-based work experience under the supervision of school personnel, Barry had to be removed from a job site because of his behavior. Mrs. Barnes, Barry’s mother, is concerned that Barry will have trouble finding and holding a job once he gets out of high school. She has a brother, Steve, who manages a food distribution center who has always gotten along well with Barry and would like to employ him for the summer. Steve has employed several individuals with disabilities in the past. Steve thinks that he can provide Barry with the support he needs to succeed on the job site.
Barry requires special transportation because of his physical disability. Mrs. Barnes can’t take Barry to work during the summer and she can’t afford to pay for his transportation. The school district has no general transportation funds available during the summer for non-IEP related activities.
Transportation costs are an allowable exclusion as an Impairment-related Work Expense (IRWE). The work incentive cannot be accessed, however, unless Barry participates in the SSI program. Barry may be eligible for SSI benefits based on his cognitive and functional skills levels and should work with school personnel to submit an application to the local SSA office. Application to the SSI program can be part of Barry’s transition plan.
Jeff is a 19 year old with a developmental disability. He has recently completed a series of job exploration activities as part of his IEP/transition plan. He is particularly interested in starting and operating an office cleaning crew with several of his classmates. His father supports the idea but can’t afford to help Jeff get his business started by financing cleaning supplies, advertising, and other start-up costs.
Jeff’s father applied for SSI benefits when Jeff was an infant. Jeff did not qualify because of his family’s income.
Jeff should reapply now that he is over 18 years of age since his family’s income is no longer considered for Income Eligibility. Given Jeff’s disability he is highly likely to qualify for SSI benefits. When Jeff reapplies, a PASS should be written as part of the application process. Jeff’s grandfather left Jeff a $5,000 trust that he will inherit on his twentieth birthday. By developing a Plan for Achieving Self-Support (PASS) during transition planning, Jeff may use his inheritance to assist him in starting his own business while maintaining eligibility for SSI benefits.
Each of the examples above illustrates how SSI work incentives can facilitate and support the transition planning process through community-based vocational education and other employment opportunities for students. SSI work incentives can be included in IEP development and transition planning. Collectively, these can provide a powerful tool for increasing students’ future options and independence. However, to profit from SSI work incentives, a student must first be eligible for the SSI program. SSI program eligibility requirements are discussed in the following sections.
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