career education curriculum - statewide vision...

Statewide Vision Resource Centre PO Box 201 Nunawading 3131 (03) 9841 0242 [email protected] www.svrc.vic.edu.au

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CAREER EDUCATION CURRICULUM FOR STUDENTS WITH VISION IMPAIRMENTS by Annette Godfrey-Magee & Marion Blazé Education Officers – Vision Statewide Vision Resource Centre Department of Education & Training PO Box 201 Nunawading 3131 Ph. (03) 9841 0242 Fax (03) 9841 0878 Email: [email protected] Web sites: http://www.svrc.vic.edu.au http://www.visiontech.svrc.vic.edu.au Contents Introduction 3 Transition Competencies Checklist 4-15 Career Education for Preschool Age 3 Career Education for Primary School Age 6 Career Education for Secondary School Age 9 Talking about your Disability 11 Encourage and motivate Jobseekers 11 Dealing with older students (remedial programmes) 12 Social I.Q. 12 Resources/Research 13 INTRODUCTION Employment is the new frontier for our low vision and blind children. This publication is based on the extensive work of Dr. Karen Wolffe, Director of Vision Rehabilitation Service and Career Connect, American Foundation for the Blind. This curriculum focuses on the essential elements of successful programming for preparing children and youth with a vision impairment for adult responsibilities. There are numerous skills that all young people must master in order to leave school prepared to contribute to their communities and participate fully in life's activities. One of the most important activities that children can participate in is the area of work. A young vision impaired adult who masters the skills outlined in this document will be ready to meet those demands. Teachers, counsellors and parents must constantly ask themselves if they would be willing to hire the young person with whom they are working. If not, they must consider how to help remediate or correct the behaviours or skills that they perceive to be deficient. If we consider the child to be job ready, we need to help determine what jobs they could be doing and move them into positions of responsibility. It is not enough to believe in the process. We must believe in the product ... the low vision and blind youngster.

mailto:[email protected]

http://www.svrc.vic.edu.au/

http://www.visiontech.svrc.vic.edu.au/


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EMPLOYMENT COMPETENCIES CHECKLIST

TRANSITION COMPETENCIES CHECKLIST

Overview

The Transition Competencies Checklist is designed as a self-evaluation tool for secondary students with visual disabilities. The checklist identifies students' strengths and weaknesses in skill areas critical to the transition from school to work and adult life. Students can use the checklist results to communicate with their parents or caregivers, in addition to the education and rehabilitation personnel with whom they're involved, concerning their needs (academic, vocational, social, and personal). They can also use the checklist to set goals and document their progress toward achieving objectives and goals. Ideally, students will first complete the checklist early in their first year in high school and continue to revisit it throughout their final years in school. The checklist is intended as an annual evaluation tool, but can be used more frequently to monitor progress toward goal achievement. Under each competency, a number of indicators are listed and students are asked to identify with a yes or no response whether or not the indicator applies to them. A significant other or a team of concerned individuals (parents, teachers, counselors, employers, and so forth) can complete the checklist, in the event that a student is unable to self-evaluate. If someone other than the student completes the checklist, the reporter's name and contact information should be included on the checklist cover sheet. Ten competencies identified on the Transition Competencies Checklist are described below: * An understanding of work based on real life experiences. This competency focuses on the need for children to learn about work through personal experiences at home (chores), community activities (helping out at civic or organizational functions), and school (active involvement in classroom or school projects). * Application of leisure and socialization skills. This competency addresses the need for students to develop and engage in interpersonal relationships. Also, considered are students' needs to engage in healthy, enjoyable activities during their free time. * Application of problem solving skills. This competency focuses on the need for students to learn how to recognize that they have difficulties or problems and take logical steps to resolve them. Under this competency students are also asked to indicate to whom they will go for help, if they are unable to independently resolve a problem. * Application of self-advocacy skills. This competency focuses on the importance of students addressing their disability-related needs with others in a proactive and positive manner. In addition, this competency encourages students to assume responsibility for their own affairs (setting an appointment with a doctor or scheduling a job interview, for example). * Application of compensatory skills. This competency addresses the disability-specific skills (traveling with a long cane, dog guide, or sighted guide; reading and writing with braille, using optical devices, or audio cassettes,


