ERIC ED477208: Learn and Earn: Supporting Teens. Supporting High School Students in Preparing for Careers.

7 Pages·2001·0.14 MB·English

by  ERIC

DOCUMENT RESUME
ED 477 208
EC 309 621
Learn and Earn: Supporting Teens. Supporting High School
TITLE
Students in Preparing for Careers.
INSTITUTION Washington Univ., Seattle.
National Science Foundation, Arlington, VA.; Department of
SPONS AGENCY
Education, Washington, DC.
PUB DATE 2001-00-00
6p.; Additional support provided by the State of Washington,
NOTE
the NEC Foundation of America, The Telecommunications Funding
Partnership, and US West Communications.
AVAILABLE FROM
DO-IT, Disabilities, Opportunities, Interworking &
Technology, University of Washington, Box 355670, Seattle, WA
98195-5670. Tel: 206-685-DOIT (Voice/TTY); Fax: [phone];
e-mail: [email protected]. For full text:
http://www.washington.edu/doit.
PUB TYPE
Guides Non-Classroom (055)
EDRS PRICE
EDRS Price MF01/PC01 Plus Postage.
DESCRIPTORS
*Career Awareness; *Career Education; *Disabilities;
*Education Work Relationship; High School Students; High
Schools; *Learning Activities; Mentors; *Work Experience
Programs.
ABSTRACT
This guide offers suggestions to parents and mentors of high
school students with disabilities for providing these students with direction
in their exploration of interests, careers, and college planning. Discussion
of some employment issues notes the increasing numbers of postsecondary
students with disabilities, remaining barriers to employment, the special
challenges faced by students with disabilities, and the importance of early
career planning and preparation. The advantages for students of participating
in work-based learning opportunities are listed and followed with
descriptions of typical activities such as information interviews with people
in fields of interest, job shadowing, internships, service learning,
cooperative education, and independent study. Twelve specific suggestions are
then offered for ways to provide support to students. A resource list
includes 17 Web sites, a videotape, and information about the University of
Washington's DO-IT Project.
(DB)
Reproductions supplied by EDRS are the best that can be made
from the original document.
Learn and Earn: Supporting Teens
Supporting High School Students in Preparing for Careers
University of Washington
2001
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1
EMT Copy AVANILAWA
2
Learn and Earn: Supporting Teens
Supporting high school students in preparing for careers
ENDO 1
As adolescents go through high school, they
and acquire the skills they will need to market
learn to take on more initiative, responsibility
themselves successfully. They may also believe
and independence. Parents and adults know
that completing a college or job training pro-
that, in spite of their evolving maturity, many
gram will guarantee them a job. This is not true
teenagers need support and encouragement as
in every situation.
they begin take the initiative, act responsibly
and grow in their independence.
As future employees, students with disabilities
face unique challenges. Like other students,
Parents and mentors of youth with disabilities
they need to find a way to meet the specific
have unique opportunities to promote their
qualifications of the desired job. They also need
successful transition to postsecondary educa-
in other
to demonstrate transferable skills
tion, employment and full participation in
words, skills acquired through education and
society. Families and mentors need to step in
previous work experiences that can transfer to a
and assist in the transition process by providing
new employment situation. Transferable skills
adolescents direction in their exploration of
include communication, trouble-shooting,
interests, guidance in career, and college plan-
decision-making, leadership, and problem-
ning, and encouragement and support as they
solving. These are some of the skills that cross
pursue their dreams.
jobs, career, and industries. It's never too early
to get off to a running start.
Employment Issues
Students with disabilities need to start explor-
The number of students with disabilities enter-
ing their career interests and developing their
ing and completing postsecondary education
job skills now! Career planning and prepara-
has increased dramatically in the last decade,
tion should begin upon entering high school
yet people with disabilities are still
and occur throughout postsecondary studies.
underrepresented in the employment arena. A
Remind them that they do not need to settle on
1998 poll commissioned by the National Orga-
one area to pursue right away, and can change
nization on Disability shows that only thirty-
directions. But, they need to prepare for the
two percent of those with disabilities of work-
long run
for their lifelong career or multiple
ing age are employed full- or part-time as
careers. In today's competitive job market it is
compared to eighty-one percent of those with-
essential that
out disabilities. Of the group of unemployed
students possess
people with disabilities, over sixty-five percent
skills and relevant
reported they would like to be employed.
job experience that
will set them apart
Barriers to employment include lack of ad-
from everyone else.
equate support systems; little access to success-
One way a student
ful role models; lack of access to technology that
can start narrowing
can increase independence and productivity;
career interests and
and, most significantly, low expectations on the
developing job
part of people with whom they interact.
skills is through
work-based learn-
High school students may think they have
ing experiences.
plenty of time to decide on their career paths
3
Why Should Students with
tions about occupations, job duties, education
requirements, qualifications, and companies.
