Focus on Transition

By 14 Through Age 21

Junior High
Career Assessments (MCIS/Discover) Interest Assessments Values Assessments Personality Assessments Transition Planning Inventory Caseylifeskills.com Career Research Job/Career Exploration Enderle-Severson Revised Learning Styles Inventories

 The more severe the disability, the greater the need for early intervention and preparation for employment whether it be EBD, LD, DCD, MMMI, TBI or OHI.

 It is a well documented finding that students with disabilities are more likely to be employed when exiting school if they have participated in community based experiences or were employed competitively while in school (Darlene Unger and Tom Simmons).

 It takes them longer to learn, so of course you would want them to be able to compete with other youth going out into the workforce.

Difficulties towards this preparation

Parents want their child to be integrated in academic coursework as much as possible. Teachers do not typically think a 7 9th grader as needing a vocational focus at this early age. Too many required courses make it impossible for the team to fit any of these Job Readiness opportunities into their already hectic schedule.

 Special education teachers believe that students will change their minds (about a career interest) about a dozen times before they graduate from high school.

Senior High
Re-evaluations should always include a comprehensive Transition Assessment.
Transition Planning Inventory Caseylifeskills.com Enderle Severson Revised Brigance

Formal Vocational Evaluations may be necessary

Work collaboratively with county workers and Division of Rehab. Services

Career assessments Values assessments Personality assessments Interest assessments

Senior High (continued)

Extensive Career Research Research Programs of Study at various colleges Part time Career Exploration Job Shadowing Mentorships Internships Service Learning Activities

Senior High (continued)

Practice Filling out and sending in college applications and Financial aid forms Visit and tour colleges of interest Apply for Division of Rehabilitation Services If 18, apply for Selective Service Practice Job Readiness Skills

Job Readiness Skills

SKANS Skills- Soft skills Job Search Applying for jobs Interview skills practice Writing Resumes Writing Sample Cover Letters Writing Sample Thank you letters

Senior High (continued)

Filemaster Web Portfolio Independent Living Skills Understanding the Communitys Resources Communication skills
Face to face Phone etiquette Written communications- taking phone messages, filling out forms for requests and jotting notes to your boss

SKANS skills
Social skills on the job
Role play again and again Social stories Actual work related experiences

Transition Program
Students Ages 18-21 If there are still transition needs If there is no employment history (or very little) If the student has inappropriate social skills and demonstrates difficulty in getting along with others (Autism/Aspergers/EBD)

Transition program focus

All of the above Vocational evaluations may be necessary Job training with agency support or with job trainer/job coach support. Social skills training Independent Living skills Understanding the Communitys Resources

How
Taught to the students intellectual level Accommodate to their disability to make it easier for them to get it- less frustration Provide a great deal of repetition (Hands on, actually doing) The more they hear it (do it) the more natural and automatic it becomes

Job Training
Agencies: RISE, Inc., MRC, Goodwill Easter Seals, Lifeworks Post- Secondary Options;
Technical colleges Junior colleges Universities

Supportive Employment Initial Job Training and Monitoring Job Carving and Accommodations Work Coordinator Monitoring

Job Trainers Role

Teach the student the job tasks, not do it for them Take advantage of teachable moments
Social skills opportunities with supervisors or co-workers How to ask for a day off Problem solve Provide positive reinforcement; let them know they are doing it well

 When providing Job Placement it is important to match the needs of both the employer and the student.

 Interagency collaboration is key in providing the best results for the individual student. Everyone has a different piece to bring to the team. Parents and the student know him/her better than anyone else. Respect their perspective. Be a good listener.

Every member of the team has valuable information to offer.