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LEARNING JOB SKILLS THROUGH SPECIALIZED
CURRICULUMAngelica Downey, M.Ed.
FAU Academy for Community Inclusion
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Agenda
■ Program Details
■ Employment Curriculum
■ Internship Program
■ Outcomes
■ Questions
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FAU Academy for Community Inclusion
■ Post-secondary program for individuals with intellectual and developmental disabilities
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FAU Academy for Community Inclusion
Goal: To increase overall independence in employment, self-determination, and independent living skills
How?
■ Specialized coursework in employment, self-determination, and independent living skills
■ Full inclusion in the college experience
■ Internship program
■ Mentorship program
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Supported Employment Certificate
■ Prerequisite: Career Exploration
– First semester
– Course Objectives include:
■ Defining strengths and needs
■ Determining what skills to improve on for employment
■ Research career interests based on skill sets
■ Create a work portfolio
■ Identify a career to pursue
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Employment Courses
■ Professional Career Development
■ Objectives/Activities:
– Research specific responsibilities that are required for career choice
– Interview a person in desired career
– Create a career plan using the mapping strategy
■ Employability Skills
■ Objectives/Activities:
– Develop and write a resume
– Complete a job application
– Identify and describe the characteristics an employer seeks in a prospective employee
– Identify the elements of succeeding on the job and job retention strategies
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Employment Courses
■ Workplace Relationships
■ Objectives/Activities:
– Compare different positions in the workplace and how interaction may differ
– Identify strategies to cope with conflict between coworkers and accepting criticism in the work place.
– Demonstrate how to make a positive impression on clientele
■ Getting Around the Community:
■ Objectives/Activities:
– Identify directions and pedestrian safety rules and skills
– Learn to how to use a bus/train schedule to plan trip
– Learn how to find information about desire locations
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Employment Courses
■ Business Technology for Community Living
■ Objectives/Activities:
– Create a sum sheet and graph in excel
– Scan documents, fax documents, make copies, print document in multiple formats
– Answer the phone in a professional manner
– How to make a PowerPoint presentation for a business related issue
■ Professional Portfolio
■ Objectives/Activities:
– Document and showcase specific skill area achievements
– Organize portfolio into a professional presentation using a digital portfolio program
– Demonstrate career readiness
– Write cover letters
– Appropriate attire and hygiene expected on the interview or employment site
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Employment Courses
■ Career Seminar
■ Objectives/Activities:
– “Job Shadowing”
– Observe skills that are required for the student’s specific career field of interest
– Demonstrate appropriate social interactions with peers and staff
– Acquire a skill set in a specific career field
■ Career Internship
■ Objectives/Activities:
– Full time internship in working towards competitive paid employment
– Deal effectively with work related stress and changes to their routine
– Display honesty towards others in the workplace, work initiative, and motivation
– Establish and utilize a work schedule independently
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Curriculum GridSupported Employment (20 Credits)
SLS 1305: Professional Career
Development
SLS 1350:Employability Skills
SLS 1354: Workplace Relationships
SLS 1266: Getting around in the Community
SLS 1392: Business Technology for Community Living
SLS 2340: Professional Portfolio
SLS 2930: Career Seminar
SLS 2943 Career Internship
Electives (2 classes; 1 must be outside the Academy)
Internship
component
Internship
component
At least two employment courses
are offered per semester giving
students the opportunity to have
an internship component every
semester.
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Internship Program
■ Start small and on campus, move to larger responsibilities and off campus
■ Based on student’s career interests and skills
■ During the first semester on campus, students complete a work observation for staff to observe soft skills
– Helps with placement of their first internship
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Support
■ Job Coaches
■ Supervisors
■ Employment Coordinator
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Outcomes- Inaugural group
■ 7 out of the 8 students from the inaugural group completed their second internships off campus this semester
■ 4 out of the 8 students from the inaugural group were in paid internships this semester
■ 4 out of the 8 students from the inaugural group will be completing the problem in the fall with their final internship.
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Outcomes
■ Second group
– 11 students completed their first internship on-campus this semester, 1 student completed their first internship off-campus
– Internship placements consisted of: Dining Hall, Library, Lifelong Learning Society, College of Education Office, Student Services Office, Faculty Suite, El Sol Organic Garden
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Resources, Strategies, Evidence-Based■ Used various resources to create the supported employment certificate curriculum:
– Grigal, M., & Hart, D. (2010). Think college: Postsecondary education options for students with intellectual disabilities. Baltimore, MD: Paul H. Brookes Publishing Co.
– Strieker, T., Sloan, J., Stern, H., & Wade, K. (2010). Designing inclusive educational programs in higher education: Standards, assessment & evaluation. Lexington, KY: Kennesaw State University.
– Rosenberg, H., Brady, M.P. (2006). Job observation and behavior scale: Opportunity for self-determination. Dale, IL: Stoelting Co.
– Wolffe, K. (2012). Career exploration and vocational selection. In Career counseling for people with disabilities (Second ed., pp. 47-63). Austin, TX: PRO-ED.
■ Modeled the internship program based on the student teaching process
– Small to large
– General to Specific
– Time commitment
■ Courses were created using UDL
– Multiple formats
– Accessible for all learners
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Contact
Angelica Downey, M.Ed.
Curriculum and Training Specialist
561-799-8383