career education and transition and the child with special educational needs edilberto i. dizon,...

Career Education and Transitionand theChild with Special Educational Needs

Edilberto I. Dizon, Ed.D.

Career Education and Transition and the Child with Special Educational Needs

The transition from school to another placement of a child with special educational needs (CSEN) as an adolescent:

a major concern


The provision of career directions and transition programs is needed in preparing the CSEN for a future!

What do Career Education and Transition mean?

Career EducationTransition


Career EducationIt guides the CSEN throughout his/her lifespan in achieving purposive, meaningful and productive adult life.


Career EducationCurricular,instructionaland psychosocialprograms based on periodic assessmentmust be provided.


TransitionIt is the exitfrom gradeschool orhigh school to pursue:a) further schooling,b) job training, or c) job

employment.


Career Education, Transition . . .and Even Beyond!


Referral Phase

The child suspected of a disabilityis taken toa specialist.


Referral PhaseReasons/ constraints why it is not sought by parents/guardians: a) denial

b) absence of specialist

c) costd)ignorance of

intervention process


Assessment PhaseThe child’s disability is determined and what he/she can and cannot do in the different developmentalareas are specified.


Individualization of Intervention

It involves deciding on the placement, curricular priorities, instructional, psychosocial and self-care programs/services, and support system.


Individualization of Intervention

It also addresses an independent level ofeating, dressing, grooming and other self-care skills the CSEN is expected toperform all his/her life.


Career education, therefore, is anchored on a strong support system involving advocacy groups, civic organizations, business sectors, government agencies andmedia groups,among others.


Where will the CSEN go after elementary/

secondary schooling?

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Further Schooling


•Baccalaureate/ 1- or 2-year diploma course in college

•Specialized studies in specific talent/skill areas


Baccalaureate/ 1- or 2-year Diploma Course in College

Support persons the child might need:

a)tutorb)behavior coachc)“classmate aide”


Specialized StudiesAt least one area among:a)visual arts,b)athletics/sports,c)culinary arts, and others


Job Training


•Household Chores

•Remunerative Chores

•Competitive Jobs


Household ChoresThese may include the following: making bed, cleaning rooms, assisting in meal preparation, folding clothes, arranging things in place, etc.


Remunerative ChoresIn exchange for work, the CSEN is given:

• tokens

• privileges


Competitive Jobs

These may include the following: clerical work, baking, landscape aiding, handicrafts making, etc.


Through sheltered workshops, apprenticeship, and one-on-one training, job training for CSEN is attainable.


Job Employment

Where can CSEN find employment in?


Possibilities include the following:

•Parent/Relative – Provided Entrepreneurial Jobs

•Parent/Relative – Provided Jobs

•Competitive Jobs


Determining Post Secondary Career/ Transition Placements for Special Children

Evaluation Rubric:


Evaluation Rubric:A set of criteria upon which the placement of the CSEN is based


Self-Related Factors:a)mental abilities,b)school achievement,c)vocational interests,d)psychosocial make-up,e)psychomotor skills,f)talents and special skills, and g) self-care skills


Home-Related Factors: Family dynamics and

ideology pertaining to intervention; presence of support-service givers; involvement of

parents and other home members in intervention provision; and, home routine.


School-Related Factors: School’s interventional ideology and logistics; physical set-up/ structure/ condition; teacher and staff preparation; type of placement program; and, class size.


Community expectations, accommodation and support.

Community-Related Factors:


Case Profile:

Teen X


Teen X, age 14, has mild autism. He comes from an upper middle class family with two older siblings, both male. His parents are highly successful professionals, and by the side, operate an internet café with digital printing and photocopying services. The two adult brothers manage the business.


Teen X, aside from his mild autism, is below/low average in mental abilities. His achievement profile reveals delay in verbal abilities but exceptional high level in visual/abstract abilities and short- and long-term memory (retention). He performs well in number problem solving but lags behind in word problem solving.


Teen X is exceptionally good in computer works and can easily follow instructions when tasks are modeled to him. He also loves photography and digital printing. He performs eating, dressing and grooming tasks independently but tends to rely on adults when tolerated/ allowed to.


Teen X still exhibits a few atypical behaviors like laughing and talking inappropriately especially when idle, and affect underreactions. He participates in group activities and performs in group activities and performs in programs. He has a few intimate friends but relates positively with peers and other people.


Teen X is generally appropriate and cheerful even in other places, and can ably discriminate dangers including those posed by strangers. He is a good triathlete and goes with his kuyas to outings, sports activities and malling.


Teen X’s profile is summarized as follows:


Mental Abilities: Low Average in overall mental abilities; Delayed in verbal abilities but superior in visual/abstract abilities and short- and long-term memory; good number math but delayed in verbal math


Interests: Computers; photography and digital printingSelf-Care: Independent; physically healthyPsychosocial: Cheerful, appropriate and highly manageableexhibits a few “stims” but easily restrainableRecreation: Malling, sports: swimming, biking and running, and outings to resorts


Analysis.


1. He can finish high school considering his intelligence level, with some tutorial in academics and coaching to address a few atypical behaviors.

2. He can get into a career direction toward computer works and digital printing which the family business is into, anyway. The brothers can continue providing apprenticeship training in the internet café.


3. He can consider taking a 1-year up to 2-year ladderized program in computers in a government-recognized institution.

4. If option 3 is not accommodated, the brothers can upgrade his potential for computers and photography plus digital printing to approximate professional expectations.


5. The brothers can teach him to co- manage the café with provision of handling finances, interpersonally relating with patrons/customers, trouble-shooting, and upgrading computer services.

6. The family is expected to continue providing the support he needs including discussing later on with him work hours, compensation, and work standards/ etiquette as he “apprentices” in the café.


7. While still in high school, Teen X needs to be guided to perform satisfactorily in both academic and social concerns. His potential for computer technology needs to be nurtured by providing opportunities for application and learning new things in the field of computer technology.


8. As the café progresses/ gets bigger (having branches) his involvement and further training can be upgraded with the help of the family and trainers/experts.

9. Continuing on with the right use of leisure, socialization with people, and independence in self-care is in order.


We parents, teachers, support-service givers and responsible adults involved in the welfare of CSEN need to consider the following:


1.We must get actively and passionately involved in ADVOCACY for CSEN in all areas of concern, and also in the education of the public about the potential of CSEN.


2.We must facilitate the provision of opportunities and possibilities for employment – NOT only job training.


3.We must support legislations that support our ADVOCACY causes.


4. We must continue placing our CSEN in training programs that will provide them the needed skills and competencies for the FUTURE.


5. We must PROTECT our CSEN in their pursuit of positive career directions and ensure that they, too, will be able to actualize and enhance themselves toward self-fulfillment.


Let us help our CSEN realize their simple dreams... reach for their stars! Let this be our commitment!


Thank you!

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