Job skills ppt w other study comparison
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Transcript of Job skills ppt w other study comparison
LET’S GIVE THEM A CHANCE: TEACHING JOB SKILLS TO STUDENTS WITH
DISABILITIES
Zhanna Preston, Ed. D.Veronica Gallegos
Cynthia Vargas, Esq.
2
ABOUT US
o Introductiono Legal Frameworko Review of Literatureo Purposeo Methodologyo Data Collectiono Resultso Implications for Implementationo Study Limitationso Recommendations for Future
Research3
DISCUSSION POINTS
In my role as the Director of Special Education . . .
In my role as an Adult Transition Plan Teacher . . .
In my role as an attorney who specializes in special education . . .
We together felt like this was an area that needed further understanding to ensure that we are preparing our young adults with moderate level disabilities.
o Independence o Level of self realization o Quality of life o Better use of resources - future drain on society
4Why Are We Here?
Introduction
5
6
Legal Framework
of LawOf LAW
ADA
IDEA
7Legal Protections
Congress recognized that a physical or mental disability in no way diminishes a
person’s right to fully participate in all aspects of society.
Despite some improvements through the years:
Historically in our society, we tended to isolate persons with disabilities and exclude them from such basic rights as housing, employment, public accommodations and education.
This lead us to:
Americans with Disabilities Act of 1990 Also known as (A.K.A.) the ADA
Title 42 U.S.C. Sections 12101 Et. Al.
Legal Framework
Legal Protections
From the ADA we developed:
Section 504 of the Rehabilitation Act of 1973 A.K.A. Section 504 (Title 34 C.F.R. Sections 104.31 et.al.)
Purpose:
It is a nondiscrimination on the basis of handicap in programs or activities receiving federal financial assistance
Subpart D applies specifically to preschools, elementary and secondary educational programs, including adult education
programs - private educational programs
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Legal Framework
Legal Protections
From Section 504 we developed:
Individuals with Disabilities in Education Act A.K.A. the IDEA
(Title 20 U.S.C. Sections 1400 et. al.) Previously referred to as the Education of Handicapped Act
Purpose:
To ensure that all children with disabilities have available to them a FAPE that emphasizes special education and related services
designed to meet their unique needs and prepare them for further education, employment and independent living
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Legal Framework
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THE PROBLEM
• People with disabilities have historically experienced:
○ Isolation from society ○ Significant challenges related to obtaining and maintaining employment ○ Continued dependence upon others○ Low self–esteem
○ What we have experienced is continuously increasing costs required to support non-working individuals
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THE PROBLEM
Despite the legal protections
Mindset○ Employers ○ Teachers○ Parents○ Individuals
themselves
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THE PROBLEM
Career Readiness Programs
○ Transition curriculum○ Employment
experiences ○ Community supports
13
LITERATURE REVIEW
Literature Review
U.S. Education
Employment of Adults with Mild
Intellectual Disabilities
Education Legal Mandates
Education Research Methods Employment
Education /Transition Services
15
PURPOSE OF THE STUDY
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To identify the most critical job-related skills to be taught in
schools to best prepare adults with mild intellectual disabilities
for employment
PURPOSE OF THE STUDY
17
Methodology
o A group-oriented communication process aiming at a convergence of opinions on a specific real-world issue
o Consensus-building through a series of questionnaires to collect data from a panel of selected subjects
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Methodology
The Delphi Method
19
Methodology
The Delphi Study Model
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Data Collection
Identified teachers of high school adults
with intellectual disabilities employed by local businesses
Each teacher requested
employers to participate in the
studyCollected a pilot
study panel
Selected a mid-sized school district
in Southern California
Developed survey questions in
consultation with the pilot study panel
Formed the expert panel
Analyzed data, developed
conclusions, and questions for future
research
Implement recommendations/
evaluate
“An individual with mild intellectual disability has an IQ of about 50-70 (Hallahan & Kauffman, 2006) and experiences delays in the following areas: oConceptual skills (language, literacy, money, time, number concepts,
self-direction); oSocial skills (interpersonal skills, social responsibility, self-esteem, gullibility,
naïveté, social problem solving, the ability to follow rules/obey laws and to
avoid being victimized); o Practical skills (activities of daily living, personal care, occupational skills,
healthcare, travel/transportation, schedules/routines, safety, use of the
telephone). (AADD, 2014)”
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DATA COLLECTION
Survey Definition of Mild Intellectual Disability (Hallahan & Kauffman, 2006; American Association of Intellectual and Developmental Disabilities (AAIDD website, 2014)
