Wehman & Kregel, Chapter 8

Employment Preparation

Students with Developmental Cognitive Disabilities need to be productive workers upon their exit from school. Individuals who hold jobs in our society contribute by paying taxes and consuming goods, and, persons who do not work are dependent on services. While individuals with developmental disabilities may have a right and true need for services, they also have a responsibility to contribute to society.

Beyond the contributions individuals make through work, productivity and participation in employment environments contribute to an individual's self esteem and self actualization.

Students with cognitive disabilities need employment related instruction. Studies have indicated that employers are concerned about the lack of employment skills in youth with disabilities. Numerous studies have supported the idea that paid and unpaid work experiences, during high school, improve post school employment outcomes.

Laws that support employment outcomes:

 

It is important that we recognize that students' work personality starts to develop during preschool. Work competencies develop during the school years, and, as the student enters high school they should be developing work goals.

Ecological Theory of Career Development

Relevant curricular content:

"recognizing one's abilities, interests, limitations, values, work expectations, understands one' s self as a worker and identifying appropriate accommodations and adaptation needs

Also includes:

"work values and attitudes, self advocacy, problem solving, decision making, social skills, knowledge of work environments, stress reduction and job flexibility"

Essential experiences:

"self assessment activities, exposure to role models, work experiences, variety of life experiences, chores and other responsibilities, creation of a career portfolio and mentoring"

Services:

"advocacy, assistive technology, support and accommodation, educational and training, career counseling, ecological assessment, social skills training, and planning

CURRICULUM
Review page 215, Figure 8.1
Foundation of Fundamental Skills
  1. Academics Reading, Writing, Math
  2. Technology General knowledge is essential (e.g., computers, video, audio)
  3. Personal-Care Skills Daily living, dressing, grooming, hygiene, eating, dressing
  4. Communication Skills

Listening, Speaking

  • communicate basic needs
  • following instructions
  • asking questions
  • decoding nonverbal messages
  5. Behavioral Skills

External management of appropriate and inappropriate social behavior

  • responding to directions
  • appropriate verbal and physical contact
  • seeking attention in appropriate ways
Integrative Skills

Social Skills

  • #1 reason for individuals losing jobs
  • most common problem is interpersonal communication
  • most common type of social interaction in work place is joking/teasing

SCANS-critical social skills

  • cooperating
  • negotiating conflict
  • understanding others' perspective
  • working as a team

Skills identified by 70% of employers (Minskoff & Demoss, 1994)

  • accepts supervision
  • follows directions
  • asks for information and assistance
  • accepts constructive criticism
  • accepts help from coworkers
  • helps others
  • does not bully or boss
  • speaks appropriately to supervisors
  • does not use profanity in work place
  • listens to others in conversation
  Self Determination
  • choice making
  • problem solving
  • decision making
  • goal setting and attainment
  • risk taking and safety
  • self regulation
  • self advocacy and leadership
  • self awareness and self knowledge
  Personal Values
  • self esteem
  • responsibility and dependability
  • quality of work
  • personal ethics
  • response to peer pressure
Application Skills
 

Skills needed to get and keep jobs

  • self knowledge
  • knowledge about occupations
  • career planning

Career Skills

  • knowledge about various jobs
  • requirement of various jobs
  • labor market trends

Job Seeking Skills

  • finding job vacancies
  • filling out applications
  • interviewing
  • selecting a job

 

EMPLOYMENT PREPARATION: ACROSS THE SCHOOL AGES

Elementary

"growth stage"
  • explore career alternatives
  • develop occupation self concept

Review Table 8.4, p. 225

Review Table 8.5, p.226

Middle School

"exploration stage"
  • Move away from career fantasies
  • Tentative career choices to developing initial career choices

Review Table 8.6, p. 227

Review Table 8.7, p. 228
High School
  • Work experience during high school is essential for post school success
  • Two or more work experiences in the last two years.

Review Table 8.8. p.230

Review Table 8.9, p. 231