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using assistive technology, and so forth) that young people with visual disabilities need to master in order to live and work without unnecessary external supports. * Knowledge of career options and sources of information. This competency relates to the students' need to learn about a broad range of jobs through resources available nationally and locally. * An understanding of employers' concerns. This competency addresses the need for students to be familiar with employers' greatest concerns about hiring individuals with visual disabilities and understand how to allay their concerns. * An understanding of levels of ability and their impact with regard to job placement. This competency focuses on how students learn and what help they need from others (parents, teachers counselors, significant others) in order to be successful. * Mastery of career counseling content areas. This competency focuses on self-awareness, career exploration, job seeking, job maintenance, and employment skills. * Evidence of participation in work experience opportunities. This competency addresses the need for students to have as many work experiences as possible while they are still in school. Their work experiences may be either paid or unpaid (volunteer) experiences. To complete the checklist initially, a student will need approximately 20-30 minutes. However, this tool is not intended to be administered under timelines it is a self-evaluation tool and students may take as long as they like or need to complete the checklist. Once the checklist has been completed, a helper (counselor, teacher, parent, or other significant adult figure) may want to review the student's answers with him or her. Indicators where the helper may want to elicit examples from the student are noted with an asterisk on the attached helper's check list format. (Please note: It is not necessary to ask for examples for every marked item the asterisks are to facilitate as the helper review results with the student by indicating where such probes would be appropriate.) Some indicators may indicate an attitudinal or emotional concern that may necessitate follow up between helper and student. For example, if a student responds to "I recognize when I have a problem" with a "No" or responds to "Someone helps me arrange transportation" with a "Yes," the helper might want to find out if these are areas in which the student would like or needs some help. Items that ask for detailed information, such as how fast a student types or reads, may require additional assessment. If a student does not know the answers to these questions, the helper may want to suggest an appropriate mechanism for finding out the pertinent information. For example, a timed reading sample to determine how fast a student can read unfamiliar material would be an appropriate suggestion. Finally, it is important for helpers to emphasize to students that there are no "right" or "wrong" answers on the Transition Competencies Checklist. Each student's answers are "right" for him or her. The Transition Competencies Checklist is designed for self-evaluation and personal goal setting. It is not graded! Completed checklists can be included in a student's Transition or Career Portfolio as well as shared in PSG with parents, teachers, counselors, employers; there by helping document student progress over time. Go administer this Checklist and have fun with the student finding out lots more about the potential employee.


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Transition Competencies Checklist Date: Student Name: Address: Phone Number: School: Address: Phone Number: Grade: If someone other than the student completes this checklist, please complete the following section. Informant: Relationship: Informant's Address: Informant's Phone Number: Date(s) of Observation: Student's Placement:

Transition Competencies Checklist Directions The Transition Competencies Checklist is a tool designed for you to complete independently. The Checklist can help you figure out your strengths (competencies) and weaknesses (problems). Once you know, you can decide what you need to work on while you are in high school to prepare for what you want to do after finishing school. You can use the checklist to help you decide what goals to include in your Program Support Meeting or you can use the Checklist to set personal goals. There is no right or wrong answers just what are true for you. Please read each item (indicator) carefully and answer either yes or no. Try to think of examples from your life as you respond. For example, if the item is "I perform chores at home," think of the things you do to help out at home such as washing the dishes or putting away your clothes. Your teacher or counselor may ask you for examples when you share your completed Checklist. Please respond to each item. There is no time limit for completing the Checklist; take as much time as you need to read and respond to the items. You may change an answer, if you have second thoughts and feel you should have answered differently. Remember there is no right or wrong answers! If you have questions or need help understanding an item, please ask your teacher

Transition Competency One

An understanding of work based on real life experiences Indicators: I perform chores at home Yes/No I perform chores at school Yes/No


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I participate in community activities (food drives, litter pick-up, fundraising) Yes/No I participate in school and community organizations (church and civic clubs, youth group, Scouts) Yes/No I volunteer Yes/No I know about the jobs my family members do Yes/No I have a part-time job (Safeway, McDonalds, babysitting) Yes/No