Survey Round One
o Review the definition of mild intellectual disability
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DATA COLLECTION
1. WHAT ARE THE DRAWBACKS OF HIRING INDIVIDUALS WITH MILD INTELLECTUAL DISABILITIES WHO HAVE COMPLETED HIGH SCHOOL?
2. WHAT TYPES OF DUTIES WOULD YOU EXPECT INDIVIDUALS WITH MILD INTELLECTUAL DISABILITIES TO PERFORM IN YOUR COMPANY?
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DATA COLLECTION
Survey Round TWO
Please list job related skills that increase the likelihood of a young adult with a mild intellectual disability to obtain
employment in a company.
A young adult with a mild intellectual disability has been hired to perform a job in a local company. As a job coach you provide supports to assist with job related skills to this
young adult. After he or she starts working, the company realizes that he or she lacks critical skills or attributes required for the job and decide to terminate his or her
employment. Please list the critical job skills or attributes the lack of which may lead to terminating a person's employment.
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DATA COLLECTION
Survey Round Three
Data from Rounds One & Two was analyzed and categorized to form 10 job-related skills that served as the foundation of Round Three
o Social skills o Mobility o Time management o Independence o Following directions
o Being a team player o Money skills o Professional
appearance o Basic cleaning and
organization skills o Self-advocacy
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DATA COLLECTION
Survey Round Three
Please review the list of job skills that should be taught to individuals with mild intellectual disabilities to increase their
likelihood to obtain and maintain employment.
Please rate the job skills using a Likert Scale from one to five (1 being not important, 2 being somewhat important, 3 being
important, 4 being very important, and 5 being most important).
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Social Skills
Mobility
Time Management
Independence
Following Directions
Being a Team Player
Money Skills
Professional Appearance
Basic cleaning and organizing
Self-advocacy
3.4 3.6 3.8 4 4.2 4.4 4.6 4.8
Series1
RESULTS
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VERBAL COMMUNI CATI ON
1 Able to express your ideas clearly and confidently in speech
TEAMWORK
2 Work confidently within a group
COMMERCI AL AWARENESS
3 Understand the commercial realities affecting the organization.
ANALYSI NG & I NVESTI GATI NG
4 Gather information systematically to establish facts & principles. Problem solving.
I NI TIATI VE/ SELF MOTI VATI ON
5 Able to act on initiative, identify opportunities & proactive in putting forward ideas & solutions
DRI VE 6 Determination to get things done. Make things happen & constantly looking for better ways of doing things.
WRI TTEN COMMUNI CATI ON
7 Able to express yourself clearly in writing
PLANNING & ORGANI SI NG
8 Able to plan activities & carry them through effectively
FLEXI BI LI TY
9 Adapt successfully to changing situations & environments
TI ME MANAGEMENT 10 Manage time effectively, prioritising tasks and able to work to deadlines.
Other skills that were also seen as important
GLOBAL SKI LLS Able to speak and understand other languages. Appreciation of other cultures. See
Study and work placements outside the UK Working Abroad
From the University of Kent available at http://www.kent.ac.uk/careers/sk/top-ten-skills.htm
Comparison with Other Studies/Sources
28
Other skills that were also seen as important
GLOBAL SKILLS Able to speak and understand other languages. Appreciation of other cultures. See
Study and work placements outside the UK Working Abroad
NEGOTIATI NG & PERSUADI NG
Able to influence and convince others, to discuss and reach agreement.
LEADERSHI P
Able to motivate and direct others
NUMERACY
Multiply & divide accurately, calculate percentages, use statistics & a calculator, interpret graphs & tables.
