Level the Playing Field, Don't Lower the Bar - Preparing Individuals with Visual Loss for the Workplace

Level the Playing Field, Don’t Lower the Bar

Gracia Larson MS, CRC, PVEKathleen Deery, Ph.D., CRC

# of adults with visual impairments are not in the labor force

75%

Youth Employment Rates3-5yrs Post High School Graduation

29%With Visual Impairment

69%Without Visual

Impairment

Why So Low?

• The usual yadda yadda (attitude, discrimination, lack of opportunity….)

• They aren’t ready

• We are starting too late

How early is too early to start getting ready for work?

Early Investment In Work Readiness

• Transition begins at age 14 (legally)

• Proactive rather than reactive

Awareness (self and work) Experiential learning Opportunities to learn from mistakes

How? Three-pronged approach

Vocational Evaluation

Soft Skills Training

Work Experience

Vocational Evaluation

• Not the same as a psych evaluation• Assessment of Functional skills– Assets, limitations/considerations

• Specific to work– Real or simulated

What Can Be Determined Through Vocational Evaluation?

• Learning Style• Attention To Detail• Independence• Self-management Skills• Flexibility/Adaptability• Problem Solving• Ability To Accept

Constructive Feedback

• Motivation/ initiation• Appearance/Hygiene• Communication Skills• Accommodations• Environmental Response

Factors (noise, movement, objects, space)

Tests Don’t Have To Be Standardized To Provide Meaningful Information

What Is This??

Context makes all the difference

A Quick Q & A(Gracia)

Q: Do I really need to pay an evaluator for this?A: The short answer is ‘yes’Q: Why? A: – Foundational understanding of practices, principles of

measurement, unified place to amalgamate that information, synthesize

– Observational, direct testing, situational, perspective, grounded in principals of measurement

– Value of assessment – very important

Models of Evaluation• SSB Evaluation Model

• Stout/SVRI Intensive model

SSB Evaluation Model

• Collaborative Model– Walk through– Customer portfolio– Observational outcomes

Stout Vocational Model (Kathleen’s part)

• Stout– Process approach– Changing accommodations as part of eval

• LiveScribe pen• If something doesn’t work, what might• Doesn’t have to be expensive

– Puff paint– Hightlighter– Color contrast

• Maximize time with evaluator– No accommodations– Wrong accommodations – Model of how it can work & maximize person’s potential

SOFT SKILLS

Soft Skills Training• Critical thinking, problem solving, teamwork, appropriate use of

social media, ability to take constructive criticism, decision making, respect

– Even as simple as using alarm clock– Also students without disabilities– Students with disabilities even farther behind– Employers don’t care about accommodations as much want those skills

– pride in quality of work, work ethics, interpersonal skills, can you pass lunch break

– See in students – tell me what you want and I will do that. What I want you to do is figure it out. Throws them. Need kids to take risks, figure things out,

Soft Skills

• Necessary for work experience, independence, academia = Success

• Employers stating soft skills increasingly problematic, worsening in more recent years with the use of technology and social media.– Definite shift in millennial population

Gracia’s part (Ready-set connect)• Training methods need to be interesting and motivate the

individual. They need to be interactive, meaningful to them – relates to their live, fun helps.

• Less concerned about being professional and more concerned with meeting objectives

• How it’s delivered needs to relate to that person’s world view– Stories– Raps

• Our job as counselors and evaluators is to be flexible and meet the needs the needs of the individual

Purpose of Work Experience

• Multi-task work abilities• Organization of work/work patterns• Punctuality, attendance/absence notification• Generalize/Transfer skills• Response to supervision & co-workers• Stamina

Collaboration is VITAL

Insert pictures here reality/ideal• Students• Parents• Teachers• Vocational Rehabilitation Counselor• IEP team

Work Experience is Critical

• Work out the “kinks” in the system– Accommodations– Disclosure

• Skills build in a cumulative manner• Practice, Practice, Practice• Gives parents time to adjust and discover

capabilities of students (note helicopter parents)

Work Experience continued

• Learning from choices (good & bad)• Experience consequences from choices• Stepwise progression of skills, confidence,

trust, and expectations.• Wash, rinse and REPEAT AS NEEDED

Future directions

• Program Evaluations– Formative– Summative– Replication of what we’re doing while still allowing

individualization– Data collection – database of information– Research directions– Possibly product development

Recognition

• Thank you to SSB, Dick Strong, support of innovation, vision, willingness to explore new avenues for consumer success, risk taking, leading edge, etc….

• UW Stout Department of Rehabilitation and Counseling and SVRI

• NSF Grant #