Transition Competency Two

Well-developed leisure and socialization skills Indicators: I like people Yes/No Other people like me Yes/No I like to watch television Yes/No I like to listen to the radio Yes/No I like to read books, magazines, or the newspaper Yes/No I like to go out with friends Yes/No I like to go out by myself Yes/No I like to watch athletic events Yes/No I like to dance Yes/No I like to sing Yes/No I like to go to the movies Yes/No I like to walk Yes/No I spend time on my hobbies Yes/No I get a lot of exercise Yes/No I often go out at night. Yes/No I feel comfortable eating out Yes/No It is not difficult for me to go out and have a good time Yes/No I provide favours for others student (helping another with homework, typing up assignments) Yes/No I return favours that have been done for me (helping to pay for petrol when a friend drives me places) Yes/No I use gestures when I communicate (nodding, hand motions) Yes/No I have good eye contact Yes/No I am a good listener Yes/No I am a good speaker Yes/No I am comfortable asking for help Yes/No I am comfortable speaking with someone I've just met Yes/No I participate in a range of extra curricular activities (choir, orchestra, debating, swimming, goal ball, cricket) Yes/No I have attended camps and activities organised by Vision Australia, Guide Dogs or the Statewide Vision Resource Centre Yes/No

Transition Competency Three

Well-developed problem solving skills Indicators: I recognize when I have a problem Yes/No


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I consider several solutions to my problems Yes/No I understand the possible consequences of my choices Yes/No I take steps to solve a problem Yes/No I evaluate the outcome of my solutions Yes/No I feel comfortable asking others not to interfere when I am trying to solve a problem Yes/No

Transition Competency Four

Application of self-advocacy skills Indicators: I describe my disability to others Yes/No I can describe the accommodations that I need to others Yes/No I ask for accommodations when needed Yes/No I handle the scheduling of my own affairs (doctor's appointments, school meetings) Yes/No I know what resources are available to assist me in meeting my future goals Yes/No I understand my legal rights and responsibilities Yes/No Transition Competency Five Application of compensatory skills Indicators: I read using: (Rank your choices) Yes/No Regular print without low vision devices Yes/No Regular print with low vision devices (type of device) Yes/No Large print (size) Yes/No Braille Yes/No Computer with speech output Yes/No Cassette tapes or CDs Yes/No Talking books (DAISY) Yes/No Reader (paid or volunteer) Yes/No Reading machine (ScannaR) Yes/No EMU Yes/No MyReader Yes/No My reading speed is: ---- I can read at that speed for ---- (Length of time) I typically write: (Rank your choices) - I write notes in regular print - I write notes in cursive script - I use a computer word processing/typed notes - I use Brailler to write notes in braille - I use a note taking device (type ----) I can access printed materials Yes/No I can generate printed materials Yes/No I can use Word Yes/No I can use Publisher Yes/No I can use Excel Yes/No I can use database Yes/No (type ----) I use orientation and mobility skills Yes/No I usually travel in the following ways:


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- Family or friends drive me places Yes/No - Someone helps me arrange transportation Yes/No - I use school transport. Yes/No - I use public transport. Yes/No - I use a paid driver that does not include mum Yes/No - I use taxi Yes/No - I walk with a cane Yes/No - I walk without a cane Yes/No - I usually walk with sighted guide. Yes/No - I use sighted guide in new locations Yes/No - I know how to plan my route in my neighbourhood Yes/No - I can read a map Yes/No - I know the relevant bus/train/tram timetables Yes/No - I travel outside my local area Yes/No - I travel outside my local city or town Yes/No - I know the phone numbers of taxi and local transport system Yes/No I do the following - Purchase my own clothes Yes/No - Shop for groceries Yes/No - Attend to personal hygiene needs: Laundry Yes/No; Shaving Yes/No; Mensuration Yes/No; Finger and toe nails Yes/No I can store, hang, fold and locate my own clothes Yes/No I can manage my own bank accounts Yes/No I can vacuum, dust etc Yes/No I can wash dishes clean Yes/No I receive an allowance contingent upon my performance Yes/No I keep a calendar/efficient diary Yes/No I make and keep appointments Yes/No I have money for incidentals at the end of the month Yes/No Sometimes I wonder if I can afford the things I want Yes/No I know the schedule for the rubbish collection and types of rubbish collection in my house Yes/No I pay my bills on time Yes/No I know when holidays are coming up Yes/No I plan meals in advance Yes/No I get family meals on the week-ends Yes/No I have enough things to do to stay active Yes/No I go shopping Yes/No When I shop I take a list Yes/No I budget my money Yes/No My room is well organized Yes/No Other people say my room and belongings are well organized Yes/No I have no trouble keeping clothes clean Yes/No Other people say I look well groomed Yes/No When I have an emergency I know what to do Yes/No I use the following technology devices: - Computer with speech output (name of software) Yes/No - Computer with magnification software (name of software) Yes/No - Computer with Braille output (name of device) Yes/No


