Domain 6:
Career Development ​
6.1 Respond to employment trends and needs in the community
6.2 Modify support and modify work and community environments to accommodate youth with disabilities
6.3 Ensure effective work placements based on student interests and strengths (i.e., student-directed job development)
6.4 Use or share instructional resources addressing work-related behaviors and skills (e.g., job skills curricula, job application skills)
6.5 Provide or facilitate instruction in career awareness
6.6 Provide teachers with resources for career awareness and exploration
6.7 Communicate regularly with employers, businesses, and work site personnel
6.8 Provide or facilitate on-the-job support for students (e.g., modifying work environments, facilitating natural supports)
6.9 Collaborate with career/technical education programs to include students with disabilities
6.10 Develop school-based employment experiences and curricula (e.g., student-run businesses, in-school internships) when needed
6.11 Coordinate work-based programs (e.g., work-study, paid work experiences, internships)
Career development should start early in the transition process and remain ongoing throughout. Teachers and service providers need to use person-centered planning and various resources in school and the community to help students reach positive employment outcomes. “The postschool employment of young adults with disabilities is likely shaped by multiple factors that coalesce in complex ways (Carter, 2012).” Career education in a classroom setting and collaboration with the IEP team, community members, and family can help bridge the link from school to employment. (6.1,6.3)
Parent support remains a strong indicator of future employment outcomes despite many other factors. Differing social skills, individual behavior, and disability type can also influence employment outcomes; however, family input remains vital. “Parental expectations at baseline were very strong predictors of student employment after high school (Carter, 2012).” Family support in the career development process assists in aiding this transition and is a vital indicator of successful career development. Through interviews and open lines of communication, I can work with families to set up career planning opportunities and work with families to create awareness for community vocational opportunities. (6.1, 6.7)
Student working in an afterschool cooking class. (6.5, 6.8)
To build strong relationships and help create work opportunities, educators need to use community support and help develop employment opportunities. Local community employment opportunities can be created by addressing the barriers to student employment. There are various reasons employers may be reluctant to hire individuals with disabilities. Kaye states, “As cited by the respondents, the principal barriers to employing workers with disabilities are lack of awareness of disability and accommodation issues, concern over costs, and fear of legal liability (2011, p.526). Local community employment opportunities may be adapted from this collaboration by addressing the barriers to student employment. My students complete academic tasks in and out of inclusion settings to work on transition skills in their classrooms. These opportunities in school will provide my students with the skills they need to gain employment. As a Special Education teacher, I look for campus jobs, clubs, and full inclusion in general education classes that provide students with career skill development opportunities. (6.6,6.7,6.8)
References:
Benitez, D.T. & Morningstar, M.E. (2005). Secondary Teachers Transition Survey. University of Kansas, Lawrence, KS.
Carter, Austin, D., & Trainor, A. A. (2012). Predictors of Postschool Employment Outcomes for Young Adults With Severe Disabilities. Journal of Disability Policy Studies, 23(1), 50–63. https://doi.org/10.1177/1044207311414680
Doepking, Emily (2021, March) Best Practice Quiz. Career Development for Youth SPED 857 University of Kansas, Lawrence, KS.
Doepking, Emily (2021, April). Positive Personal Profile. Career Development for Youth SPED 857 University of Kansas, Lawrence, KS.
Doepking, Emily (2021, April). Career Video. Career Development for Youth SPED 857 University of Kansas, Lawrence, KS.
Doepking, Emily (2021, June). Running Project. Work-Based Learning 862 University of Kansas, Lawrence, KS.
Kaye, Jans, L. H., & Jones, E. C. (2011). Why Don’t Employers Hire and Retain Workers with Disabilities? Journal of Occupational Rehabilitation, 21(4), 526–536. https://doi.org/10.1007/s10926-011-9302-8