JOB PLACEMENT
The purpose of job placement is to ensure that
students, prior to graduation, have a job of their own choosing and are
supported to the level they require.
This could be competitive employment, supported employment, or
self-employment opportunities.
The aim is
to ensure that all students have a planned job‑placement program and that
educational experiences relate to their occupational goals. Depending on the
student, workplace mentoring, instruction in workplace skills and expectations,
on‑the‑job training, job coaching, work adjustment, internships and
apprenticeships may be used to teach them to be successful in the workplace.
There are no formulas. Each student has a unique
situation.
There are basically three ways to do job
developing.
I.
Work with employers to develop jobs and then find
students to fill those openings.
II. Work
with the students to determine their needs and then go find placements that
will meet those needs.
III. Teach
students skills to find their own jobs.
One of the hardest parts of the job is balancing
the needs of the different stakeholders with whom you're working: students,
teachers, administrators, parents, employers and other agencies. This guide
gives specific tips on working with some of these stakeholders. One of your
main functions is to clarify the expectations of all involved. Make sure that
everybody is clear about what will be happening and what their roles and
responsibilities are.
Speaking at public meetings, releasing public
service announcements, and mailing program introduction letters can be
effective in letting potential employers know about the existence of your
program. Many job placement programs
have used these techniques with good results.
Remember that your aim is to create a partnership
with employers in which all parties are receiving something of value. While
this can be hard to achieve, strive for it.
It's necessary to screen some employers out of the program either because
they won't meet the individual student's needs or because it's unlikely they
could work well with special education students.
Job leads can come from Alaska’s job centers,
teachers, students, parents, want ads, employers and other agencies. It's
really important to establish good working relationships with the personnel of
other agencies.
Often, you get job leads in the course of your
everyday life, especially if you live in the community in which you're placing
students. A casual conversation with a neighbor or store clerk may alert you to
potential sites.
Transportation
Since transportation to and from the job is such a
crucial issue, it must be determined what sources of transportation is
available to the student. Sometimes the students have their own cars or their
parents will help. Often the student needs to have a job within walking or
biking distance from his/her house. Public transportation may be available,
too. As an area becomes more rural this becomes more difficult to achieve. We
have the highest rates of job placement in areas where there are businesses
close to residential areas.
Someone from the transition team drives, or walks,
around the area near the student's home to discover what businesses are in the
area. He/she then approaches the ones most likely to have jobs suitable for
that student. Have student and parents determine places for employment close to
home or school.
Sometimes, there really isn't any transportation
available or any businesses close to the student's home. In that case, the
student will probably have to be placed on a work site during the school day
and return to school before the bus leaves. This generally involves more
paperwork and the job probably won't become permanent, but it does allow the
student to get some experience.
There is a tremendous amount of jargon used in
special education most of which will be unfamiliar to the employer. Don't use
it.
There are still a lot of fears and myths about disabilities.
You will need to gently deal with these issues. The following comments were
excerpted from Employers As Partners:
... when we address an
audience of employers who need to focus on potential solutions to functional
limitations, we often use distracting terms of reference.
The fact that you
understand the restricted meaning of certain terms doesn't mean that a
potential employer also understands.
The following terms
describe functional limitations and promote thinking about potential solutions.
Difficulty in
interpreting information
Difficulty in learning
new tasks
Limitation of sight
Limitation of hearing
Limitation of speech
Difficulty in using
upper/lower extremities
Your conversations with
employers can include such statements as "We work with people who have
difficulty using their lower extremities" rather than "...with
paraplegics."
1.
The person from the Transition team who makes the
employer contact should pay attention to how they look. That isn't to say that
they always "Dress for Success" because that isn't always
appropriate; one may look silly dressed in a three‑piece suit at a horse
stable. Most transition team members find that business cards, the program
brochure and a briefcase are necessities.
2.
Making an initial approach to the employer in
person without having made an appointment is a “cold call.” Some have had good luck calling first but
that gives the employer a chance to say no. We don’t recommend the use
introductory letters very much because there isn’t any control over how the
letter is handled. Going in person also allows one to observe a lot about the
company environment and needs; this comes in handy even if you don't get to
talk to the person who has the power to hire.
3.
Prepare a presentation that you feel comfortable
giving. Then tailor the actual presentation to what’s happening at the time you
are talking to the employer.
4.