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- Braille embosser Yes/No - Electronic note taking device (name of device) Yes/No - EMU Yes/No - Reading machine/Scanner Yes/No - Voice Activated Computer Yes/No - Talking calculator Yes/No - Talking watch Yes/No - Electronic dictionary Yes/No - I use the Internet Yes/No - I use email Yes/No - I use a mobile phone and read and write SMS messages Yes/No - I use MySpace Yes/No - I use chatrooms Yes/No - I can fill in an online form Yes/No My keyboard speed is (words per minute) Yes/No I have participated in looking up Career Connect Yes/No I have given some thought to my future career plans Yes/No Transition Competency Six Knowledge of career options and sources of information Indicators: I know how to find information about jobs Yes/No I know the most popular fields of work in my community Yes/No I know the most popular fields of work in my state Yes/No I now the most popular fields of work in my country Yes/No I know the most popular fields of work being performed by other blind and vision impaired people Yes/No I have used the following resources to find out about jobs: - Career Connect Yes/No - Senswise or other specialist agencies Yes/No - Vision Australia Yes/No - Public/school library Yes/No - Telephone Yes/No - Internet Yes/No - Attending consumer group meeting Yes/No - Attending special interest meetings or groups (PC users groups, writing workshops, local theatre groups) Yes/No - Community resources local council, notice boards in shopping centres, Chamber of Commerce, small business associations etc Yes/No - I have undertaken work experience Yes/No - I have visited workplaces with friends and family Yes/No - Other: list Transition Competency Seven An understanding of levels of ability and impact with regard to job placement

Indicators:

I have found my own job(s) Yes/No I can find my own job in the future Yes/No


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I know what assistance I will need to work in the future Yes/No I can make my way to work Yes/No In order to work, I will need help with housing Yes/No I can manage my home Yes/No I can schedule may time and prioritize tasks Yes/No I can manage my money Yes/No In order to work, I will need help with performing the job (on the job training) Yes/No In order to work I will need help with tools, equipment, etc Yes/No I learn best by: (Please tick one) - Reading a manual or directions - Listening to someone describe what to do - Watching someone perform a task - Doing the task while someone watches me and provides feedback on my performance - Having someone show me how to perform by doing the task with me ... hand-over-hand Transition Competency Eight Mastery of career counseling content areas Indicators: Self-Awareness I know my interests Yes/No I know my abilities and strengths Yes/No I know my values (beliefs) Yes/No I know my weaknesses and barriers to work Yes/No I know how others view me Yes/No I know what kind of work best fits my personality traits Yes/No I have reasons to work Yes/No

Career Education I know what jobs are available Yes/No For the jobs I know about, I can describe: - The salary range Yes/No - The work environment Yes/No - The required training Yes/No - The availability of these jobs in my community Yes/No I have explored jobs in the following ways: - Reading about jobs Yes/No - Informational interviews with sighted workers Yes/No - Informational interviews with visually impaired workers Yes/No - Job shadowing Yes/No - Job site visits Yes/No - Job analysis Yes/No Job analysis I am comfortable calling for information about job openings Yes/No I can get to a business to apply for a job Yes/No I have a personal data sheet Yes/No I use my personal data sheet to complete job applications Yes/No I have a resume Yes/No


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I know how to use a resume Yes/No I know how to find job leads Yes/No I know when it is appropriate to disclose my disability to an employer Yes/No I know how to prepare for an interview Yes/No I have been interviewed for a job Yes/No I keep records of interviews I have had and with whom I've interviewed Yes/No

Job Maintenance Skills I have good attendance at school Yes/No I have good attendance at work Yes/No I am punctual at school Yes/No I am punctual at work Yes/No I have work Yes/No I have held a job for a year or more Yes/No I can list my best work habits Yes/No I know when to ask for help on a job Yes/No I get along well with my co-workers (peers) Yes/No I make friends easily Yes/No I can say "no" to people when it doesn't suit me Yes/No I can usually speak for myself Yes/No I take very little time off school/work Yes/No I rarely feel lonely Yes/No I can ask for help if I need it Yes/No I have applied for and received promotions Yes/No I don't become upset if someone tells me I'm not working well Yes/No I always try to do a good job Yes/No I have met some of my present friends at work Yes/No I have completed a personnel evaluation with an employer Yes/No