Disabilities Participate in
Work-based Learning?
Job Shadowing
Through the interaction of study and work
Job shadowing provides students with a realis-
experience, students can enhance their aca-
tic view of one or more occupations. Students
demic knowledge, personal development, and
visit a business to observe the everyday func-
professional preparation.
tions of their occupational area of interest.
Experiences may vary in time from one hour to
Specifically, work-based learning opportunities
a full day.
can help a student:
clarify academic and career interests;
Internship
fund education expenses;
An internship is a time-limited, intensive learn-
gain academic credit;
ing experience outside the traditional class-
apply practical theories from classroom
room. Students work in a supervised learning
work and develop human relations skills
situation, paid. or non-paid, with an employer
through interaction with co-workers;
doing planned learning activities. Interns learn
gain exposure to specialized facilities not
about occupational fields and specific job tasks,
available on campus;
while developing work-readiness.
develop job-search skills, resumes and cover
letters;
Service Learning
identify career assistance programs; and
In service learning experiences students provide
develop contacts for employment after
community service in non-paid, volunteer
graduation
positions. These programs increase the rel-
evancy of academic learning by giving students
For students with disabilities, work-based
opportunities to apply knowledge and skills
learning offers additional benefits.
while making meaningful contributions. Stu-
Participating in a work experience can give
dents with service learning requirements
them a chance to determine if they can perform
should pursue opportunities related to their
the essential functions of a particular job with or
career interests.
without a reasonable accommodation. It also
gives them a chance to practice disclosing their
Cooperative Education
disability and requesting accommodations from
Cooperative Education programs work with
an employer. In addition, they can test which
students, school staff, and employers to help
accommodations work best for them. These
students clarify career and academic goals, and
experiences help students with disabilities
expand classroom study by participating in
develop the confidence and self-advocacy skills
paid work experiences. Students work in
needed for success in higher education and
trainee positions in their fields of interest and
challenging careers.
may also earn academic credit.
Below are descriptions of typical activities and
Independent Study
services offered at many high schools:
Some academic programs allow independent
studies as an optional program component.
Informational Interview
Students work one-on-one with individual
Informational interviews help students gain
teachers to develop projects for credit. Projects
personal insight into specific careers from
can range from research papers to work experi-
people in the field. They meet with people
ence within their field of interest.
working in their areas of interest to ask ques-
4
on Employment of with Disabilities for
Providing Support
information about High School/High Tech,
Parents, family members, and mentors can help
a partnership that combines site tours, job
young people become self-determined and
shadowing, internships, and mentoring to
access career preparation resources. They can
empower them and reinforce their plans for
encourage students with disabilities to
success. Here are some ways to provide sup-
pursue careers in the technology industry.
port:
Assist students in developing mentoring
relationships through family and employ-
Help students identify their vocational
ment contacts or through disability agencies.
strengths and interests
look at hobbies,
If necessary, provide transportation support
pastimes, etc.
to allow students to participate in work-
Educate yourself about adaptive technology,
based learning experiences.
accommodations, and employment issues.
Talk to students about self-advocacy, deter-
mining appropriate accommodations, and
disclosing their disabilities.
Helping Students Get Started?
Encourage students to develop personal
The CAREERS acronym developed by DO-
networks of family members, friends and
IT can be used as a roadmap to help guide
community contacts to open up opportuni-
students through this process.
ties for work-based learning.
Parents and guardians should involve
C is for Careers. Have students think
themselves in the Individual Education
about their interests. Encourage them to
Plans (IEP) of their children and make sure
be imaginative, then narrow it down.
employment-preparation activities are
included.
A is for Academics. Assist students in
Learn about available adult services and
determining which academic programs
start preparing students for the transition to
independent adulthood.
best suit their career goals.
Assist students in accessing local support
networks and disability services organiza-
R is for Research. Support research of
tions, such as the Division of Vocational
careers that spark their interests, maxi-
Rehabilitation, which may be able to pro-
mize strengths, and minimize weak-
vide career preparation, job placement, and
nesses.
referrals to community programs.
