Career education and exploration can begin at any age

Pretend play is a great way to introduce different roles such as

• cashier, customer, cook, fireman, police officer, doctor, nurse, etc.

Develop sensory efficiency through tactile exploration and discrimination tasks and fine motor activities including sorting, organizing, and object manipulation (e.g., early practice to stock shelves or organize a work space)

Targeting multi-step tasks, and developing the ability to follow 2-3 or 3-4 step tasks independently will facilitate improved ability to follow through with tasks in many areas

Continue to introduce age-appropriate topics such as community helpers, following directions, tactile discrimination, spatial awareness, and fine motor skills

Engaging in role play continues to benefit this age group

• remember that even when they are out with their family, unless someone is describing the interactions that occur at a fast-food restaurant, a grocery store, or other place of business, these students can not observe what is happening

  • “I am going to scan the QR code the waiter gave me with my phone to pay the bill.”

  • “The cashier is sliding our groceries across a scanner so it can read the bar code and total how much we have to pay.”

Students benefit from engaging in the interactions to learn what is happening

Encourage these types of interactions at school:

• classroom jobs (e.g., wiping tables, sweeping the floor, organizing pencils, crayons, etc.)

• deliveries to the office or other classrooms

• assist with school store

Encourage these types of interactions at home:

• Let children order their own food at a restaurant or practice using a credit card at the grocery store self-check out

A great way to incorporate writing and career education is to compose social stories about what happens in different job situations

Explore specific interests that they have related to career development

Focus on strengths and skills required for the jobs of interest

Develop realistic expectations for possible future careers

• this will help students learn about specific accommodations they can request in different job environments

Collaborate with SLP to develop the social skills required to successfully navigate interviews and engage in appropriate etiquette for the workplace

Encourage engagement in on or off campus work experience depending on what their school offers

Provide ergonomic evaluations, recommendations for specific accommodations or AT that may be indicated

Educate the student, the transition staff or career development teachers about recommendations

Students should independently identify and request appropriate accommodations upon graduation to ensure that he or she has an equal opportunity working environment (Self Determination)

Collaborate with other related service providers and teachers to help facilitate professional etiquette skills, interview skills, appropriate dress, and work ethic

Collaborate with the transition team to ensure that all team members are aware of recommendations for work accommodations, AT resources, and areas of need that may need to be addressed for a successful transition away from high school

Speech Language Pathologist

Orientation and Mobility Specialist

Teacher of the Visually Impaired

General Education Teachers

Special Education Teachers

Transition team members