Académique Documents
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all students.
Ellen Condon, Project Director University of MT, Rural Institute Marc Gold & Associates and Griffin-Hammis Associates http://ruralinstitute.umt.edu/transition condon@ruralinstitute.umt.edu
The goal of Transition is that students seamlessly transition from school to adult life with the skills and supports in place for them to succeed in their desired post-school outcomes.
The Role of Customization, Supports and Work Experiences for Transitioning Youth with Disabilities
1. 2. 3. 4. 5. 6. 7.
Volunteering Job Shadowing Service Learning/Internships General Work Experience Matched Work Experience Customized Work Experience Self-Employment
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Volunteering
Volunteering involves encouraging and supporting students to participate in existing school and community services that offer support to others in the community. Volunteering should start for students as young as ten (or younger) and may continue throughout the school experience. Outcomes for volunteering include participation and inclusion in community and school activities, general task performance and general responsibilities and work skills.
Marc Gold & Associates
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Job Shadowing
Job shadowing involves short-term observations
of various types of job tasks and employment settings in the community. Job shadowing can start with students as young as ten years old and throughout the school experience, as needed. The time spent on shadowing experiences ranges from an hour or two for younger students to as much as two days for older adolescents. Students should not perform work tasks during shadowing.
Marc Gold & Associates
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Delivering mail, stocking the vending machines, recycling, washing dishes, serving food in the cafeteria
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Response when people are in your way and make it difficult to do your job
Delivering papers throughout the school
Understanding that your work is driven by a specific production amount or time Expand his tasks and marketable skills
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CDC: filing, organizing, inventory forms, copy and file forms Reading to children, support person for summer camp Kalispell Public Library
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Ian volunteers at the food bank to gain work experience and for support staff to learn about his support needs and skills.
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A Customized Experience: Hunter stapled and hole punched materials for the Transition Projects. His participation and production doubled during his experience.
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Tyler collated fact sheets and assembled packets (including placing stickers on the folders) for the Rural Institute Transition Projects.
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Observational Notes
Tyler collated the 7 different Social Security Fact sheets and created 30 folders in 20 minutes. Upon completion of this task there were 3 of one of the fact sheets left over while the rest were all gone. Tyler flipped through each of the 30 packets looking for any packet that did not have 1 copy of each of the fact sheets. After checking all 30 he walked to his supervisors office and told her he was done and that he had a few extra fact sheets.
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Observational Notes
Frank explains to the job coach and Chase that he wants to thin out stuffed animals and throw away older stuffed animals from the youth section of the store. Frank looks directly at Chase and Chase maintains eye contact with Frank. Both the job coach and Chase say O.K.. The job coach leads the way to the youth section with a white trash bag. The job coach then holds the trash bag and Chase picks out a stuffed animal, holds it up to the job coach who nods or says Yup, and then Chase puts it in the white trash bag. When the task is completed, the job coach gives Chase the trash bag, then tells Chase they are throwing the trash bag away. The job coach leads the way to the garbage can outside and opens the lid and Chase throws the bag in the garbage.
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Ian uses written checklists to move from one task to the next on his own.
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What if you listed your tasks on an iPod? And used the alarms to signal when it was time to head to work or head home?
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Lets reframe what we perceive as barriers to employment and community membership into ideal conditions for success and support needs.
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