K-12 Program

P atomic number 18nts, Mentors, and different Advocates As adolescents go through high school, they learn to take on more(prenominal) initiative, responsibility and independence. Parents and adults love that, in spite of their evolving maturity, many teenagers drive support and encouragement as they begin take the initiative, act responsibly, and conjure in their independence. Parents and mentors of youth with disabilities have unique opportunities to promote their successful musical passage to postsecondary education, handicraft, and respectable participation in adult activities.Families and mentors need to step in and assist in he transition process by providing adolescents kick in their exploration of interests, guidance in course and college planning, and encouragement and support. trade Issues The number of bookmans with disabilities entering and completing postsecondary education has cast upd dramatically in the last decade, yet hoi polloi with disabilities are sti ll underrepresented in the employment arena.Barriers to employment include lack of adequate support systems little entryway to successful role models lack of access to engineering science that nookie increase independence and productivity and, most ignificantly, low expectations on the part of people with whom they interact. broad(prenominal) school students may think they have plenty of age to decide on their passage paths and acquire the skills they will need to merchandise themselves successfully. They may also believe that completing a college or chore training computer program will guarantee them a meditate. This is not true(p) in every situation.Students with disabilities face unique challenges as they transition to employment. wish well different students, they need to find a way to meet the limited qualifications of a desired Job as well as attest transferable skills such as communication, roubleshooting, decision making, leadership, and problem solving. Unl ike other students, they must be aware of accommodation strategies for circumstantial situations and also know how to appropriately disclose and discuss their disabilities as they relate to the performance of circumstantial Job tasks.Work-based culture encounters allow students to excogitate methods for find accommodations and practice disclosing and discussing their disabilities. calling planning and preparation should begin upon entering high school and evanesce throughout postsecondary studies. They do not need to settle on unitary area to pursue ight away, and they can change directions as they learn more about themselves and move options. They need to prepare for the long run-for a lifelong flight or multiple careers.In todays competitive Job market it is ingrained that students possess skills and way students can start narrowing career interests and maturation Job skills is through work-based culture experiences. Why should students with disabilities participate in work-based learning? Through the interaction of study and work experience, students can enhance their academic knowledge, personal stimulatement, and professional preparation.Specifically, work-based learning opportunities can succor a student apply practical theories from classroom work, straighten out academic and career interests, develop human relations skills through interaction with co-workers, develop Job- search skills, develop resumes and cover letters, earn academic credit, come along contacts for employment after graduation, gain exposure to specialized facilities not available on campus, identify career assistance programs, and pay for your education. For students with disabilities, work-based learning offers additional benefits.Participating in work experience can give them chances to determine if they can erform the essential functions of particular Jobs with or without accommodations. In a Job setting, students can also practice disclosing their disabilities an d requesting accommodations from employers. In addition, they can test which accommodations work best for them. These experiences help students with disabilities develop the sanction and self-advocacy skills needed for success in challenging careers. What are examples of work-based learning experiences?on a lower floor are descriptions of typical activities and services offered at many high schools accommodative Education Cooperative education programs work with students, school staff, and employers to help students clarify career and academic goals, and expand classroom study by act in paid work experiences. Students work in trainee positions in handle of interest and may also earn academic credit. Independent take aim Some academic programs allow item-by-item studies as an optional program component.Students work one-on-one with individual teachers to develop projects for credit. Projects can range from interpret papers to work experience within their field of interest. In formational Interview Informational interviews help students gain personal insight into specific careers ask questions about occupations, Job duties, education requirements, qualifications, and companies. Internship An internship is a time-limited, intensive learning experience outside the conventional classroom.Students work in a supervised learning situation, paid or non-paid, with an employer doing planned learning activities. Interns learn about occupational fields and specific Job tasks, while developing work-readiness. Job Shadowing Job follow returns students with a realistic view of one or more occupations. Students trim a business to observe the everyday functions of their occupational area of interest. Experiences may vary in time from one hour to a full day. Service Learning In service learning experiences students provide union service in non-paid, volunteer positions.These programs increase the relevancy of academic learning by giving students opportunities to appl y knowledge and skills while making pregnant contributions. Students with service learning requirements should pursue opportunities related to their career interests. Providing Support Parents, family members, and mentors can help young people become self- determined and access career preparation resources. They can empower them and reinforce their plans for success. Here are just about ways to provide support Help students identify their vocational strengths and interests look at hobbies, pastimes, etc.Educate yourself about adaptive technology, accommodations, and employment issues. Talk to students about self-advocacy, determining appropriate accommodations, and disclosing their disabilities. Encourage students to develop personal networks of family members, friends, and community contacts to open up pportunities for work-based learning. Parents and guardians should involve themselves in the Individual Education Plans (IEP) of their children and make sure employment-preparatio n activities are included.Learn about available adult services and start preparing students for the transition to independent adulthood. Assist students in accessing local support networks and disability services organizations, such as the Division of Vocational Rehabilitation, which may be able to provide career preparation, Job placement, and referrals to community programs. Encourage tudents to visit the counseling, advising, or career center at their high schools. They may provide a categorisation of career preparation and Job search services.Students can develop career plans and Job search skills through individual counseling and workshops. Investigate School-to-Work programs, such as Tech Prep and High School/ beginning aboriginal in high school. Some Tech Prep courses may be articulated with coursework at local community colleges. Contact your State Governors commission on Employment of with Disabilities for information about High School/High Tech, a artnership that combin es site tours, Job shadowing, internships, and mentoring to encourage students with disabilities to pursue careers in the technology industry.