Job Readiness and College Placement Program for Learners with Special

Educational Needs

By:
Ms. Camilla Cassandra Arellano
Mr. Von Erick Laylo Dumagtoy
Dr. Wilson Cordova

Montessori De San Juan

154 O. Arellano Street, Addition Hills,
San Juan City,
Metro Manila, PHILIPPINES
Email: vonlaylo@gmail.com

ABSTRACT

The shift from college to the professional world presents significant hurdles for individuals with
autism spectrum disorder (ASD). Special education teachers and college counselors who possess
a deep understanding of the difficulties these students encounter as they adapt to the workplace
can empower themselves to become advocates for this demographic. This study sheds light on
the obstacles that these students confront, aiming to bridge the informational void regarding their
career development journey. Furthermore, it offers strategies and optimal approaches to facilitate
a smooth transition for these students into the professional sphere. Youth with disabilities must
be college and career ready to be prepared for adult life. Policy efforts confirm this prioritization
(Every Student Succeeds Act [ESSA], 2015; Individuals with Disabilities Education
Improvement Act [IDEIA], 2004). Parallel to the emergence of college and career readiness
(CCR), transition planning and service requirements have promoted successful transitions to
postschool education, employment, and community living (IDEIA, 2004). This study primarily
aimed to find the difference in the level of functioning in Pizza Making Program as part of Job
Readiness and Work Placement Program of the High School Learners with special educational
needs in terms of their Cognitive Skills, Functional Skills, Behavioral Skills and Daily Life
Skills. Majority of the high school students with special educational needs in the pre-evaluation
rarely observed and practiced level of functioning in terms of Cognitive, Functional, Behavioral,
and Daily Life Skills. Majority of the high school learners with special educational needs in
the post evaluation sometimes observed and practiced level of functioning in terms of
Cognitive Skills; Functional Skills; Behavioral Skills; and Acquisition of Daily Life Skills.
This shows that after exposure to a certain program, learners have high potentials of improving.
There was a significant difference in the pre-test and post-test in the four skills Cognitive,
Functional, Behavioral, and Daily Life Skills. This indicates that utilizing the program and
giving more constant exposure to it would help the learner with special educational needs the
highest level of functioning which is always observing and practicing the skills needed in
order to have a successful transition to college level and in obtaining and maintaining integrated
and inclusive employment.
Introduction

In today's rapidly evolving job market, the pursuit of higher education and employment
opportunities is a common aspiration among young adults. For children with special needs, this
journey can be both inspiring and daunting, as they often encounter unique challenges in their
pursuit of independence and self-sufficiency. The transition from school to work is a critical
phase in their lives, and it is imperative that they are equipped with the skills, confidence, and
support necessary to thrive in the competitive workforce. Moreover, according to the United
Nations, "Persons with disabilities have a right to work on an equal basis with others,"
emphasizing the need for inclusive employment practices [UN Convention on the Rights of
Persons with Disabilities, 2006].

Inclusive education has made significant strides in recent years, aiming to provide equitable
opportunities for all students, regardless of their abilities or disabilities. Among the many critical
facets of inclusive education, the development of job readiness programs for children with
special needs has gained prominence. These programs are essential in empowering children with
disabilities to transition successfully from school to the workforce, fostering independence, self-
sufficiency, and a sense of purpose. This study explores the significance of job readiness
programs for children with special needs and highlights the foundational principles underpinning
their design and implementation.

The concept of "job readiness" is central to this transition. Job readiness refers to the preparation
and capability of individuals to successfully enter and thrive in the world of work. For children
with special needs, achieving job readiness requires a comprehensive and tailored approach that
addresses their unique abilities, strengths, and areas for growth. One significant avenue through
which this can be achieved is the implementation of college placement programs designed
specifically for this demographic. Job readiness programs for children with special needs play a
pivotal role in enhancing life outcomes. Research indicates that individuals with disabilities who
participate in comprehensive transition programs are more likely to secure competitive
employment, leading to greater financial independence and improved quality of life [Wehman et
al., 2016].

