Domain 6: Career Development
6.1 Respond to employment trends and needs in the community
6.2 Modify support and modify work and community environments to accommodate youth with disabilities
6.3 Ensure effective work placements based on student interests and strengths (i.e., student-directed job development)
6.4 Use or share instructional resources addressing work-related behaviors and skills (e.g., job skills curricula, job application skills)
6.5 Provide or facilitate instruction in career awareness
6.6 Provide teachers with resources for career awareness and exploration
6.7 Communicate regularly with employers, businesses, and work site personnel
6.8 Provide or facilitate on-the-job support for students (e.g., modifying work environments, facilitating natural supports)
6.9 Collaborate with career/technical education programs to include students with disabilities
6.10 Develop school-based employment experiences and curricula (e.g., student-run businesses, in-school internships) when needed
6.11 Coordinate work-based programs (e.g., work-study, paid work experiences, internships)
Work Based Learning: Evidence Based Practices
6.4, 6.6,
Employment has long been the central focus of transition planning, and with high schools now focusing on college and career readiness for all students, research still shows that students with moderate to severe disabilities are still missing out on instruction for these important skills (Carter, Trainor, Cakiroglu, Swedeen, Owens, 2010). According to Wehman (2013), "to become a valued member of the workforce, like others, individuals with disabilities must be competent. They must receive the right education and training, have a plan in place for ongoing self-improvement, and be persistent
in pursuing their employment goals. Schools must emphasize skills and competencies related to employment rather than continuing to focus on isolated academic skills."
The best way that schools can facilitate this emphasis on employable skills and competency is through Work Based Learning (WBL). There are many ways that Schools can provide these experiences. They may provide paid or unpaid work experience on or off campus, job shadowing, interviews, and job site visits. As part of my Sped 862 class, I created this presentation to explain WBL and evidence based practices that schools should consider when creating a WBL program. I have also included the reflection in which I explain the importance of having authentic work experiences before graduating high school.
Workplace Supports for Community Job Site
6.2, 6.3, 6.7, 6.8
Employers, co-workers, and transition staff are frequently unsure of how to communicate with individuals with IDD/ASD. They may be uncomfortable or lack confidence when interacting with these individuals (Pouliot, Müller, Frasché, Kern, Resti, 2017). Employers may also be unsure of what accommodations or supports the employee may need in the workplace. When the employee does not have the communication skills necessary to advocate for supports, this can lead to the employer speaking over the individual and speaking only with the transition staff or job coach.
In the article, "A Tool for Supporting Communication in the Workplace for Individuals With Intellectual Disabilities and/or Autism, " the authors explain how creating a "communication story" can help individuals with ASD share with their employers and co-workers strategies and scripts to facilitate inclusive conversation (Pouliot, Müller, Frasché, Kern, Resti, 2017). Working with so many students who are nonverbal or have limited communication, this has been a common challenge in the workplace. In the past year, we have been creating Workplace Supports Plans to help our work site supervisors familiarize themselves with the unique needs to my students. I have included an example of the Workplace Support Plan that I created in my Sped 862 class for one of my students. With this plan, I consulted with a local business, Walkabout Coffee, about providing one of my students on-site work experience. After learning what tasks my student would be completing, I worked with the student to develop this plan form accommodations. Providing this plan to the employer will help them to better accommodate the student and provide them with a truly authentic work experience.
Promoting College & Career Readiness at Nixa High School
6.1, 6.2, 6.3, 6.4, 6.5, 6.9, 6.10, 6.11
In the article, "Availability of and Access to Career Development Activities for Transition-Age Youth With Disabilities," the authors state that many high schools offer a variety of skills to promote knowledge, attitudes, and experiences to prepare youth for future careers. However, the activities that were least likely to be present were the very activities that were most likely to have a positive impact on students with disabilities (Carter, Trainor, Cakiroglu, Swedeen, Owens, 2010). In this section, I have included several videos that demonstrate just a few of the career awareness and preparation programs available at the school at which I work, Nixa High School. These activities are available for all students, and we encourage our students with disabilities to participate as much as possible.
Career Awareness
Every year, NHS hosts a College Fair to learn about university programs and other career preparation programs. . This video was made a few years ago to show what students might get to experience while meeting with university representatives from all over the country. In addition to traditional universities, 2-year technical schools, certificate programs, and Apprenticeships are represented. In the last few years, we have included university programs for students with IDD.