Points usually covered during a presentation
include:
·
Brief explanation of the program
·
Short statement about the type of students involved
in the project
·
Explanation of potential services available to the
employer: training of student, follow‑up, etc.
·
That a trial work period can be established and
either the employer or the student can withdraw if the situation is not working
out
At the end of the school year, consider giving
framed certificates of appreciation to all companies that have served as
training sites. The cost is usually minimal. The frame is especially important
because it looks so nice and allows the employer to display it
immediately. If the employer is
exemplary, consider nominating them for the Governor’s Committee on Employment
and Rehabilitation of People with Disabilities annual Employer of the Year
Award. For more information about this
reward, call the Division of Vocational Rehabilitation at (800) 478-2815.
Follow‑up services are the key to the success
of your program.
1.
It's useful to go to the work site while the
students are working so that you can observe how they are doing and if they are
using proper work behaviors.
2.
It's also important to go to the job sites at other
times. An employer may hesitate to talk frankly about a student if he/she is
right there. It's useful to ask very
specific questions such as, "What problems are you having with this
student?" It may be unfair to ask the question in such a way that implies
there are problems but if you ask, "How are things going?" the
employer will usually say, "Fine," unless there is an urgent problem
at that moment.
3.
The employer may occasionally be asked to fill out
a written evaluation of the student's performance or you might incorporate a
very, very brief check‑off form onto the student's time sheet.
4.
It's also a good idea to talk to the student at
school to find out if there are problems and to give him/her feedback about job
performance. Not only will the student feel freer to talk, but you won't be
interrupting his/her work.
5.
Monitor job sites at least weekly to start. This
may enable you to prevent many problems and catch others before they mushroom.
6.
Know that there will be some situations in which
things are going very smoothly and neither the employer nor student will need
or want these services. Feel free to phase yourself out.
INTERVIEWING TECHNIQUE ETIQUETTE
Conduct interviews in a manner that emphasizes
abilities, achievements and individual qualities.
Conduct your interview as you would with anyone. Be
considerate without being patronizing.
When interviewing a person with a speech
impediment, stifle any urge to complete a sentence of an interviewee.
If it appears that a person's ability inhibits
performance of a job, ask: How would you perform this job?
Examples:
Inappropriate:
I notice that you are in
a wheelchair, and I wonder how you get around. Tell me about your disability.
Appropriate:
This position requires
digging and using a wheelbarrow, as you can see from the job description. Do
you foresee any difficulty in performing the required tasks? If so, do you have
any suggestions how these tasks can be performed?
Interviewers need to know whether or not the job
site is accessible and should be prepared to answer accessibility-related
questions.
Interviewing a person using Mobility Aids
Enable people who use crutches, canes or
wheelchairs to keep them within reach.
Be aware that some wheelchair users may choose to
transfer themselves out of their wheelchairs (into an office chair, for
example) for the duration of the interview.
Here again, when speaking to a person in a
wheelchair or on crutches for more than a few minutes, sit in a chair. Place
yourself at that person's eye level to facilitate conversation.
When greeting a person with a vision impairment
always identify yourself and introduce anyone else who might be present.
If the person does not extend their hand to shake
hands, verbally extend a welcome.
When offering seating, place the person's hand on
the back or arm of the seat. A verbal cue is helpful as well.
Let the person know if you move or need to end the
conversation.
Allow people who use crutches, canes or wheelchairs
to keep them within reach.
Give your whole attention with interest when
talking to a person who has a speech impairment.
Ask short questions that require short answers or a
nod of the head.
Do not pretend to understand if you do not. Try
rephrasing what you wish to communicate, or ask the person to repeat what you
do not understand.
Do not raise your voice. Most speech impaired
persons can hear and understand.
If you need to attract the attention of a person
who is deaf or hearing impaired, touch him or her lightly on the shoulder.
If the interviewee lip-reads, look directly at him
or her.
Speak clearly at a normal pace. Do not exaggerate
your lip movements or shout. Speak expressively because the person will rely on
your facial expressions, gestures and eye contact. (Note: It is estimated that
only four out of ten spoken words are visible on the lips.)
Place yourself with the light source illuminating
your face and keep your hands, cigarettes and food away from your mouth when
speaking.
Shouting does not help and can be detrimental. Only
raise your voice when requested. Brief, concise written notes may be helpful.
