- COVID19 - Transition Instruction Helps
- Independent Living
- Post-Sec. Education
- Help with Transition
- Free Annual Fair
Transition planning for employment covers skills necessary for many levels of employment, such as:
- Competitive Employment
- Customized Employment, and
- Supported Employment.
These skills may be in areas such as career exploration, interest inventories, job-matching, applying for jobs, building a portfolio, being on-time, following directions, associating with colleagues, job-specific skills, work-kits, etc. depending on the student's readiness and level of supports needed.
For more information about transition planning for employment, scroll down to the tabs below.
Important Note: Vocational Rehabilitation is often an agency that helps with employment and post-secondary education. Their information can be found under Help with Transition (Agencies and Organizations).
During the COVID19 Pandemic, much we are doing has shifted to online instruction and resources. Our Transition Instructional Resources lists on-line learning resources that are available during this time to help. These resources have been collected primarily through national Transition networks to help during this crisis. We cannot officially recommend any one resource over another. They are available at this time, though after this crisis they may require a fee from individuals. Please take a look.
The term "Transition" will be heard often during the time your student is in secondary special education. It is the term meant to say, "What instruction, assessment, activities, and outside agencies will be used to help the student transition from being a DSD student, graduate with a diploma or receive a "Certificate of Completion," and then enter their roles as adults?"
This is a process. It's a bridge that we build to help the student cross over to their adulthood. The time to start building this bridge is when the student turns 14 years-old. Your student's teachers, this Transition to Adulthood website, and our annual DSD SpEd and 504 Transition Fair help to make this process as effective as possible.
To learn more, please select this Transition link and scroll down on that page for topics.
Independent Living refers to skills a person needs to function independently in life, and may include such areas as cooking, transportation, budgeting, safety, technology, housing, time management, social skills, etc. While different disabilities and needs may require this to be individualized, each person has opportunity to be as independent as possible in all areas they can be.
Select this link to learn more about Independent Living.
Post-Secondary Education looks at what learning setting a student will participate in after receiving their high school Diploma or a Certificate of Completion.
Transition planning for Post-Secondary Education refers to skills and preparation needed to attend a variety of post-secondary education settings (universities, community colleges, technical school, military, apprenticeships, on-the-job training, etc.). A common misconception is that this domain only refers to gong to a 4-year university. These skills may be in areas such as choosing a major, class selection, assignment completion, test-taking, organization, study skills, following directions, etc. All students with disabilities can and should attend some form of post-secondary education/training!
For more information about transition planning for Post-Secondary Education, please select the link.
There are two types of supports involved in helping families with their student's transition to adulthood - those inside of school and those outside of school.
Inside schools, teachers begin actively working on transition plans when students turn 14 years old. With parent and student input, teachers update the proposal for the transition plan as they annually develop the proposed IEP/504. IEP/504 Meetings become a time for the team to review and update them.
Outside of school, agencies and organizations can become involved with students at different times during a student's education. However, parents & guardians must reach out and apply for their services. This is why we maintain our Agencies & Organizations page (with recommended ages to initiate services) in our Transition information. As students are connected with agencies, parents may even want to have them attend their student's IEP.
To see information on agencies and organizations that can help with transition, please click the link.
The most successful transitions observed involve the agencies and organizations working with the student before they finish school and engage their supports into employment, post-secondary education, and independent living without any gaps. This is why Davis School District sponsors an annual 504 & Special Education Transition Fair - a night to come out and meet many agencies and organizations in one place at one time.
Every year, Davis School District (DSD) annually sponsors a free 504 & Special Education Transition Fair to help parents, guardians, and students meet and become familiar with the help different agencies and organizations can provide. The 2021 Transition Fair is being planned to be held at the Layton Campus of Weber State University on March 6, 2021. Further information will be distributed to teachers and parents during the coming school year. We invite everyone to attend and meet face-to-face with agencies and organizations to learn what would be helpful for them.
We maintain a list all-year round with those agencies and organizations that participated in the last Transition Fair. That list is found under the Help with Transition (Agencies and Organizations) link, as well as on our DSD Transition Fair page for convenience.
- What does Transition Planning for Employment mean?
- Why is Transition Planning for Employment important?
- What are employers looking for?
- How should a student prepare for employment?