This research aims to explore the significance of job readiness and college placement programs
for children with special needs in fostering their preparedness for the application process and
participation. It delves into the challenges these individuals face during the transition from
school to work, the role of education in facilitating this transition, and the impact of tailored
support systems on their overall success. Furthermore, work-based learning can serve as an
excellent bridge to paid employment for students with special needs. Research indicates that it is
important for students to have experiences in a real-world setting. The world of work is different
from school that many students are accustomed to (Goodman et al., 2019, p.8-10).

By shedding light on the critical intersections of education, these kinds of programs enhancing
preparedness, and employment opportunities; this research seeks to advocate for the expansion
and enhancement of college placement and job readiness programs as a means of empowering
children with special needs to achieve their fullest potential. These programs promote social
inclusion by preparing children with special needs to engage meaningfully in their communities.
Inclusion in the workforce not only provides economic benefits but also fosters a sense of
belonging and social connectedness [Migliore et al., 2009].

The transition into adulthood is a pivotal moment for all young individuals, but it can be even
more complex for those with special needs. Successful programs involve collaboration among
educators, vocational rehabilitation specialists, families, and community partners [Benz et al.,
2018], and as society continues to recognize the importance of inclusion and diversity, it
becomes increasingly clear that traditional educational and vocational models may not
adequately serve these individuals. College placement programs emerge as a promising avenue
for empowering children with special needs to transcend the barriers they face in accessing
higher education and meaningful employment opportunities. It is quite known to those who have
gone through it, that transitioning from college to the workforce can be a challenge for any
student. They have concerns about employment, job readiness, and understanding of career
choices (Grigal et al., 2012; Tsyrenov, Erdyneeva, Tudupova, Boronoyev, & Popova, 2017).
Another prompt to dive into creating opportunities and programs that can provide knowledge and
preparedness for children with exceptionalities.

In a study done in Long Beach CA, Jung (2020) found that the two key ingredients for success in
work-based learning were, workforce preparation and integrated curriculum and instruction.
Strong partnerships at school and in businesses are important, with qualified staff in both
locations.

This research will explore the multifaceted nature of job readiness within the context of college
placement programs for children with special needs, addressing questions such as: How do these
programs contribute to academic and vocational development? What specific skills and support
mechanisms are essential for fostering job readiness? How can educators, parents, and
communities collaborate to create more inclusive pathways to employment for this
demographic?

By examining these questions, we hope to contribute to a broader understanding of how to

support children with special needs in their journey towards independence, self-sufficiency, and
successful employment. Ultimately, our research strives to advocate for the expansion and
improvement of job readiness and college placement programs for children with special needs,
offering a brighter and more inclusive future for these exceptional individuals as they embark on
their paths to meaningful and fulfilling careers.

Citations:

According to the United Nations, "Persons with disabilities have a right to work on an equal
basis with others," emphasizing the need for inclusive employment practices [UN Convention on
the Rights of Persons with Disabilities, 2006].

Job readiness programs for children with special needs play a pivotal role in enhancing life
outcomes. Research indicates that individuals with disabilities who participate in comprehensive
transition programs are more likely to secure competitive employment, leading to greater
financial independence and improved quality of life [Wehman et al., 2016].

These programs promote social inclusion by preparing children with special needs to engage
meaningfully in their communities. Inclusion in the workforce not only provides economic
benefits but also fosters a sense of belonging and social connectedness [Migliore et al., 2009].

successful programs involve collaboration among educators, vocational rehabilitation specialists,

families, and community partners [Benz et al., 2018].

Work-based learning can serve as an excellent bridge to paid employment for

students with special needs. Research indicates that it is important for students to have
experiences in a real-world setting. The world of work is different from school that
many students are accustomed to (Goodman et al., 2019, p.8-10).