Training Associate/Program Coordinator
CESP Certified Employment Support Professional APSE
Professional Certificate in Employment Services ACRE
B.A., Criminal Justice and Political Science, Alfred University
M.A., Community Service Administration, Alfred University
Lara Enein-Donovan has extensive experience in vocational rehabilitation. She is a Training Associate and the Coordinator of the Employment Services Program at the Institute for Community Inclusion. Lara develops curriculum for the College of Employment Services/Direct Course and runs the Institute's ACRE Certificate Training Program. Lara has worked as a vocational program supervisor and an employment specialist, performing job development, job coaching, career exploration, employer outreach and counseling. Lara presents locally, nationally, and internationally on topics related to disability and employment. She provides technical assistance, individualized training and creates tools and resources to assist community provider agencies, state agencies and Career Centers in building their capacity to serve individuals with disabilities. She has co-authored a number of articles and publications on employment and disability, including a journal publication on employment staff competencies. Lara has been awarded the Leadership in Supported Employment Award by APSE (both the national organization and the Massachusetts chapter).
- Email: firstname.lastname@example.org
- Phone: 617-287-4319
ICI publications by Lara Enein-Donovan
Successful job development for people with disabilities is about meeting the specific and often unique needs of each job seeker. Job creation is a way to modify or restructure existing jobs or bring together a combination of job tasks that fill the work needs of an employer while capitalizing on the skills and strengths of workers with significant disabilities. This is the second issue in the new ICI Professional Development Series. (9/2004)
A person-centered approach can help individuals with disabilities make satisfying job choices. This brief guides job seekers through a three-stage career development process that includes assessing their interests, researching the job market, and marketing themselves to potential employers. (7/2002)
One-Stop Career Centers serve a diverse range of customers. These include individuals with a variety of educational and work backgrounds, people from diverse racial, linguistic and ethnic cultures, as well as individuals with a wide range of disabilities and support needs. One way of addressing the needs of this diverse customer base is to develop services and systems that respond to the needs of each of these groups. However, this can be expensive and labor-intensive. A more effective way to serve this broad customer pool is to provide One-Stop services according to the principles of what is known as "universal design," using common strategies that benefit many groups ‚Äì and that reinforce the concept of an inclusive setting that welcomes and celebrates diversity. To find a manageable approach to meet the needs of their many customers, One-Stop Career Centers can think universally about how they design their physical space, service delivery systems, and customer resources. For example, the barriers faced by people who cannot read are similar despite the cause (e.g. cognitive disability, illiteracy, or limited English proficiency). Therefore, the strategies to overcome this barrier and allow customers to benefit from One-Stop services will be similar.
This proactive approach lessens the extent of service specialization that may be required to meet the needs of some audiences. When services are designed universally, they are more likely to benefit job seekers with a wide range of learning styles, languages, educational levels, intelligences, and abilities, allowing the One-Stop to meet customer needs in a more efficient fashion. (1/2009)
Select outside publications by Lara Enein-Donovan
Hagner, D., Noll, A., and Enein-Donovan, L. (2002). Identifying community employment program staff competencies: A critical incident approach. Journal of Rehabilitation, 68(1), 45-51.