Transition Education and Services for Students with Disabilities Patricia L. Sitlington Gary M. Clark

Transition to Employment C H A P T E R S I X

Content for Instruction Focus in three major areas: Occupational awareness Occupational awareness Employment-related knowledge and skills Employment-related knowledge and skills Specific occupational knowledge and skills Specific occupational knowledge and skills

Occupational Awareness Four Major Phases of Career Education: Four Major Phases of Career Education: Career awareness Career awareness Career exploration (middle school/junior high school) Career exploration (middle school/junior high school) Career exploration (high school) Career exploration (high school) Career assimilation (focus on transition into adulthood) Career assimilation (focus on transition into adulthood) Occupational Roles Occupational Roles Occupational Vocabulary Occupational Vocabulary Occupational Alternatives Occupational Alternatives Basic Information on Realities of the World of Work Basic Information on Realities of the World of Work

Employment Related Knowledge and Skills Work habits and attitudes Work habits and attitudes

Specific Occupational Knowledge and Skills Secretary’s Commission on Achieving Necessary Skills (SCANS) Secretary’s Commission on Achieving Necessary Skills (SCANS) Three Foundation Skills Three Foundation Skills Basic Skills Basic Skills Thinking Skills Thinking Skills Personal Qualities Personal Qualities Vocational Technical Education Consortium of States (V-TECS) Vocational Technical Education Consortium of States (V-TECS) Curriculum guides Curriculum guides

Delivering Instructional Content Determining what should be taught, to whom, and in what way Determining what should be taught, to whom, and in what way

Principles and Approaches to Delivering Work-Based Learning Work-based learning – activities that involve actual work experience or connect classroom learning to work Work-based learning – activities that involve actual work experience or connect classroom learning to work

General Principles of Work-Based Learning Programs Hamilton and Hamilton (1997) - Seven principles that make work a learning experience Hamilton and Hamilton (1997) - Seven principles that make work a learning experience Ascher (1994) – Features of good cooperative education programs Ascher (1994) – Features of good cooperative education programs

Approaches to Delivering Work- Based Learning Cooperative Education Cooperative Education Student Internship Programs Student Internship Programs Youth Apprenticeship Programs Youth Apprenticeship Programs School-Based Enterprises School-Based Enterprises

School-Based Approaches and Activities That Bridge across Classrooms and Workplaces Most programs include a class in which students can reflect on and integrate their job experiences Most programs include a class in which students can reflect on and integrate their job experiences Provided by supervisor on site Provided by supervisor on site Provided in a studio at school Provided in a studio at school Work site operated by the school Work site operated by the school

Program Models for Delivering Work-Based Learning

Career and Technical Education (Formerly Vocational Education) CTE program options and training settings CTE program options and training settings General high schools General high schools Comprehensive high schools Comprehensive high schools Vocational technical centers and career academies Vocational technical centers and career academies Characteristics of CTE programs that need to be considered Characteristics of CTE programs that need to be considered Vocational student organizations Vocational student organizations

School-to-Work Programs School-Based Learning School-Based Learning Work-Based Learning Work-Based Learning Connecting Activities Connecting Activities

Specially Designed Work-Based Learning Programs Career exploration Career exploration Cooperative work training Cooperative work training Student or school-based business Student or school-based business Job shadowing Job shadowing Volunteer service learning in the community Volunteer service learning in the community Classroom and school as the workplace Classroom and school as the workplace

Supported Employment Designed specifically for individuals with more significant disabilities Designed specifically for individuals with more significant disabilities Emphasis on community integrated jobs with commensurate wages and benefits Emphasis on community integrated jobs with commensurate wages and benefits

Issues in Preparing Students for Transition to Employment Parental Values Parental Values Postsecondary Vocational Training Opportunities in the Community Postsecondary Vocational Training Opportunities in the Community Philosophical Differences in the Field Philosophical Differences in the Field

What Makes a Program Effective? Individualized support Individualized support Participation in career education classes Participation in career education classes Participation in community-based work Participation in community-based work Competence in academic areas & functional skills Competence in academic areas & functional skills Participation in transition planning process that promotes self-determination Participation in transition planning process that promotes self-determination Direct assistance in understanding and connecting with adult services Direct assistance in understanding and connecting with adult services Graduation from high school Graduation from high school

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