Employment Skills I am employed Yes/No I understand my pay cheque (net income versus deductions, voluntary versus involuntary deductions). Yes/No I have a tax file number Yes/No I know what work benefits I am eligible for (sick leave, leave loading) Yes/No I understand my current work status (probation period, permanent part time, casual, amount of leave, disciplinary protocols) Yes/No I have records of my work experience Yes/No I have records of my requests for work Yes/No I have been orientated to the rules and regulations of my work place (emergency evacuation plan, purchasing, getting supplies, paper work procedures) Yes/No I understand the chain of command at my work place/school Yes/No I know to whom to go to if I need assistance on the job/school (supervisor/co-coordinator, O&M instructor, job coach) Yes/No I use my compensatory skills on the job Yes/No


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Transition Competency Nine

Evidence of participation in work experience opportunities

Indicators: I have participated in non-paid work Yes/No I have participated in paid work Yes/No List all of the jobs (paid and non-paid) you have had: Job Title: Employer: Date:

Transition Competency Ten

An understanding of employers' concerns Indicators: I am employed Yes/No I have work Yes/No I can address employers' safety concerns Yes/No I can explain how I access printed materials Yes/No I can explain how I generate printed materials Yes/No I can get to and from work Yes/No I can travel within a work environment without assistance Yes/No I can produce as much work as my sighted peers Yes/No I do not make any more mistakes than my sighted peers Yes/No I understand how employers' expectation change over time Yes/No CAREER EDUCATION ACTIVITIES TO PROMOTE WORK READINESS These activities fall into four categories: * Convey high expectations of the vision impaired child * Exceptional social skills (social IQ) * Extraordinary compensatory skills * Opportunities to work As the children get older these categories are extended to include: * Self awareness * Career and work exploration * Job seeking skills * Job keeping skills CAREER EDUCATION ACTIVITIES FOR PRESCHOOL CHILDREN, INCLUDING THOSE WITH MULTIPLE IMPAIRMENTS Convey High Expectations: * General public has minimal or no expectations of blind or low vision people * Children tend to meet or strive to meet the expectations of their parents and teachers * An individual's self worth will play a vital role in their achievements ACTIVITIES to promote high expectations:


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Help parents to understand that their children need to hear them express that all family members can contribute at home by: * Doing chores (pick up toys, "helping" with housework) * Learning to groom and dress themselves (ensure they have clothing that they are able to manipulate independently) * Engage in family activities (playing board games, listening to radio or TV show or going to films and discussing it) * Introduce Braille into their lives from an early age (before they're ready to learn it) to help learn organisational skills. Label drawers, cupboards, shelves, objects etc ... Teachers and support staff need to allow children to contribute at school by: * Giving them responsibilities (wiping table, hand out supplies etc ...) * Expecting them to follow classroom rules and procedures (put up your hand if you require assistance or wish to speak) Modifications for children with additional disabilities to help them contribute at home and school: * If children need assistance for grooming or feeding, teach those children how to indicate "start" and "stop" options – encourage all caregivers to attend to the specific cues for those children * Bring home objects from trips to help the children recall the trip and so that he/she can indicate a desire to return by showing the object * Find concrete ways to represent words used to compare things (touching bowls that are small and large) and use those words when giving simple directions * Use name signs coupled with tactile cues (a ring, watch, bracelet) to identify significant people in the children's class or school environment. Encouraging socialisation: * Sighted children learn social skills incidentally – through observation of others * Vision impaired children may have difficulty interpreting non-verbalised cues * Non-disabled people make excuses for inappropriate behaviours and mannerisms. If you make excuses for it, it will continue to happen * Non-disabled people are reluctant to say how they feel in social situations with disabled people * Teach students from a very young age to ask questions about how people feel ACTIVITIES to promote socialisation: Reinforce positive social behaviours: * Smiling and orienting face and body towards other people * Sharing appropriately with others (toys etc ...) * Initiating conversations with peers (not just adults) Teach social skills in natural environments: * Games and play activity (especially "make believe" or role play games) * Co-operative learning activities * Supportive extra-curricular groups (toddlers babysitting co-op, swimming lessons) Provide opportunities to work:


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* Vision impaired children need to experience as much as possible about work by doing jobs at home and in the community * Children learn about jobs through exposure in their lives (take your child to work, show them uniforms, tools etc ...) * Work experience is just as important (if not more important) as academic success * Work is the greatest equaliser – when it REALLY comes to the crunch, if you can contribute to society by working, then you have more chance of being perceived as an equal ACTIVITIES to promote opportunities to work: * Encourage active involvement in work activities (preparing packed lunches for family members who work, collecting tools or accoutrements) * Pay children to do "out of the ordinary" chores at home (other than the tasks that everyone has to do to contribute to family life) * Take children on field trips and talk about what the workers do ... ask questions about community workers CAREER EDUCATION ACTIVITIES – PRIMARY SCHOOL AGE DEVELOPMENT CONSIDERATIONS Transition from home and part-time early childhood programs to full time school and more structured, challenging academic programs. These students are expected to: * Participate in group and individual activities * Respond appropriately to adults and peers – parents/teacher Encourage parents to observe their child's peers to find out what's popular, so that they can find ways of helping their child engage with their peers. Children who are popular are the ones who reach out to other children and initiate contact, which gives others a chance to respond. Popular children also don't interrupt – they're good at contributing to conversations and/or activities without forcing themselves on others. * Organise their materials "Blind people who don't have organisational skills are doomed" * Be responsible for their actions Including practises like apologising if they bump into someone, look for something if they've dropped it – don't expect the sighted person to retrieve it for you. ACTIVITIES to promote High Expectations: * Ask children to help (putting shopping away, simple food preparation, assist younger siblings) * Have children select and purchase their own school supplies (at school, students can help order specialised texts, tools and supplies). Encourage them to ask their peers about what they will be buying, to assist them to know what they might choose themselves * Have children answer the phone and take messages for family members * Have children choose chores from a "job jar" and rewards from a "consequences jar" TIP: tasks involving smaller spaces and clearly defined outcomes are easier to perform * At school, have children organise their backpacks, notebooks and desks. There need to be clear consequences for not doing such tasks * Have children begin work before TVI arrives


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* For children with multiple disabilities, provide enough time at beginning and end of work sessions to take out and put away materials TIP: storage areas within easy reach are important as are non-skid surfaces and tools adapted to the child's physical limitations * Complete daily routines (at home and at school) at the same time every day – mix likes and dislikes ACTIVITIES to promote Socialisation: * Make an "All about Me" book with information about family, pets, favourite sports, games, stories, films, classmates, teachers etc ... * Older children can be "reporters" in order to interview members of their class about personal interests and activities for a class newsletter * Talk with children about daily events * Invite family members and volunteers to use recess time for mini-lessons in foreign languages, cultures, and ethnic food * Establish a "book club" or creative writing group that can meet during recess * Talk with children about their daily activities and have them ask other family members what they did during the day * Role play social interactions – involve peers, who will assist vision impaired children * For advocacy level children, consider the use of emergency information cards (marked with pertinent phone numbers, family and medical contact information etc ...) Tip: if a student can't learn to present the card, put the card in a logical place for access * For children without a formal language system, respond to behaviours as if they are intentional communication ACTIVITIES to promote Compensatory Skills: * Have children write out phone lists, addresses, mobility route information, thankyou notes and letters requesting information about products or to famous people. - Tip: encourage students to use signature guides and sign their letters * Have children read autobiographies and biographies of blind/vision impaired people and write reports * Have children measure a sample of people (height, weight, shoe size, arm length) and document changes over time * Teach children how to graph their data * Assess the child's recognition of, and ability to use a variety of desk tools (staples, rubber bands, scissors) * Collect money or food items for a needy family and have the child ledger the goods * Consider most appropriate methods for handling and storing money (coin purses and banks versus billfolds or wallets) * Consider options for carrying materials (tray or backpack on wheelchair, roller bags ...) * Teach the use of calendars and time sheets with tactile or pictorial cues (calendar box and alarmed watches) * Teach skills in the community, and the "next" environment (where they'll be moving to: eg. next grade, or somewhere out in the community) HOW to provide realistic feedback: * Select an activity the child has already mastered, such as collating and stapling papers; and have the child use a stop watch to time his/her work. Once a baseline has been established, document repeated measures