Encourage students to visit the counseling/
EE is for Experiential Education. Sup-
advising office or career center at their high
port practice of job search skills. Assist in
schools. They may provide a variety of
seeking and participating in opportuni-
career preparation and job search services.
ties.
Students can develop career plans and job
search skills through individual counseling
RS is for Relevant Skills. Encourage
and workshops.
students learn practical "real world"
Investigate School-to-Work programs, such
skills through on-the-job experience.
as Tech Prep and High School/High Tech.
Tech Prep education is a planned sequence
of study in a technical field beginning
early in high school. Some Tech Prep
Resources
courses may be articulated with
The World Wide Web houses a wide variety of
coursework at local community colleges.
information, including information about jobs,
Contact your State Governor's Committee
5
1231P COPY AVAULABITAT
career preparation, and the Americans with
About DO-IT
Disabilities Act (ADA).
The University of Washington helps individuals with
disabilities transition to college and careers through
DO-IT CAREERS
project DO-IT (Disabilities, Opportunities,
http:11wwzv.washington.eduldoit/Careers/
Internetworking, and Technology). Primary funding
Americans with Disabilities Act (ADA) and
for the DO-IT project is provided by the National
Disability Information
Science Foundation and the State of Washington.
http:Ilzvww.usdoj.gov/crtIadaladahom1.htm
Additional funding has been provided by the US
Department of Education, NEC Foundation of
Career Magazine
America, The Telecommunications Funding Partner-
http:11www.careermag.corn/
ship, and US West Communications. The University of
Career Planning Process
Washington also contributes substantial resources to
http:11www.bgsu.edu/offices/student_affairs/
this project. For more information, or do be added to
career /process/
the DO- IT mailing list, contact:
Facts about Transition from School to Work
DO-IT
and Community Life
University of Washington
httpillthearc.orglfaqslqa-idea-transition.html
Box 355670
High School/High Tech
Seattle, WA 98195-5670
[email protected]
http:11www.doLgovIodep/programs/high.htm
http: / /www.washington.edu /doit
Job Accommodation Network
206-221-4171 (FAX)
http:Iljanweb.icdi.wvu.edu/
206-685-DOIT (3648) (voice /TTY)
Mapping Your Future
888-972-DOIT (3648) (voice / TTY), WA
http:Ilmapping-your-future.org/
509-328-9331 (voice /TTY) Spokane
Marriott Foundation
Director: Sheryl Burgstahler, Ph.D.
http:I/www.marriottfoundation.org/
DO-IT Careers Manager: Sara Lopez
National Transition Alliance for Youth with
Disabilities
Copyright © 2001, University of Washington.
Permission is granted to copy these materials for
http://www.dssc.org/nta/textonly/index_t.htm
educational, non-commercial purposes provided the
One-Stop Career Center
source is acknowledged.
http:Ilwww.wa.gov/esd/lstop/
Online Career Center
http:11www.occ.com/
Grants and gifts fund DO-IT publications, videotapes,
Parents and the STW Transition of Special
and programs to support the academic and career
Needs Youth
success of people with disabilities. Contribute today by
sending a check to DO-IT, Box 355670, University of
http:11www.kidsource.comIkidsourcelcontent41
Washington, Seattle, WA 98195-5670.
special.needs.trans.html
School-to-Work Fact Sheets
Your gift is tax deductible as specified in IRS regulations.
http://www.stmed.gov/factsht/facttoc.htm
Pursuant to RCW 19.09, the University of Washington is
Social Security Disability Programs
registered as a charitable organization with the Secretary of
State, state of Washington. For more information call the
http:11www.ssa.gov/disabilityl
Office of the Secretary of State, 800-322-4483.
State and Local School-to-Work Links
http:11www.stw.ed.gov/wwwsites.htm
State Vocational Rehabilitation Agencies
University of Washington
http:11www.pueblo.gsa.govIcrhvocational.htm
College of Engineering
Computing & Communications
Videotape
Rehabilitation Medicine
A 13-minute videotape, Learn and Earn: Support-
College of Education
13000
ing Teens, may be ordered by sending a check
711"
for $25.00 to DO-IT.
3/6/03
6
E
U.S. Department of Education
Office of Educational Research and Improvement (OERI)
Educollonal Paources Information Culler
National Library of Education (NLE)
Educational Resources Information Center (ERIC)
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