Transition and Career Awareness
Oct 23, 2021CAREER AWARENESS/EMPLOYMENT GOALS
The assumption of competence on the part of parents, teachers and other authority figures who have contact with students who have intellectual or physical challenges can have a huge impact on post-secondary employment, education, lifestyle and life satisfaction. Part of that assumption of competence can be demonstrated in the care taken to expose the students to as wide a range of employment options as possible as well as creating an environment that assumes the student can and will be working. All of this helps to prepare the student for competitive or supported employment.
The transition to post-secondary education or employment can be overwhelming because the hidden curriculum and agendas interfere with getting to a point where the student can feel competent and part of the community at work or school. The following goals are designed to ensure that the essential elements for transition have been taken into consideration and appropriately explored.
Student will complete a series of formal and/or informal vocational assessment activities.
o Career Interest Inventory.
o Learning Style Inventory.
o Student Interview.
o Parent Interview.
o Values/Maturity Inventory.
o Achievement Test(s)
o Psychological Test(s)
Student will define interests and abilities related to potential career and job opportunities.
Student will develop a career portfolio to compile all vocational related materials.
Student will complete a minimum of two job reports on occupations of interest.
Student will complete a series of formal and/or informal vocational assessment activities.
Student will participate in career trips to area businesses.
Student will participate in school-based opportunities to hear guest speakers from career fields of their choice.
Student will identify primary and secondary career goals comparing the qualifications necessary for success in such occupations with his/her own abilities.
Student will increase knowledge of general labor laws re: the employment of minors (e.g. work permits, hours of work, minimum wage and jobs permitted for minors).
Student will demonstrate skills necessary to effectively locate, apply, interview, and maintain employment.
Student will identify attitudes and behaviors necessary for job success.
Student will apply decision-making strategies to job-related issues.
Student will develop a personal resume.
Student will define transition goals related to competitive or supported employment post secondary education and training, independent living, and community participation.
Student will meet with adult service representatives to initiate referral process.
Student will meet with adult service representatives at least two times per school year to prepare for transition.
Student will discuss job-related concerns and transition planning issues in vocational counseling sessions.
Student will complete job shadowing experiences related to expressed interests.
Student will successfully complete school supervised work experiences.
Student will demonstrate positive work habits and attitudes in school-based vocational settings.
Student will participate in community-based internships in a career field of interest.
Student will demonstrate positive work habits and attitudes on community based vocational training.
Student will complete community-based job training experiences.
Student will self-evaluate work behavior in community based vocational settings.
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AUTHORS
Marie Lewis is an author, consultant, and national speaker on best practices in education advocacy. She is a parent of 3 children and a Disability Case Manager, Board Certified Education Advocate, and Behavior Specialist Consultant. She has assisted in the development of thousands of IEPs nationally and consults on developing appropriately individualized IEPs that are outcome based vs just legally sufficient. She brings a great depth of expertise, practical experience, and compassion to her work as well as expert insight, vision, and systemic thinking. She is passionate and funny and she always inspires and informs.
MJ Gore has an MEd in counseling and a degree in elementary education and natural sciences. She worked as a life-skills and learning support teacher She has been honored with the receipt of the Presidential Volunteer Service Award. She is the Director and on the faculty at the National Special Education Advocacy Institute. Her passion is social justice, especially in the area of education. She is a Board Certified Education Advocate who teaches professional advocates, educators, and clinicians the best practices in education advocacy.
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