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* Compare production against sighted peers once the child has grown comfortable * Involve children in the selection of their IEP goals and objectives (chart progress) * Help children set goals and journal their efforts toward achievement. These can be personal change goals (eg. "I want to be more outgoing or I want to be a better listener") * Have children interview family members and other adults to determine what they consider to be "necessities" and "luxuries" * Ask children to develop wish-lists and determine related cost factors * For advocacy level children, help them understand the outcome goal by showing a completed product before beginning the task * Provide feedback to children and their caregivers about their physical appearance (age-appropriate clothing, hairstyles) * Use intermittent reinforcement (not constant provision of tokens) to reward hard work and tangible rewards (DO NOT USE FOOD) for a good performance ACTIVITIES to promote Opportunities to Work: * Have children interview various school workers: depending on age of child, they could ask about the time workers come and go from work, how much time they have for lunch, if they bring lunch, type of clothes, level of education required ... * Invite vision impaired adults to class or via email to discuss their jobs and how they cope * Have older children perform a wide variety of jobs at home and for neighbours * Encourage job shadowing and work exploration such as informational interviewing * Contact prospective mentors * For advocacy level children, rotate them through different jobs and determine which they can do best and seem to enjoy most * Use titles and work during classroom activities that are used on the job ("supervisor", "work", "break time", "sign-in" sheet etc ...) * Have children carry photos or object symbols to remind them of sequences or routines CAREER EDUCATION ACTIVITIES – SECONDARY SCHOOL AGE DEVELOPMENT CONSIDERATIONS Transition from parent control and externally structured academic programs to greater independence and self-determined training or work These children are expected to: * Participate in group and individual activities, but are evaluated in isolation (tests, exams, performance evaluation) * Have ideas of what they want from the future * Solve their own problems and be accountable to others As the children get older these categories are extended to include: * Self awareness * Career and work exploration * Job seeking skills * Job keeping skills Our society is fairly tolerant of quirky behaviour in bright individuals but less so in adults who are not as capable


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Self awareness Indicated by: * Knowledge of one's values, interests, abilities, and liabilities * Knowledge of how one appears to others and relates to others * Demonstrate ability to set goals * Plan, organise, and discipline oneself in order to achieve defined goals ACTIVITIES to promote self-awareness: * Ask children to write out their interests, abilities, values (rank ordered) and liabilities (what you think will prevent you from getting a job) * Have children ask "significant others" how they see and/or perceive themselves (like best/least) ... do Ideal Self Activity * Ask children to write out goals (daily goals, long term achievement, and personality goals) and keep journals to keep track of progress * Have children keep calendars (braille, print, or electronic) with documentation Work/Career Exploration: Accomplished when children know: * What jobs are available * How jobs match their values, abilities, interests * How their qualifications match certain jobs * How to identify places that employ people doing a job like the one they have chosen ACTIVITIES to promote work/career exploration: * Have children investigate jobs (then careers) using internet and local resources * Have children analyse their top 3-5 job options (never only 1!!) * Have children perform a discrepancy analysis (working out your "work personality" type – John Holland personality types – and compare it to the job analysis and see what discrepancies exist between the two) * Have children compile a notebook with job analyses, job descriptions, job applications, and their work histories (career portfolio concept). This should start in approximately grade 9 Job Seeking Skills: Are indicated by a job seeker's ability to produce: * Well written applications * A resume * Set and keep appointments (includes arranging transportation to interview) * Identify appropriate job leads * Interview successfully * Follow up to determine hiring decision ACTIVITIES to promote job seeking: * Have children produce a personal data sheet (information that will be transferred to applications, or resume) * Have children collect and complete applications from businesses * Write out plans for job search (what to wear, what to say, etc ...) * Practice interviews (preparatory work!) * Video critique practice interviews * Set and keep appointments to do information interviews and apply for jobs


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* Document job search efforts Job Keeping Skills: * Knowledge of employer and co-worker expectations and how they change over time * The ability to discipline oneself * The ability to distinguish between work habits (punctuality, respect, co-operation etc ...) and work skills and demonstrate both * The ability to evaluate/solve personal problems * An understanding of job benefits (tangible and intangible) and advancement

ACTIVITIES to promote job keeping skills: * Provide group feedback (person out of the room activity or worker evaluations) for all workers, students and boss/teacher/counsellor * Document daily activity (safety, time to get to and from work, production – quality and quantity) * Evaluate data collected concerning activities (time to complete tasks, periodic quality checks) and make comparisons to other workers on site TALKING ABOUT YOUR DISABILITY TO OTHERS: (eg: at job interview) * Don't use medical jargon, or visual acuity measurements * Tell them what they need to know about how you manage with the disability * Focus on the positive skills and what you can do * Mention activities that they might be able to relate to (I am a swimmer, skier, love reading) * Think about the stupid questions you've been asked in the past and let them know you know they may be curious about certain things – use humour! ("You may be curious about whether I dress myself, cook, etc ... of course I do!") * Low vision students – they might think they can fake it, but they can't. They need to know what people expect (eg: normal sighted people don't hold their book against their nose to read). People will figure it out if you don't tell them, however, they might not guess you are vision impaired, but they will think you're a rude insensitive idiot!! * Describe what you can see in that environment – what you see and how you interpret that information (eg: can see a green illuminated box above the door, and know it's an EXIT sign, but can't read the word) * Describe how you do everyday tasks and what aids/equipment you use and your compensatory skills * For a low vision student, the reality is that even if they manage to get the job without disclosing their vision impairment, it's highly likely the employer will find out and assume that they have withheld other information from them. If you don't tell the employer about your vision impairment, they don't have the obligation to accommodate you and provide equipment etc ... HOW DO YOU ENCOURAGE JOBSEEKERS TO STAY MOTIVATED? STUCK PRINCIPLE – when you're feeling stuck and losing motivation: * Sleep – 6-8 hours rest * Talk – about what's worrying you, find a good listening ear and debrief


