Post-School Employment Opportunities and Transition Services

Post-SchoolEmployment Opportunities and Transition Services

Post-SchoolEmployment Opportunities and Transition Services

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Post-school employment opportunities

art 1: Graphical organizer

Supported employment

Natural support

Customized employment

Examples:

Benefits counseling

Rapid job search

Examples:

Community support

Organization support

Examples:

Interpersonal skills

Mobility training

Adaptive technology

Descriptionof critical skills

Supportedemploymentrefersto an employmentapproachin which peoplewith disabilitiesaregivenan opportunityto takepartin a competitivelabormarket.Thisisaccomplishedby helpingthem accessmeaningfuljobs,which isfollowedby theongoingsupportfrom a groupof professionals(Bond &amp Campbell, 2003). Examplesof supportservicesincludebenefitscounseling forpotentialemployeeswith psychologicalproblems.

Naturalsupportrefersto personalassociationsthat facilitatetheintegrationof potentialemployeesinto theworkplace in typicalandnaturalways.Examplesof supportincludecommunitysupport,socialsupport,andorganizational support(Burton Blatt Institute, 2014).

Customizedemploymentfacilitatespersonalization of therelationshipbetween employerandemployeewith theobjectiveof ensuringthattheneedsof eachne of them aremet.Examplesof needsaddressedthrough customized trainingincludemobilitytraining,interpersonal skills,andadaptive technology (U.S. Department of Labor, 2015).

Part2:Description of criticalskills

Transitioningfrom college&nbsplifetotheworkplace is achallenging experiencethat requiresadequatepreparation.Teacherscan provideopportunitiesto practicetheskillsneededin thethree employmentsettings(includingsupported,naturalsupport,andcustomized employment)in three ways.First,teachershavea primarydutyof ensuringthateffectivecareereducationistaughtin schools.Teachersshould overseethedeliveryof employability plans,schoolcareerplans,managementof linkswith potentialemployers,andindependentcareeradvisers(Latunji, 2015). Theseactivitiesensurethatstudentsareimpartedwith theskillsandtheknowledgethat theyrequiretoworkinthethree typesof settings.Secondly,teachersare in a betterpositionto linkstudentswith potentialemployerswhocan providethem with opportunities(suchas academictoursandinternship opportunities)that can preparethem forthetransitionfrom schoolto work.Internships andacademictripsgivethestudentopportunitiesto interactwith thefutureemployersandworkplaces.

Someof theskillsthat studentsrequireforan effectivetransitionincludeinterpersonal skills,adaptive technology skills,andmobilityskills.Theseskillsrelateto collegeas wellas careerreadinessskillsin thattheypreparelearnersto allfocuson equippingstudentswith thecompetencies that theyrequireto succeedin their futurecareer.Inaddition,English Language Arts andMath standardsenhancethecriticalthinking,analyticalskills,andproblem-solvingskillsthat studentsrequireto succeedin school,careerandin life(Common Core State Standard Initiative, 2015).

Finishingschoolisfollowedbymultiple&nbspchoicesthat includegettinga job,proceedingwith vocational training,andlivingindependently.Thesechoicescan be complexto allstudents,especiallythosewith disabilities.Asuccessfultransitionrequiresa concertedeffortof teammembersfrom theIndividualized Education Program (IEP) whopreparefamiliesfortransition.TheIEP teampreparesstudentsaccordingto their ownneeds(DeFur, 2011). Teammembersprovidestudentsandtheir familieswith emotionalsupportas wellas easyaccessto personalnetworksanduniqueexpertise. Thesenetworksandexpertiseallowfamiliesto learnmoreabout whattheir studentsshould expectin thecontemporaryworkenvironment.In addition,theIEP teammay be comprisedof individualsfrom thesameculturalgroupwith thestudent.Thesetypesof groupsinformstudentsabout theimpactof languageandcultureon theprocessof transition(DeFur, 2011). In conclusion,IEP teamshelpstudentsmakeinformedtransitionplans,which in turnincreasetheir workoutcome.

References

Bond,R. &amp Campbell, K. (2003). Treatmentand services: Supported employment.Arlington, VA: Nami National Alliance on Mental Illness.

BurtonBlatt Institute (2014). Whatare natural support and how can they is utilized in my client’swork environment?Syracuse, NY: Burton Blatt Institute.

CommonCore State Standard Initiative (2015). English language artsstandards. CCSI.Retrieved April 2, 2015, fromhttp://www.corestandards.org/ELA-Literacy/

DeFur,S. (2011). Transition planning: A team effort. Education.comIncorporation.Retrieved April 2, 2015, fromhttp://www.education.com/reference/article/Ref_Transition_Planning/

Latunji,F. (2015). The important role of teachers in providing qualitycareers learning. TechFirst.Retrieved April 2, 2015, fromhttp://www.teachfirst.org.uk/news/important-role-teachers-providing-quality-careers-learning

U.S.Department of Labor (2015). What is customized employment? U.S.Department of Labor.Retrieved April 2, 2015, fromhttp://www.dol.gov/odep/categories/workforce/CustomizedEmployment/what/