APSE CESP Dumps Questions Answers

The work hours are the least likely factor to be causing his current difficulties at work, because he has been working the same hours for two years without any problems. The other factors (A, C, and D) are more likely to affect his performance and alertness, as they can change over time or have an impact on his mental and physical well-being. For example, his medication may have side effects, his sleeping pattern/schedule may be disrupted, or his general health/mental illness may worsen or fluctuate. These factors may require adjustments or accommodations to help him succeed at work. References:

• APSE CESP Practice Exam, Question 1
• CESP Exam Content Outline, Domain 4, Task 4.2
• CESP Handbook, page 12

This answer respects the job seeker’s right to privacy and self-determination, as well as the legal requirements of the Americans with Disabilities Act (ADA)1. The ADA prohibits employers from asking about a person’s disability before making a job offer, unless it is related to an essential job function or a reasonable accommodation2. The job seeker has the choice to disclose or not disclose her disability, and the employment support professional should honor that choice and obtain her consent before sharing any information with the employer34. The other answers are not appropriate because they either violate the job seeker’s rights, damage the relationship with the employer, or provide unnecessary information that could lead to discrimination or stigma. References:

• Domain 1 Application of Core Values and Principles to Practice1234
• Domain 2 Individualized Employment and Career Planning1234

 The best option for the employment support professional to do is to recommend the family consult with a benefits specialist. A benefits specialist is someone who can provide accurate and individualized information on how work and earnings may affect the student’s eligibility for SSI and other public benefits, such as Medicaid, food stamps, or housing assistance. A benefits specialist can also explain the various work incentives and programs that are available to help the student transition to work without losing essential benefits and supports. For example, the student may qualify for the student earned income exclusion, which allows a student under age 22 and regularly attending school to exclude some or all of their earnings from income when determining their SSI benefit amount12. A benefits specialist can also help the student and the family plan for future goals and needs, such as saving for education, training, or assistive technology.

The other options are not appropriate for the employment support professional to do because:

• A. Advising the family that the student is required to work as part of the transition plan may be seen as coercive or insensitive to the family’s concerns and fears. It may also create conflict or resistance between the family and the school or the employment support professional. The student’s transition plan should be based on the student’s preferences, interests, needs, and strengths, and should involve the collaboration and agreement of all parties involved, including the student, the family, the school, and the employment support professional.
• B. Informing the family that the student can work 15 hours per week without affecting benefits and insurance may be inaccurate or misleading, as the impact of work and earnings on benefits and insurance may vary depending on the student’s individual situation and the type and amount of income they receive. It may also be insufficient to address the family’s concerns and questions, as they may need more detailed and specific information on how work and earnings may affect the student’s current and future benefits and supports.
• C. Agreeing with the family that the student who has SSI cannot work may be discouraging or limiting for the student’s potential and opportunities. It may also be contrary to the core values and principles of the employment support professional, which include promoting the inclusion, empowerment, and self-determination of people with disabilities in the workforce and society. It may also be inconsistent with the evidence and best practices that show that people with disabilities can work and achieve positive outcomes with appropriate supports and accommodations. References:
• SSI Spotlight on Student Earned Income Exclusion
• SSI Rules for College Students