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* Understand the nature of decision-making. Understanding the goal, the pros and cons of all the options and write them all down to analyse them and weigh up the positive/negative factors * Commit – to move forward to the next step ... keep moving ... don't hover around in indecision * Know thy self – know your strengths and weaknesses People are only unmotivated when they cannot describe the carrot – when they can't define what they want to aim for. DEALING WITH OLDER STUDENTS REQUIRING REMEDIAL PROGRAMMES We need to prioritise their needs, but firstly, ASK the child: "Tell me what you want in life? Are you satisfied with your life the way it is right now?" If they say, "no" (and you hope they do!), ask them to describe the issues, as they perceive them. Pick one big problem and work on it first ... Ask the child to write notes as you problem solve the issue ... Questions: How do you contribute to the problem? How do others contribute to the problem? How does the environment/society contribute to the problem? What's kept you from solving the problem before? What would it be like if you didn't have this problem? What would fix this problem for you? ... Generate ideas/brainstorm ... rank them from easiest to hardest – develop a plan of action with dates ... monitor. To enlist support and to develop engagement by telling everyone in the family, friends etc ... Action – if he/she achieves first step, provide positive feedback. RESOURCES/RESEARCH * National Longitudinal Transition Study (NLTS) – major longitudinal study in USA, started 1980 and studied children with a variety of disabilities, but did only one sample of blind/vision impaired students (approx 1000 students with vision impairment and no other disability). The study found that only 30% of these vision impaired students were actually employed, despite all being educated and receiving all the support services required by law. Mary Waggner – lead researcher, California. NLTS 2 – is currently being undertaken. (Commenced in 2000) Video: * Transition Tote System: Navigating the Rapids of Life Curriculum for students, with activities, resources, assignments etc ... designed for informational level students. The Information Supplement: the teachers' guide to the Transition Tote System, contains instructions for modifying the activities for instructional and advocacy level students. The video, Navigating the Rapids of Life, accompanies this resource. Probably the only specialised career education curriculum for vision impaired high school students. Websites:


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* Career Connect (American Foundation for the Blind) http://www.careerconnect.org A fantastic interactive website designed for students, jobseekers, professionals, employers, teachers, families etc ... * http://www.tsbvi.edu/recc/ has good resources for the Expanded Core Curriculum * http://www.tsbvi.edu/agenda information including compendium of standard assessment tools (goal 6), guidelines for modifying standardised tests for blind/vision impaired students etc ... * Career exploration and job seeking skills: http://www.careerconnect.org * http://www.afb.org * Resources for the Expanded Core Curriculum: www.tsbvi.edu/recc/ * National agenda web site: http://www.tsbvi.edu/agenda * Australian website http://www.jobaccess.gov.au – this site is not disability specific. (recommended by Chris Edwards, Vision Australia) Books: * A place for me: including children with special needs in early care and education settings (Chandler, P) * Career Counselling for adults by Karen Wolffe * First Steps: A handbook for teaching young children who are visually impaired * Insight magazine RNIB Jan-Feb 2006 (first issue) has career article editor by Karen Wolffe * Pick up your socks ... and other skills growing children need! by E Crary * It's not about blindness; it's about raising children in an effective way * Teaching social skills to students with visual impairments – edited by Karen Wolffe and Sharon Sacks.

http://www.careerconnect.org/

http://www.tsbvi.edu/recc/

http://www.tsbvi.edu/agenda

http://www.careerconnect.org/

http://www.afb.org/

http://www.tsbvi.edu/recc/

http://www.tsbvi.edu/agenda

http://www.jobaccess.gov.au/

career education curriculum - statewide vision...

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