Foundation Skills Constructing Vocational Skills Across Childhood for Students with Visual Impairments by Sandra Lewis, Ed.D. Florida State University

Guiding Philosophy We must teach to the potential adult Visually impaired students have unique needs in many skill areas A continuum of learning exists in all skill areas and all skill areas are interrelated Learning should be meaningful for children We must challenge children to control their own lives

Goal of Education To prepare children with the knowledge and skills necessary to be as competent as possible as adults

Keep an eye on the goal It is easy to lose sight of the goal of competency in adulthood for our students with visual impairments as we attempt to make for them a life free from hardship We can’t protect our children fully and still provide them with what they need to be successful in life

An Important Key to Success Development of mastery and control over the environment

Mastery and control over the environment as an adult is dependent on having mastery and control over the environment as a child

What do you want for the children with whom you live and/or work?

Applying Career Education Principles Across Elementary and Middle School

Career Education Needs The need for others to have high expectations of them The need to be engaged in structured activities to promote socialization The need to develop compensatory skills The need to receive realistic feedback The need to have opportunities to work Wolffe

Elementary School: High Expectations Encourage organizational skills –At school and at home Help others –Carry items, get ice-cream Require independent work time Participate in chores Promote kitchen skills Assist with ordering or purchasing own materials

Promote Kitchen Skills Make salads –Tear lettuce, clean vegetables, pick stems, pare carrots, slice items Prepare snacks Make breakfast items Prepare lunch items Put away groceries Wash, dry dishes Load, unload dishwasher

Elementary School: Encourage Socialization Create “all about me” books –Have students be reporters to collect information on classmates Offer game tables at recess –Or offer other alternative activities Use the telephone –To get information, to order, and to talk with friends and family Promote self-awareness –Family history activities Reinforce self-advocacy Promote self-improvement

Elementary School: Compensatory Skills Take an active role in planning activities Write letters for information Read help wanted ads Measure/organize data/graph Use office tools Write reports

Elementary School: Work Opportunities Investigate careers –Interview school workers –Job shadow Contact visually impaired adults Volunteer Work in the neighborhood Interview teen workers Associate emerging skills with work

Elementary School: Realistic Feedback Increase speed of performance –Use timer and graphs Improve calendar skills Set goals Participate in IEPs Use interactive journals Discriminate between wants and needs

Middle School: High Expectations Taking care of oneself and one’s possessions –Laundry Assuming family responsibilities –chores Encourage community involvement –Scouting, youth groups Organize school work

Middle School: Encouraging Socialization Identify one’s interests, abilities, values, strengths, and weaknesses Join clubs and sports, as appropriate to one’s interests Develop assertiveness skills –Role play Help to understand the effect of one’s behavior on others –Challenge courses, team-building

Middle School: Compensatory Skills Develop work “vocabulary” Improve computational and literacy skills Explore and use adaptive devices and technology Solve problems independently –Focus on those related to disability Travel independently –Scavenger hunts in mall, at airport, bus stops

Middle School: Opportunities to Work Help at home and in the neighborhood –Rake, baby sit, do laundry, care for pets Explore jobs; job shadow Participate in summer job experiences Volunteer in community Participate in career fairs Participate in work-study programs

Middle School: Realistic Feedback Manage own time; make appointments –Keep date book, planner, telephone list Set goals –Develop strategies for measuring progress Meet with visually impaired adults Assist with correcting assignments of others Assist with teaching others new skills

Comprehensive Career Education Must require that career education be considered a separate subject, equal in importance to other school subjects Must be designed and taught by TVIs who understand career development Must include components for very young children and families Must continue throughout all school years Must be experienced based Must be community based Must focus on the impact of visual impairment

Don’t lose sight of the goal! The goal of education is to prepare children with the knowledge and skills necessary to be as competent as possible as adults