- What job do I want?
- What services are available for students with disabilities in Employment settings?
- How much should I tell my employer about my disability?
Transition planning for employment covers skills necessary for many levels of employment (i.e. competitive, self-, customized, supported, sheltered). These skills may be in areas such as career exploration, job-matching, applying for jobs, being on-time, following directions, associating with colleagues, job-specific skills, etc.
People work for many reasons. The most important may be making money to pay for food, clothes, housing, phone, internet, utilities, and many other items! However, it can also help fill many more of our needs -- work often provides us with opportunities for security, friendship and social groups, confidence, respect, achievement, and a sense of fulfillment. (Click here for an explanation of the hierarchy of human needs and motivation)
Unfortunately, people with disabilities are often unemployed or underemployed when compared to people without disabilities. One survey showed that "among all working-age (18-64) people with disabilities, only 21% say that they are employed full or part-time, compared to 59% of working age people without disabilities -- a gap of 38 percentage points" (Kessler Foundation/NOD Survey, 2010). Additionally, young adults with disabilities reported earning almost 30% less per hour than their same-age, non-disabled peers (National Longitudinal Transition Study-2).
However, active transition planning for employment can help remedy these problems!
- Basic Skills that are specific to each job
- "Soft Skills" -- These are the overall skills that are not specific to any job, but are required to be successful anywhere. Many employers note that while a person may get a job because of the job related skills, the lose it by not having the soft skills.
- Good hygiene
- Communication skills
- Good attitude
- Willingness to learn
- Time management (getting to work on time, finishing tasks in a timely manner)
- Ability to take criticism
- Follow instructions and routines
- adaptability and flexibility
- Perseverance through difficulty
- Practice filling out various job related forms
- Know your demographic information (or have it easily available) -- name, address, phone number, email, etc.
- Fill out a sample job application
- Fill out applications from jobs you are actually interested in (look up their websites)!
- Work on planning and building a resume
- Develop interviewing skills
- List of common interview questions and possible answers
- Video of good and bad interview responses
- List of common interview mistakes from employers
- Know how to dress appropriately (examples from SimplyHired and About.com)
- Mock Interviews are a great way to practice your interviewing skills! It can be done with parents, teachers, friends, etc. Here is a powerpoint presentation about mock interviews and a rubric for scoring (courtesy of Melanie Allen).
- Get a job while in school (one of the greatest predictors of having a job after high school is having a job while in school!). Remember though, you don't always get your dream job at first; you have to start low and get experience.
- Finish school! Many studies have shown that high school completers are much more likely to be employed than those who drop out, and to make more money.
Great question! The world is a wealth of possibilities! There are many options, but it is important to find one that is a match for you.
- Realize that your first job may not be your career job choice! In other words, its okay to take an entry level job that may not even be in your area of choice. Get a job early on that will give you work experience and teach you basic employment skills (the "soft skills"). Then, not only will you have the skills to be successful at future jobs, you will have experience to list on your resume!
- Once you have done the O*NET Interest Profiler and discovered your three-letter RIASEC code, you can enter it on the O*NET website to discover jobs in those areas that may be of interest to you. You can also search by bright outlook, career cluster, and many other formats.
The Americans with Disabilities Act and Section 504 of the Rehabilitation Act require employers to offer basic accommodations in the workplace. It is the responsibility of the employee to approach the employer and let them know what accommodations they need. The business will likely have a protocol about how to apply and what documentation is needed from you and from doctors. They are not required to just provide the accommodations you received in school; they must determine what accommodations are reasonable and do not fundamentally change the basic skills required to do the job.
Employers cannot discriminate against people with disabilities solely on the basis of the disability.
Check out these resources:
- The Job Accommodation Network (JAN) is a website that provides a wealth of information about the types of accommodations that may be reasonable based on a person's disability related needs. Be sure to look at their disability list with links to matching accommodations, their Searchable Online Accommodation Resource (SOAR), and frequently asked questions page.
Obviously, if you want accommodations on the job, you have to disclose some things to an employer. In fact, they are not under obligation to provide them unless you request them. However, you don't have to tell them everything. How do you find the balance? The 411 on Disability Disclosure is a fantastic workbook to help teach what is appropriate. (Also available in audio and other formats here)