COMPUTING SKI LLS Word-processing, using databases, spreadsheets, the Internet & email, designing web pages etc.
SELF AWARENESS Awareness of achievements, abilities, values & weaknesses & what you want out of life.
PERSONAL I MPACT/ CONFIDENCE
Presents a strong, professional, positive image to others which inspires confidence & commands respect.
LIFELONG LEARNI NG Continues to learn throughout life. Develops the competencies needed for current & future roles
Comparison with Other Studies/Sources
•Networking
•Dressing properly for the work setting
•Arriving on time and staying productive until end of shift/work day
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Comparison with Other Studies/Sources
http://www.dol.gov/odep/documents/essential_job_skills.pdf
• Focus on work
Turning cell phone ringers off while at work and returning phone calls and text messages while on breaks or after work hours • Using computers, if you have access to them, only for work-related tasks
• Professionalism
Speaking in a respectful manner with supervisors, peers, and customers or clients and remaining professional during lunch break/off duty
30
Comparison with Other Studies/Sources
http://www.dol.gov/odep/documents/essential_job_skills.pdf
31
• Communication Sample instructional script:
Skills Communicating ideas in the workplace is different than in an academic setting. In a classroom, the instructor usually leads group discussions or assigns written homework, and students respond or ask questions when directed to do so. In the workplace, however, the format for interaction varies. Sometimes your supervisors may specifically ask you for your opinion or ask you to express that opinion in writing. More often than not, however, they assume that if they need to know something, you will bring it to their attention. The challenge of communicating in the workplace is learning how and when to share your ideas or concerns.
Comparison with Other Studies/Sources
http://www.dol.gov/odep/documents/essential_job_skills.pdf
•Listening
Sample instructional script:
One way to improve your listening comprehension skills is to ask questions. Other tactics include restating what you thought you heard to confirm you understood correctly, and taking notes.
•Teamwork
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Comparison with Other Studies/Sources
http://www.dol.gov/odep/documents/essential_job_skills.pdf
Critical Thinking
Problem solving and critical thinking refers to the ability to use knowledge, facts, and data to effectively solve workplace problems. As a new employee, you may question why an organization follows certain steps to complete a task. It may seem to you that one of the steps could be eliminated saving time, effort, and money. But you may be hesitant to voice your opinion
33
Comparison with Other Studies/Sources
http://www.dol.gov/odep/documents/essential_job_skills.pdf
Use of the information to better develop educational plans
– Develop research-based transition curriculum
– Annual goals •Use the skills as a springboard•Scaffold down to the ability levels of the adult
– Determine necessary supports
– Identify services required to assist the student to achieve the goals and obtain the skills
•Using the skills identified to assist students to recognize obtainable post secondary goals
34
IMPLICATIONS FOR IMPLEMENTATION
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IMPLICATIONS FOR IMPLEMENTATION
o Develop training for students, teachers, job coaches, employers, and parents on the most critical job-related skills
o Provide information to local city authorities for community awareness
o Provide information to the Regional Centers for the development of community supports
o Develop curriculum focused on the most critical job-related skills
o Develop a bank of Individual Transition Plan goals, services, and direct instruction activities in the area of employment
•Focus on students with mild-intellectual disabilities
•Suburban middle-class city in Southern California
•Retail and Restaurants
36
STUDY LIMITATIONS
37
RECOMMENDATIONS FOR FUTURE RESEARCH
Large cities in the U.S?
Cities in the other parts of the world?
Students with other disabilities?
What are the most common incidents that get people with disabilities fired?
Students without disabilities?
What are the least disruptive supports/accommodations in the work place?
What are the perceptions of customers?
What are the perceptions of co-workers without disabilities regarding
their colleagues with disabilities?
What do employers know about disabilities?
Fears about hiring people with disabilities?
Is there a relationship between sales and employment of people with disabilities?
Textbook authors?
What are the perceptions of people with disabilities about
the most critical skills employers are looking for in the work
place?
Perceptions of parents?
38YOUR QUESTIONS
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