Career and Technical Education
NHS offers several CTE courses in the construction trades, business, journalism, and IT. Taking CTE courses with academic courses have been linked to lowering the dropout rate for At-Risk students because it provides them with a broader array of experiences, which can also help students identify multiple pathways to success (Career and Technical Education’s Role in Dropout Prevention and Recover, 2007). As part of Nixa Public Schools efforts to reach out to At-Risk students, the ever expanding CTE programs has been a great way to connect students with disabilities to lifelong careers and future employers within the community.
Community Employer Expectations & Soft Skills
NHS is fortunate enough to have a very supportive, close-knit community. As a result, employers in the community are actively involved in the career preparedness efforts of NHS. In the article, "Exploring School-Employer Partnerships to Expand Career Development and Early Work Experiences for Youth With Disabilities, " the authors state that when approaching employers, schools should highlight their mission of supporting or working with youth because this is the most commonly cited reason that employers are open to collaboration (Carter, et. al, 2009). Every year, business owners and managers from a variety of industries participate in the mock interviews with NHS students. Having the opportunity to interview for real positions and to have immediate feedback is very beneficial for students. Occasionally, as was the case for one of my students two years ago, the employers will go on to offer the students a job based on the mock interview.
W.I.N.G.S. and WBL
As mentioned above, the employment preparedness activities that are least likely to be present are the activities that will have the most impact on the students who need it the most. At NHS, there are several WBL positions available on campus through the W.I.N.G.S. program, and the program is expanding every year. W.I.N.G.S. is the transition program that includes paid work positions available through Sodexo, unpaid work experience through the school coffee shop (The Birdhouse) and the Print Shop, and job shadowing and community trips for students with IDD.
According to Wehman (2013), Students who work while in school have a higher likelihood of employment following graduation. Additionally, in the article, " Employability Skills Valued by Employers as Important for Entry Level Employees With and Without Disabilities," the researchers found that employers value the following above all other skills: demonstrating personal integrity/honesty in work, ability to follow instructions, ability to show respect for others, ability to be on time (Ju, Zhang, Pacha, 2012) . The best way for students to learn these skills is through authentic work experiences. By creating these authentic settings based on local demand for jobs and employer expectations, NHS has provided its students with moderate to severe disabilities the tools necessary to secure a job within the community once they have graduated.
Video Feature ends at 2:36
References
Career and technical education's role in dropout prevention and recovery. (2007). Issue Brief.
Carter, E.W., Trainor, A.A., Cakiroglu, O., Cole, O., Sedeen, B., Ditchman, N., Owens, L. (2009) Exploring School-Employer Partnerships to Expand Career Development and Early Work Experiences for Youth With Disabilities. Career Development for Exceptional Individuals, 32(3), 145-159.
Carter, E., Trainor, A.A., Cakiroglu, O., Swedeen, B, Owens, L.A. (2010) Availability of and Access to Career Development Activities for Transition-Age Youth With Disabilities. Career Development for Exceptional Individuals 33 (1), 13-24
EagleAirTV (2017) EagleAirTV: Special Edition December 2017. Retrieved From: https://www.youtube.com/watch?v=1-iMJ2Utwv8&feature=youtu.be
Ju, S., Zhang, D., Pacha, J. (2012) Employability Skills Valued by Employers as Important for Entry Level Employees With and Without Disabilities. Career Development and Transition for Exceptional Individuals. 35(1), 29-38.
Nixa Public Schools (2016) College Fair at Nixa High School, QuickNews TV, 2016. Retrieved from: https://www.youtube.com/watch?v=CW-BHYDQ_qc
Nixa public Schools (2017) Introduction to Welding at Nixa High School, QuickNews TV, 2017. Retrieved from: https://www.youtube.com/watch?v=pYjqf_Fsj_k&t=114s
Niza Public Schools (2015) Mock Interview Night at Nixa High School, QNTV, 2015. Retrieved from: https://www.youtube.com/watch?v=FKNK6WM28fc
Nixa Public Schools (2018) Work Experience Program with Sodexo, QuickNews TV, 2018. Retrieved from: https://www.youtube.com/watch?v=1XC-Af3eumk&t=2s
Pouliot, D.M, Müller, E., Frasché, N.F., Kern, A.S., Resti, I.H. (2017) A Tool for Supporting Communication in the Workplace for Individuals With Intellectual Disabilities and/or Autism. Career Development and Transition for Exceptional Individuals, 40(4), 244-249
Wehman, P. (2013) Transition From School to Work: Where Are We and Where Do We Need to Go?. Career Development and Transition for Exceptional Individuals, 36(1), 58-66