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Presentation at Association for Education of Persons who are Blind and Visually Impaired (AER) Annual Conference, Bellevue, Washington, July 2012 Co-Presenter: Gracia Larson, MS, CRC, PVE, Minnesota State Services for the Blind
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Level the Playing Field, Don’t Lower the Bar
Gracia Larson MS, CRC, PVEKathleen Deery, Ph.D., CRC
# of adults with visual impairments are not in the labor force
75%
Youth Employment Rates3-5yrs Post High School Graduation
29%With Visual Impairment
69%Without Visual
Impairment
Why So Low?
• The usual yadda yadda (attitude, discrimination, lack of opportunity….)
• They aren’t ready
• We are starting too late
How early is too early to start getting ready for work?
Early Investment In Work Readiness
• Transition begins at age 14 (legally)
• Proactive rather than reactive
Awareness (self and work) Experiential learning Opportunities to learn from mistakes
How? Three-pronged approach
Vocational Evaluation
Soft Skills Training
Work Experience
Vocational Evaluation
• Not the same as a psych evaluation• Assessment of Functional skills– Assets, limitations/considerations
• Specific to work– Real or simulated
What Can Be Determined Through Vocational Evaluation?
• Learning Style• Attention To Detail• Independence• Self-management Skills• Flexibility/Adaptability• Problem Solving• Ability To Accept
Constructive Feedback
• Motivation/ initiation• Appearance/Hygiene• Communication Skills• Accommodations• Environmental Response
Factors (noise, movement, objects, space)
Tests Don’t Have To Be Standardized To Provide Meaningful Information
What Is This??
Context makes all the difference
A Quick Q & A(Gracia)
Q: Do I really need to pay an evaluator for this?A: The short answer is ‘yes’Q: Why? A: – Foundational understanding of practices, principles of
measurement, unified place to amalgamate that information, synthesize
– Observational, direct testing, situational, perspective, grounded in principals of measurement
– Value of assessment – very important
Models of Evaluation• SSB Evaluation Model
• Stout/SVRI Intensive model
SSB Evaluation Model
• Collaborative Model– Walk through– Customer portfolio– Observational outcomes
Stout Vocational Model (Kathleen’s part)
• Stout– Process approach– Changing accommodations as part of eval
• LiveScribe pen• If something doesn’t work, what might• Doesn’t have to be expensive
– Puff paint– Hightlighter– Color contrast
• Maximize time with evaluator– No accommodations– Wrong accommodations – Model of how it can work & maximize person’s potential
SOFT SKILLS
Soft Skills Training• Critical thinking, problem solving, teamwork, appropriate use of
social media, ability to take constructive criticism, decision making, respect
– Even as simple as using alarm clock– Also students without disabilities– Students with disabilities even farther behind– Employers don’t care about accommodations as much want those skills
– pride in quality of work, work ethics, interpersonal skills, can you pass lunch break
– See in students – tell me what you want and I will do that. What I want you to do is figure it out. Throws them. Need kids to take risks, figure things out,
Soft Skills
• Necessary for work experience, independence, academia = Success
• Employers stating soft skills increasingly problematic, worsening in more recent years with the use of technology and social media.– Definite shift in millennial population
Gracia’s part (Ready-set connect)• Training methods need to be interesting and motivate the
individual. They need to be interactive, meaningful to them – relates to their live, fun helps.
• Less concerned about being professional and more concerned with meeting objectives
• How it’s delivered needs to relate to that person’s world view– Stories– Raps
• Our job as counselors and evaluators is to be flexible and meet the needs the needs of the individual
Purpose of Work Experience
• Multi-task work abilities• Organization of work/work patterns• Punctuality, attendance/absence notification• Generalize/Transfer skills• Response to supervision & co-workers• Stamina
Collaboration is VITAL
Insert pictures here reality/ideal• Students• Parents• Teachers• Vocational Rehabilitation Counselor• IEP team
Work Experience is Critical
• Work out the “kinks” in the system– Accommodations– Disclosure
• Skills build in a cumulative manner• Practice, Practice, Practice• Gives parents time to adjust and discover
capabilities of students (note helicopter parents)
Work Experience continued
• Learning from choices (good & bad)• Experience consequences from choices• Stepwise progression of skills, confidence,
trust, and expectations.• Wash, rinse and REPEAT AS NEEDED
Future directions
• Program Evaluations– Formative– Summative– Replication of what we’re doing while still allowing
individualization– Data collection – database of information– Research directions– Possibly product development
Recognition
• Thank you to SSB, Dick Strong, support of innovation, vision, willingness to explore new avenues for consumer success, risk taking, leading edge, etc….
• UW Stout Department of Rehabilitation and Counseling and SVRI
• NSF Grant #