After analyzing Ai’s strengths, preferences, interests, experience, and needs, the IEP team identified Veterinarian assistant as the job interest that is best suited for her.
The 11 Steps that the Work Experience Coordinator (Matt) Followed
Matt followed the following 11 stepsto suitably place and provide the necessary ongoing supervision to Ai. In the first step, Matt met with Ai to discuss facts collected during previous assessments. After the discussion, Ai agreed that the presented information was accurate and that it reflected her strengths, preferences, needs and interests. As a result, no further assessment was necessary as at this time. The second step was scrutinizing the experience obtained from the veterinarian assistant job and to ascertain that it was congruent with the needs and interests of Ai. Additionally, it was interrogated as to whether Ai had any reservations working for any veterinarians identified by Matt. The third step was Matt contacting the first Veterinarian identified. The objective of this step was to explain the structure of the Ai’s work program. Consequently, the veterinarian indicated that he was interested in being a training sponsor.
In the fourth step, Matt talked to workers at the training station and requested written materials explaining Ai’s job description. The fifth step involved Matt making another appointment with the veterinarian, providing information about Ai’s strengths, preferences, needs, experiences, preparation given, and preferences. The sponsor once again indicated willingness to offer support, but requested for an interview with Ai before making the final commitment. The Sixth step entailed setting up the interview with Ai, which went well and she was hired, while the step was Matt arranging yet another meeting with the veterinarian to address issues of actual training during which the responsibilities of the site staff, the school, Ai, and her family were outlined.
The Eighth step occurred after Ai had worked for one week. At this time, Matt met with the training sponsor to complete a training plan. This meeting also aimed atidentifying any training that may be needed from the school (Ellenkamp et al., 2016). After the plan was drawn, it was shared with Ai and her parents. During the ninth step, actual training to Ai was conducted. A teacher of work-based learning worked with Ai to support writing, math skills, and reading as the job demanded. The next step entailed completing a training scale that was completed by both Matt and the veterinarian, and the last step was affirming the results of the work experience since no changes were deemed necessary during the evaluations.
The IEP team was keen on ensuring that Ai’s placement was guided by strengths, skills, needs, and preferences of the student. Additionally, Matt made sure that a personalized relationship between the employer (the veterinarian) and the employee (Ai) was developed. Such relationship guaranteed that needs of both parties were met (Anuaruddin et al., 2018). When Matt took t initiatives to visit the work sites, he ensured that a working business proposal and an effective training plan were developed and implemented.
Briefly Provide Your Input and Recommendation
Placement options for students, such as Ai, can be made more comfortable, interesting, and more effective my considering the use of supplementary aid and services. Such support entails providing students with mild disabilities with additional learning aid, thus enabling them to school together with non-disabled children (Thornton et al., 2018). Aican be offered extra time to complete tasks, more breaks, preferential sitting, and altered instruction programs to cater for her unique needs.
Anuaruddin, N. F., Rahman, R. H. A., Patah, S. A., Rahman, A. A. A., & Ashfaq, M. (2018). A Systematic Literature Review of the Barriers to Job Placement for Person with Disabilities. International Journal of Engineering & Technology, 7(3.30), 66-69.
Ellenkamp, J. J., Brouwers, E. P., Embregts, P. J., Joosen, M. C., & van Weeghel, J. (2016). Work environment-related factors in obtaining and maintaining work in a competitive employment setting for employees with intellectual disabilities: A systematic review. Journal of occupational rehabilitation, 26(1), 56-69.
Thornton, H., Thomas, C., Owens, D., Salley, K., & Blackbourn, J. M. (2018, March). Transition Services in Mississippi for Persons with Developmental Disabilities: An Examination of Program Availability, Comprehensiveness, Satisfaction, and Outcomes. In National Forum of Applied Educational Research Journal (Vol. 31).