Terrazzo Presentation

From Chapter 17

Employment Planning During Transition Planning

By: Amber Click

Preparing for Competitive Integrated Employment

• Both paid and unpaid employment opportunities with instruction that is targeted specifically at the skills they will need at a job.

• Paid employment/work experience is one of the strongest predictors of positive postschool outcomes for students with disabilitiues (Mazzotti et al., 2016).

• Career readiness should have a longitudinal approach beginning in elementary school and continuing into post-secondary life.

Figure 17.3 p. 376

Job shadowingPaid employmentMentoringInternshipsApprenticeshipsOn-the-job training

Job shadowingSchool-based enterprisesService learningInternshipsApprenticeshipsPaid employmentMentoring

Job shadowingCareer planningWorkplace toursInformational interviewsService learningJob clubsPaid employment

Self-explorationCareer explorationField tripsVolunteeringJob shadowing

Career Training

Career Preparation

Career Exploration

Career Awareness

Elementary & Middle School

11th & 12th Grade

9th & 10th Grade

18-21 year old Programs & Postsecondary

Four Phases of Career Readiness

Check for Understanding 1&2

Might include providing students with employment skill development through: 1. career technical experience (CTE) courses 2. school-based enterprises 3. on-campus jobs 4. job clubs or employment focused school organizationsClick on the Jamboard link and post one way that you could see CTE courses benefiting the transition for students with disabilities.

Work-based learning experiences

Individualized based on student's strengths & interests and include multiple activities to support attainment of postschool employment goals. Teachers need to decide about the type of support students will need in adult life.

Jamboard

Types of Employment Opportunities

When thinking about school-based enterprises, click on the Jamboard and discuss with others on some possible ideas for a school-based enterprise.

Jamboard

Step 1: Develop an accurate task analysis Step 2: Develop accurate measurements of quality and speedStep 3: Students should be able to do vast majority of work (after instruction is completed)Step 4: Have sufficient resources and personnelStep 5: Simulate actual work demands

Tips for Starting a School-Based Enterprise

School-based learning experiences

Types of Employment Opportunities

Community-based work experiences

Student's can practice employment skills in real-life settings. Can include both paid and unpaid opportunities. Experiences can include short-term or long-term job opportunities. Can consist of paid competitive employment, internships, job shadowing or sampling, and volunteer opportunities within the community.

Types of Employment Opportunities

" a flexible process designed to personalize the employment relationship between a job candidate and an employer in a way that meets the needs of both" (US Department of Labor, 2018).

Customized employment

Working independently and owning one's own business, matching the individual's strengths and interests related to work.

Self-employment

Supported employment

The individual receives support from a job coach or natural support (peer employee) to ensure success on the job & maintain employment over time.

Types of Employment Opportunities

Check for Understanding 3&4

Evidence Based Practice's (EBPs) to Support Job-Skill Development

• dual communication boards to teach communication skills
• response prompting to teach employment skills
• self-management instruction to teach job-specific skills
• the self-determined learning model of instruction to teach goal attainment
• simulation to teach social skills

Using Functional Behavioral Assessments (FBAs) in a work-based learning environment can provide teachers and community service providers with information about strategies to support teaching alternative behaviors and redesigning work environments to support student success on the job.

Ecologocal assessments are observational assessments that teachers and community service personnel can use to identify a student's preferences, strengths, and areas of need in a work-based learning environment.

As an example, the Student Transition Questionnaire (STQ) is a 40-item assessment designed to elicit student perspectives on transition related-topics and perceptions of strengths and needs.

Types of Assessments:

• Interest inventories
• Aptitude tests
• Functional behavioral assessments
• Observational assessments
• Pencil and paper tests

Assessing Employment Skills

First, employment skills should be assessed to determine the knowledge and skills students need to be successful on the job.

The linked YouTube video is about an 18-21 year old program. After viewing, click on the Jamboard link and awnser the following question: What are some of the key skills that the students in the community transition program learn, as mentioned in the video?

Think College

YouTube Video

EBPs

Jamboard

• Includes determining areas of academic strengths and deficits, social skills, self-determination skills, and community living knowledge and skills.

• Teachers should review Think College (2017) standards, quality indicators, and benchmarks for inclusive higher education to make sure what they're doing in high-school aligns with college expectations.

Assessment to Support Access to Postsecondary Education

1 using time delay to teach science2. using strategy instruction to support access to academic content3. implementing check and connect for staying and persisting in school

EBPs to Prepare for Postsecondary Education and Training

Preparing for Postsecondary Education & Training

18-21 Year Old Program

Offer students with intellectual disabilities, autism, or developmental disabilities opportunities to gain valuable work, living, and self-determination skills.

Case Study Jamboard

Case Study Activity

Student ProfileName: AlexAge: 17Disability: Alex has Down syndrome, which may impact his cognitive and communication abilities.Interests: Alex enjoys working with computers and has a interest in technology.Background:Alex is a 17-year-old high-school student with Down syndrome. He is a motivated individual who excels in technology-related coursework and is eager to pursue a career in the tech industry.Challenges:Cognitive Abilities: Alex may face challenges in processing information quickly or handling complex tasks independently.Communication Skills: Alex's communication abilities may require support, especially in verbal interactions or written correspondence.Employment Opportunities: Alex and his family are uncertain about finding inclusive employment opportunities that align with his interests and abilities.Using the link to the Jamboard, you will add your ideas about what should be added in his transition plan.

References

Browder, D. M. (2020). Teaching students with moderate and severe disabilities. Guilford.Institute for Community Inclusion. (2024). Home. Think College. https://thinkcollege.netNTACT. (n.d.). Effective practices. NTACT:C. https://transitionta.org/topics/effective-practices/ PBS NewsHour Student Reporting Labs. (2017, June 1). Program helps special needs graduates transition into adulthood. YouTube. https://youtu.be/doeq4KPuAHw?si=2BQ5BJ9idvubW8tB