Online Reading 3

Job discrimination based on disability is prohibited by law. If we can train and education students to hold meaningful employment that matches their skills and interests, we provide a tangible "freeing" of youth. That includes being self supporting, feeling as though there is a contribution on can make to others and to society, becoming self sufficient..

Each of us wants to be valued for who we are, but that is not enough. We have an urgent desire to "DO," to complete jobs, to make a difference by our performance, to feel useful. Sometimes, those with limited experiences may believe that being disabled means unable - or that the disabled are lacking in motivation. Not true!

We can develop the perspective of finding out what each student can do well. Next we discover what the favorite pastime or hobby is- since that will offer the best notion of what to encourage. Practically speaking, what steps might an educator or parent set up to provide the most supportive situation?

Enhancing the Future of Each Student
Step	Who can do this for the student	IDEA 97 requirement
Find student strengths	Teachers, Parent, student	Yes
Identify parent concerns	Parents, student	Yes
Vocational evaluation	Job Services, Psychologist, teacher can do informal assessments, student can share what he or she likes to do or dreams of doing	No - but important - and there are many on-line places to enhance the search for expertise
Special factors	Any participants who know of a student's need for assistive devices, special language tutoring, etc.	Yes

Specific Adult Outcomes for Transition Services Dependent on individual needs and strengths
Possible Outcome	What do we mean	IDEA 97 requirement
Postsecondary education	University or college education	Yes
Continuing & adult education	Informal courses, training, job support	Yes
Vocational training	Job Services, technical institutes, Jr. college	Yes
Employment	Integrated employment, self employment	Yes
Adult services	Transportation, medical support, day programs, residential program, respite care, recreation	Yes
Community participation	Voting, use of public and private services	Yes
Independent living	Living arrangement is carefully planned - may be living at home with parents in semi-independent setting, supported in an apartment with money management, residential group homes with peers	Yes

The key to a successful transition program and successful moves toward higher education and employment really need to stay focused on the real target-- the student.

Honor the individuality of the person,

Watch to see what the student likes to do, what is chosen for a pastime

Believe in the likelihood of finding something the person can share with others, a way of making a contribution

Keep an open mind, an optimism about the importance of the person - as a person

Collaborate, sharing the views of all who work with the student

Look for creative and novel ways to educate the student and for novel things the student might do. Remember that new jobs, new ideas, emerge all the time. A decade ago, no one had heard of Amazon.com. Now it is a thriving business. Yes, students have worked at thrift shops, cleaned tables at fast food chains, put together curtain rods. But that is not all there is - it is only what we did then - the future is rich with possibility.

Is there really a need for helping youth transition into the world of work? Shouldn't they be able to take care of things themselves - or else see the guidance counselor at school?

You may wish to look for vocational tests on line. There are some good sites out there.

You may want to do a little check yourself. Go into the community as identify places of employment that welcome and support youth with disabilities. You may be surprised how few places proactively seek to employ youth with disabilities.

Online Reading: Vocational and Transition Skills