In the United States most deaf people use American
Sign Language (ASL.) ASL is not a universal language. ASL is a language with
its own syntax and grammatical structure. When scheduling an interpreter for a
non-English speaking person, be certain to retain an interpreter that speaks
and interprets in the language of the person.
If an interpreter is present, it is commonplace for
the interpreter to be seated beside the interviewer, across from the
interviewee.
Interpreters facilitate communication. They should
not be consulted or regarded as a reference for the interview.
FOR EFFECTIVE COMMUNICATION
Interviewing Scheduling
Etiquette
Some interviewees with visual or mobility
impairments will phone in prior to the appointment date, specifically for
travel information. The scheduler should be very familiar with the travel path
in order to provide interviewees with detailed information.
Make sure the place where you plan to conduct the
interview is accessible by checking the following:
Are there handicap
parking spaces available and nearby?
Is there a ramp or
step-free entrance?
Are there accessible
restrooms?
If the interview is not
on the first floor, does the building have an elevator?
Are there any water
fountains and telephones at the proper height for a person in a wheelchair to
use?
If an interview site is inaccessible (e.g., steps
without a ramp or a building without an elevator), inform the person about the
barrier prior to the interview and offer to make arrangements for an
alternative interview site.
When scheduling interviews for persons with
disabilities, consider their needs ahead of time:
When giving directions to
a person in a wheelchair, consider distance, weather conditions and physical
obstacles such as stairs, curbs and steep hills.
Use specifics such as
left a hundred feet or right two yards when directing a person with a visual
impairment.
Be considerate of the
additional travel time that may be required by a person with a disability.
Familiarize the interviewee in advance with the
names of all persons he or she will be meeting during the visit. This courtesy
allows persons with disabilities to be aware of the names and faces that will
be met.
People with disabilities use a variety of
transportation services when traveling to and from work. When scheduling an interview,
be aware that the person may be required to make a reservation 24 hours in
advance, plus travel time. Provide the interviewee with an estimated time to
schedule the return trip when arranging the interview appointment.
Expect the same measure of punctuality and
performance from people with disabilities that is required of every potential
or actual employee.
People with
disabilities expect equal treatment, not special treatment.
Interviewers need to know whether or not the
job site is accessible and should be prepared to answer accessibility-related
questions.
Conduct interviews in a manner that emphasizes
abilities, achievements and individual qualities.
Conduct your interview as you would with anyone. Be
considerate without being patronizing.
When interviewing a
person with a speech impediment, stifle any urge to complete a sentence of an
interviewee.
If it appears that a
person's ability inhibits performance of a job, ask: How would you perform this
job?
Examples:
Inappropriate:
I notice that you are in
a wheelchair, and I wonder how you get around. Tell me about your disability.
Appropriate:
This position requires
digging and using a wheelbarrow, as you can see from the job description. Do
you foresee any difficulty in performing the required tasks? If so, do you have
any suggestions how these tasks can be performed?
Interviewing
a person using Mobility Aids
Enable people who use crutches, canes or
wheelchairs to keep them within reach.
Be aware that some wheelchair users may choose to
transfer themselves out of their wheelchairs (into an office chair, for
example) for the duration of the interview.
Here again, when speaking to a person in a
wheelchair or on crutches for more than a few minutes, sit in a chair. Place yourself
at that person's eye level to facilitate conversation.
When greeting a person with a vision impairment
always identify yourself and introduce anyone else who might be present.
When offering seating, place the person's hand on
the back or arm of the seat. A verbal cue is helpful as well.
Let the person know if you move or need to end the
conversation.
Allow people who use crutches, canes or wheelchairs
to keep them within reach.
Give your whole attention with interest when
talking to a person who has a speech impairment.
Ask short questions that require short answers or a
nod of the head.
Do not pretend to understand if you do not. Try
rephrasing what you wish to communicate or ask the person to repeat what you do
not understand.
Do not raise your voice. Most speech impaired
persons can hear and understand.
Interviewing
a person who is Deaf or Hearing-Impaired
If you need to attract the attention of a person
who is deaf or hearing impaired, touch him or her lightly on the shoulder.
If the interviewee lip-reads, look directly at him
or her. Speak clearly at a normal pace.
Do not exaggerate your lip movements or shout. Speak expressively because the
person will rely on your facial expressions, gestures and eye contact. (Note:
It is estimated that only four out of ten spoken words are visible on the
lips.)
