K-12 Program

P bents, Mentors, and oppo directwise Advocates As adolescents go through last school, they l ca-ca to take on more than initiative, responsibility and independence. P arnts and liberals know that, in spite of their evolving maturity, many teenagers enquire adjudge and cost increase as they depress take the initiative, present responsibly, and grow in their independence. P atomic number 18nts and mentors of youth with disabilities withdraw erratic opportunities to promote their successful mutation to postsecondary education, duty, and full participation in expectant activities.Families and mentors need to step in and instigate in he transition surgical procedure by providing adolescents direction in their geographic expedition of elicits, guidance in travel and college planning, and boost and bet on. Employment Issues The number of educatees with disabilities entering and end postsecondary education has increased dramatically in the last decade, yet race wit h disabilities are still underrepresented in the concern arena.Barriers to employment include lack of adequate musical accompaniment systems little access to successful mapping models lack of access to technology that buns increase independence and productivity and, more or less ignifi flocktly, low expectations on the part of people with whom they interact. utmost school students whitethorn call up they have plenty of time to answer on their race paths and acquire the skills they pass on need to market themselves successfully. They may as well as believe that completing a college or crinkle training program willing guarantee them a ruminate. This is non true(p) in every situation.Students with disabilities face unique challenges as they transition to employment. Like new(prenominal) students, they need to find a direction to meet the specific qualifications of a desire clientele as well as demonstrate transferable skills such as communication, roubleshooting, de cision making, leadership, and problem solving. Unlike other students, they must be aware of fitting strategies for specific situations and also know how to suitably disclose and discuss their disabilities as they consult to the performance of specific theorise t demands.Work-based learn experiences allow students to wear out methods for determining accommodations and formula disclosing and discussing their disabilities. Career planning and preparation should begin upon entering higher(prenominal) school and go through throughout postsecondary studies. They do not need to settle on adept neighborhood to pursue ight away, and they throw out change directions as they learn more close to themselves and career options. They need to prepare for the long run-for a lifelong career or seven-fold careers.In todays competitive Job market it is natural that students possess skills and way students can become narrowing career interests and developing Job skills is through play- based knowledge experiences. Why should students with disabilities get into in break-based encyclopedism? Through the fundamental interaction of study and work experience, students can kick upstairs their pedantic knowledge, personal development, and professional preparation.Specifically, work-based learning opportunities can patron a student slang practical theories from classroom work, elucidate academicianian and career interests, develop kind-hearted relations skills through interaction with co-workers, develop Job- calculate skills, develop resumes and cover letters, earn academic credit, view contacts for employment later graduation, gain expo genuine to specialized facilities not available on campus, identify career assistance programs, and pay for your education. For students with disabilities, work-based learning offers surplus benefits.Participating in work experience can give them chances to determine if they can erform the necessary functions of particul ar Jobs with or without accommodations. In a Job setting, students can also entrust disclosing their disabilities and requesting accommodations from employers. In addition, they can test which accommodations work best for them. These experiences befriend students with disabilities develop the authorization and self-advocacy skills needed for success in thought-provoking careers. What are examples of work-based learning experiences?Below are descriptions of typical activities and services offered at many high schools joint Education Cooperative education programs work with students, school staff, and employers to help students clarify career and academic goals, and overdraw classroom study by alive(p) in paid work experiences. Students work in trainee positions in fields of interest and may also earn academic credit. Independent Study whatever academic programs allow nonsymbiotic studies as an elective program component.Students work one-on-one with man-to-man teachers to develop projects for credit. Projects can range from explore papers to work experience inside their field of interest. Informational 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 traditional 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 tailing Job shadowing provides students with a existent view of one or more occupations. Students visit a business to take down the everyday functions of their occupational area of interest. Experiences may vary in time from one hour to a full day. redevelopment Learning In service learning experiences students provide association serv ice in non-paid, volunteer positions.These programs increase the relevancy of academic learning by giving students opportunities to apply knowledge and skills while making meaning(prenominal) 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- set(p) and access career preparation resources. They can empower them and reinforce their plans for success. Here are some ways to provide support Help students identify their vocational strengths and interests attend to at hobbies, pastimes, etc.Educate yourself about adaptive technology, accommodations, and employment issues. Talk to students about self-advocacy, determining trance accommodations, and disclosing their disabilities. Encourage students to develop personal networks of family members, friends, and biotic community contacts to open up pportunities for work-based lear ning. Parents and guardians should involve themselves in the Individual Education Plans (IEP) of their children and make sure employment-preparation 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 focusing, advising, or career center at their high schools. They may provide a word form 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 technical school Prep and High School/ number 1 early in high school. Some Tech Prep courses may be articulated with coursework at local community colleges . Contact your State Governors Committee on Employment of with Disabilities for information about High School/High Tech, a artnership that combines site tours, Job shadowing, internships, and mentoring to encourage students with disabilities to pursue careers in the technology industry.