You probably remember being asked when you were younger: What do you want to be when you grow up? Maybe you wanted to be a firefighter, ballerina, teacher, doctor, or veterinarian. Children may be thinking about future employment goals even at a young age. It is truly never too early to start thinking about employment. Special education can be a great place for students to learn specific skills that may help them in the future with employment. In Tennessee when a student with a disability turns fourteen, there must be a statement written in the Individual Education Plan (IEP) about future employment. Educators may use interest inventories, assessments, and questionnaires to learn more about what the student wants to do once they leave the school system. Employment goals and services would be listed under the transition plan of the IEP, which addresses postsecondary, employment, and independent living skills. Legally, the school system is responsible for helping students prepare for the transition once they leave the school system.
Integrating employment skills into the IEP plan does not have to wait until a student gets older. Students who are younger may be marked expectational in pre-vocational at the present level of the IEP. Interventions may help support skills such as staying on task, completing an assignment independently, following a checklist, or completing a job in the classroom. Pre-vocational skills are skills students need to learn to be successful in an employment setting. There may also be support in place to help a student develop self-advocacy and self-determination skills. The goal of pre-vocational services is to help teach students real-life skills that will be needed for a job from an early age.
As a student progresses through the school system, the goals and services should become more individualized to reflect the student’s employment goal. This might look like providing various opportunities to research specific jobs, internships, and partnerships with community agencies. Students may need to take specific classes or electives that align with their employment goals. Vocational rehabilitation counselors can help inform students what specific employment services may be available once they leave the school system.
Starting the conversation early about future employment goals can help ensure students have the necessary support and skills. Even if employment goals change, discussing pre-vocational and vocational services and goals in each IEP meeting is always important. Frequently talking about employment goals allows the IEP to remain focused on the goal for the student when leaving the school system. Integrating pre-vocational skills when a student is younger may take some creativity, but a collaborative approach with all IEP team members allows conversations and solutions to occur.
A great starting point may be asking the student the following question each school year: What do you want to be when you grow up? Then, the IEP team can think through all the skills needed to reach this goal. Educators can assess specific barriers that may prevent the student from reaching this goal. As an IEP team, a plan can be created on how to best support the student in this goal. Even if it is taking a small step like learning a new social, coping, or organizational skill, appropriate employment support should always be discussed at each annual IEP meeting.
Always feel free to reach out if we can help you locate specific employment resources. Call 1-800-640-4636. Our offices are open Monday through Friday, 8 A.M. CT to 4:30 P.M. CT. Visit our website at TNPathfinder.org 24 hours a day, 7 days a week. You can also follow us on social media to find out about job opportunities.