What goal is your student exploring?
Career exploration and vocational training are critical components of transition programming for students with disabilities. It’s important to add work-related experiences as early as possible – paid or unpaid – to build vocational skills and see what type of jobs are a good fit for your student’s strengths and interests.
By age 16, students who have goals of going to work should begin learning the responsibilities of different jobs, and considering how their strengths, interests and goals align with different career paths. Your student should be participating in volunteer, internship, and paid work opportunities in high school, and have access to the support they need to successfully meet the expectations of the job. For students with more complex support needs, we recommend using a person-centered planning process to explore their options and interests.
Competitive, integrated employment offers the same level of benefits, salary, support and opportunities to all employees with comparable experience, skills and education – whether or not they have disabilities.
Customized employment provides more intensive support as a person seeks and secures employment, with services and support tailored to the individual’s needs.
“Don’t expect all your ducks to be in a row right away. It takes a village – and time!”
One family has learned how to be open to their daughter trying out new things after she completed high school. She’s continuing to learn through college experiences, while still making time to be with her friends and have fun as a young adult.
When the COVID pandemic put up obstacles for their daughter Kelsey’s transition to work, Michael and Carol Nigro created their own solution: Chapters Coffee Carts.
And now, this thriving nonprofit is giving Kelsey and other people with disabilities an opportunity to build critical skills and professional experience in the workforce.
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