Shouting does not help and can be detrimental. Only
raise your voice when requested. Brief, concise written notes may be helpful.
In the United States most deaf people use American
Sign Language (ASL.) ASL is not a universal language. ASL is a language with
its own syntax and grammatical structure. When scheduling an interpreter for a
non-English speaking person, be certain to retain an interpreter that speaks
and interprets in the language of the person.
If an interpreter is present, it is commonplace for
the interpreter to be seated beside the interviewer, across from the
interviewee.
Interpreters facilitate communication. They
should not be consulted or regarded as a reference for the interview.
When talking to a person with a disability, look at
and speak directly to that person, rather than through a companion who may be
along.
Relax.
Don't be embarrassed if you happen to use accepted common expressions such as
“See you later” or “Got to be running along” that seem to relate to the
person's disability.
To get the attention of a person with a hearing
impairment, tap the person on the shoulder or wave your hand. Look directly at
the person and speak clearly, naturally and slowly to establish if the person
can read lips. Not all persons with hearing impairments can lip-read. Those who
can will rely on facial expressions and other body language to help in
understanding. Show consideration by placing yourself facing the light source
and keeping your hands, cigarettes and food away from your mouth when speaking.
Keep mustaches well-trimmed. Shouting won't help. Written notes may.
When talking with a person in a wheelchair for more
than a few minutes, use a chair, whenever possible, in order to place yourself
at the person's eye level to facilitate conversation.
When greeting a person with a severe loss of
vision, always identify yourself and others who may be with you. EXAMPLE: On my right is Penelope Potts.
When conversing in a group, give a vocal cue by
announcing the name of the person to whom you are speaking. Speak in a normal
tone of voice, indicate in advance when you will be moving from one place to
another and let it be known when the conversation is at an end.
Listen attentively when you're talking to a person
who has a speech impairment. Keep your manner encouraging rather than
correcting. Exercise patience rather than attempting to speak for a person with
speech difficulty. When necessary, ask short questions that require short
answers or a nod or a shake of the head. Never pretend to understand if you are
having difficulty doing so. Repeat what you understand, or incorporate the
interviewee's statements into each of the following questions. The person's
reactions will clue you in and guide you to understanding.
Do not shout at a hearing impaired person. Shouting
distorts sounds accepted through hearing aids and inhibits lip reading.
Do not shout at a person who is blind or visually
impaired -- he or she can hear you!
To facilitate conversation, be prepared to offer a
visual cue to a hearing impaired person or an audible cue to a vision impaired
person, especially when more than one person is speaking.
IMPORTANT
SAFETY AND LIABILITY CONSIDERATIONS
Each project will have to
make sure certain issues are dealt with both to protect the students, the
school district and the personnel involved. The job developer will probably not
be in a position to make these decisions; however, he/she will be responsible
for the implementation in many cases. Just some of these issues are listed
here.
·
Does the student’s IEP have goals and objectives
related to this project and job placement?
·
Have the parents signed the proper permission slips
and release of information forms, if the student is under I8 years old? This
may still be a good idea, for some students, even if they are over 18.
·
Are you following all work permit procedures?
·
Are you following all school district policies
about: work experience, driving students in school district or personal cars,
etc…?
·
Have you worked out the Worker's Compensation?
·
Have you followed Department of Labor and Workforce
Development minimum guidelines for OJT placements or obtained a wage waiver?
·
Has the employer completed the MOA for OJT
placements?
To assure the student’s
safety on the job, keep the individual student's abilities and personality in
mind when evaluating a site for placement possibilities. There are also very
good guidelines given on the work permit, and you may want to follow them even
for students who are 18 or older.
It’s been estimated that
people with disabilities have a four to ten times greater chance of being
physically, sexually or emotionally abused during their lives than people
without disabilities. The offender is usually someone close to the person: a
parent, teacher, employer, other relative, care provider, etc.
It's necessary to protect
the students. Some things to keep in mind are:
·
Let the employer know that you will be monitoring
at various times.
·
If you get a funny feeling about a situation or a
person, trust that feeling!
·
We often tell students things like, "Do
whatever your boss tells you to do." Be careful to let the students know
that this applies only to job related duties.
·
Establish a relationship with the students such
that they feel comfortable talking with you. Tell them directly that they
should tell you about anything that happens that bothers them or that they
don’t understand.