Using Life Course Tools to Expand Employment Possibilities Wenda Felty Community Leadership and Advocacy Coordinator Oklahoma LEND Core Faculty Parent - Family Center for Learning and Leadership/UCEDD Doris Erhart Leadership and Transition Coordinator Oklahoma Family Network 11th Annual Oklahoma Transition Institute October 3-5, 2016

Session Objective’s Learn about the building blocks of the Life Course framework and how having a vision for the future is vital to a meaningful life and employment. Students and those assisting them will learn how to articulate their long-term vision for employment. Also, how their soft skills can contribute to a job and what they don’t want in a job. Lean how navigating to a good life with meaningful employment should begin early in one’s life, but can start at any age.

The LifeCourse Framework

All people have the right to live, love, work, play and pursue their dreams in their community.

LifeCourse Framework

LifeCourse Framework

LifeCourse Framework

LifeCourse Framework

LifeCourse Framework

Discovering WHO What People like and admire about me Positive strengths, talents and qualities Ask family and friends who know you well What’s Important to the me People, places, interest, passions, hobbies, possessions, rituals, etc. What things to you value the most and make you who your are? How to best support the me Specific kinds of support that are helpful to you and what is not What support helps create the gest environment and outcomes in your life?

Discovering WHAT Do I want to work for an existing business? Full-time or part-time employment? Temporary or seasonal employment? Would I prefer to create my own business? Odd jobs – part time work, for instance handyman or housekeeping? Self-employment – owning your own business? Do I want to continue my education? Community College Four year College or University Technical or Trade School What else should I think about? Physical strain -- physical labor or sitting all day at a desk or table? Climate – Indoor or outdoor, is it climate controlled? Working in a group or alone? Doing one part of a job or doing the whole thing? Repetitive or predictable? What education or training is needed for the job?

Exploring Career Possibilities Mechanic/Automotive Landscaping Animals Floral Design Recreation Office/Clerical Mail Clerk

Discovering HOW Personal asset and strengths What knowledge, skills, strengths, personality or capabilities do you poses? Relationship-based supports What are the things you family, friends, neighbors, co-workers and so on can do to help? Technology-based supports Specialized technology, computers, ipads, smart phones? Community-based supports Things in the community that you can access Community centers, parks and recreation, public transportation or faith based resources Eligibility-based supports Services that are accessible due to a disability, age, income, etc.

Getting Ready for Work What to do & When to do it Look at pages 18 -19 of booklet Early Childhood Ask the child what they want to be when they grow up School Age Make sure students are involved in IEP meetings, their goals, etc. Transition Age 15-16 – Assist with applying for state ID or driver’s license Adulthood Consider whether or not to apply for benefits such as SSI, etc.

A Good Life for All in Oklahoma

Q&A

Contact Information Wanda Felty wanda-felty@ouhsc.edu (405) 271-4500 ext. 41004 Doris Erhart doris-erhart@oklahomafamilynetwork.org (405) 271-5072

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