Vocational Training for Your Exceptional Needs Child

By Dr. Ronald I. Malcolm, EdD

OFTEN PARENTS OF A CHILD WITH A DISABILITY CAN BECOME OVERWHELMED WHEN ATTEMPTING TO ASSIST WITH THEIR CHILD’S DAILY ACADEMIC NEEDS. WHILE EVERY STUDENT CAN BENEFIT FROM EXPANDING THEIR KNOWLEDGE OF READING AND MATH, MANY STUDENTS WITH DISABILITIES MAY NEED ADDITIONAL ASSISTANCE APPLYING THESE SKILLS TO THEIR FUTURE VOCATIONAL NEEDS.

Here are 10 suggestions for parents to consider when wanting to aid their child in their vocational training needs.

1. The 18-21 program

Schools in the USA are mandated to offer 18-21 programs for students with disabilities who have not achieved their goals outlined in their Individual Education Plan (IEP). Students with functional learning needs will need additional instruction and supervision from their school to better prepare them for employment and meeting their daily living needs.

As a parent, you should meet with your child’s special education teacher to learn more about their program for students ages 18-21. Find out how your child can qualify to stay in school until age 21. Look at what the program may offer so you can prepare your child with a disability to transition from their high school program into the 1821 program.

You’ll want to have these conversations with the special education personnel at your school prior to your child’s graduation. Once they receive their high school diploma, it is unlikely they can become part of an 18-21 program.

2. Career interests

Find out what career interests your child may have. A special education teacher at your child’s school or the school counselor can administer a Career Interest Inventory to your child to determine where their strengths and weaknesses may be and give them additional support and ideas on career choices.

Many children with disabilities are not unlike their peers without disabilities. They may not know exactly what they want to do after they complete high school. Not every 16 to 18-year-old student has a clear vision of what they want to do with the rest of their life after graduation. So, if your child with a disability tells you “I don’t know,” when asked what kind of job or work they want to do, don’t panic. It is a typical response received by many parents of teenage children.

3. Independence at home

Help prepare your child by increasing their level of independence at home. Every child with a disability is at a different readiness level to prepare to transition to a place of employment or to live independently. Assist with developing your child’s independence by requiring them to do chores around the house. These can include making their own bed, learning to cook simple meals, vacuuming, doing their own laundry, taking out the trash, running errands, yard work, taking care of a pet, emptying the dishwasher, and sorting silverware, etc.

4. Task analysis

Some students with disabilities struggle with following multi- step directions. As a parent, you will likely learn more about task analysis. This concept allows you to break a task down into individual steps and can lead your child with a disability to successfully complete a task independently. Something functional, such as showing your child how to use the washer to clean their clothing, can be demonstrated using task analysis. Here is a simple example:

Some children with disabilities will advance quickly through a task analysis. Others may take more time to advance through each step as they achieve their full independence. By utilizing task analysis, you may be very surprised at how independent your child with a disability can become.

5. Social skills

Appropriate social skills are very important when entering a place of employment. Work with your child’s special education teacher to instill some social skills when working at a job. Many individuals with disabilities with proper work-related skills may struggle with what to do during their downtime at work, such as their scheduled 15-minute break or lunch time. They may need to be reminded of what is considered appropriate clothing to wear at work or even appropriate conversations. These skills can be practiced both at school and at home.

6. Job shadowing

Work with your child’s school to involve them in a job shadowing program. See if they can assist a teacher working with younger children in the classroom. Can they shadow and assist the school custodian with learning job-related skills? Could they learn how to serve or prepare food in the school cafeteria or clean the tables after the students have completed eating? Could they assist in the school library with shelving books or dusting and cleaning materials? Such shadowing can allow others to “model” proper job-related skills to your child. It will also allow your child to receive “guided practice.” They can make errors and learn how to correct them successfully. Mentor figures in the school setting can also provide your child with additional reinforcement and encouragement to complete a job and instill a sense of satisfaction in your child.

7. Proper supervision

Remember that it will be necessary for your child to have proper supervision when they are first learning vocational training skills or when they enter a place of employment for the first time. While some students with disabilities may demonstrate proficiency with skills at school or even within their homes, they may not be able to initially generalize these skills to a newer environment. Having someone who can supervise your child and encourage them to develop their skills will be essential to their overall success. A job coach would be an excellent resource for your child with a disability to interact with.

8. Self-advocacy

As your child advances in their level of independence, it will be essential for them to self-advocate. First, they need to know the name of their disability. You can’t advocate for everything you need if you don’t know the extent of accommodations needed. Then they need to be able to explain what accommodations on the job they may require. If they have a medical condition, they may need to be able to explain what assistance they require during an emergency.

9. Adult role models

When entering the workplace, many young people with disabilities often notice there are no other workers with disabilities present. There are organizations in your community that can assist you with this issue. Having your child with Down syndrome, cerebral palsy, blindness, etc., meet another individual with the same condition can be life-changing for them. It will allow them to ask specific questions of this other individual as to how their disability impacts their day at work, what kind of work they do, how others have treated them at work, understanding the sense of pride for feeling independent etc. It will also empower them by proving that individuals with disabilities can contribute to the community through employment.

10. Breathe

No one entering a place of employment is “perfect.” While you may be panicking about your child transitioning to an independent life, just breathe. Many young people with disabilities end up surprising their parents with how much their skill level has increased with the proper support and coaching. They may make mistakes, as we all do. But knowing you are there to support them will allow them a sense of comfort only you can provide.

Dr. Ronald I. Malcolm works with students with disabilities in the Northwest Arctic. He recently retired as an Assistant Director of Special Education for a public school district. He is also an Associate Faculty Member with the University of Phoenix and a Special Graduate Faculty member at the University of Kansas. He has bachelor level degrees in English and Special Education. He holds master level degrees in Counseling, Special Education, and School Administration. His doctorate degree is from Northern Arizona University in Educational Leadership. His postgraduate degrees are in Positive Behavior Supports and Autism Spectrum Disorders. He has worked for the past 38 years with students between the ages of three and 21 with disabilities and various medical needs in both school and community-based settings.