What is the interrelationship of the three post-school outcomes (postsecondary education and training, employment, independent living) identified in the Ohio IEP in regards to a high quality of life for the individual with a disability? Why is the employment outcome considered the umbrella in which adult living/ community participation goals fall under?
Although preparation varies, transition professionals in the three disciplines (Vocational Rehabilitation, Special Education, Vocational Education/ Career Tech Ed-CTE) share similarities in their scope of practices – what would they be? How do they differ? What types of services can a person with a disability receive from a vocational rehabilitation counselor or employment specialist? What are some practices between the three disciplines that would promote coordination of services for a youth with disabilities?
Review the five Considerations for effective identification and collaboration with agencies and services in Module 1 Content B.Is there one that you consider the most important?Why?Is there a consideration scenario that you have experienced in your work or personal life?
In Ohio, many school districts employ a transition specialist (i.e. Option IV coordinator, Job Training Coordinator) who is trained in transition to focus on the employment process for students with more significant disabilities, but when a district does not have this luxury do schools ignore the employability component for these students?How do they fulfill this need?
What has been your experience assisting individuals with disabilities in gaining meaningful employment?If you have not had prior experience, how important do you think the role of the transition coordinator or employment specialist is in this process?When does this work begin?Can it be done alone?
What skills and characteristics do you believe are vital for employment specialists to possess and why? Discuss why having self-efficacy, as an employment specialist is as important as or more important than specific skill mastery
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