ECC-DHH Career Education

The area of Career Education includes Career Exploration and Planning, Occupational Skills Training, Soft Skills Training, Job Seeking Skills and Money Management. For the youth who are deaf they must also learn critical skills in arranging accommodations at the work site, how to use an interpreter in an interview and work setting. 

Career exploration and planning

• Identifies family members and their roles • Recognizes full name, address and phone number • Complies with an adult request • Follows simple directions • Identifies supplies needed to complete a classroom task/job • Completes a simple task (e.g., puzzle, coloring) • Participates in occupation based play (e.g. plays school) • Performs different jobs/roles within the classroom (e.g. paper passer, milk count) • Identifies roles and responsibilities of others in the school and community • Writes full name, address and phone number • Writes parents’/guardians’ full name, place of employment, email address (if available) and phone number • Follows 2-3 step directions • Completes a task directed by an adult (e.g., math assignment, worksheet) • Organizes/maintains materials needed to complete classroom tasks/jobs • Keeps designated area (e.g., locker, desk) organized • Locates materials needed to complete a classroom task/job and returns them after use • Describes characteristics of a good student/worker • Identifies and describe different types of work • Understands that children grow up to have occupations outside the home. • Understands the relationship of school to work • Follows multiple directions for multiple tasks • Completes a complex task (e.g., project, essay, book reports) • Identifies and applies the characteristics and skills needed to be an effective student including practice and effort • Demonstrates punctuality to school as a necessary skill in developing punctuality at work. • Demonstrates consistent attendance at school as a necessary skill in developing consistent attendance at work • Describes skills and working environments for a variety of occupations • Describes how attitude impacts school performance • Begins transition planning process  • Identifies skills, education and training needed for careers of interest using a variety of resources • Analyzes careers of interest for wages, employment possibilities, values, etc. • Analyzes careers of interest for wages and employment possibilities in relationship to labor market demands. • Analyzes careers of interest in relationship to work habits, values, and behaviors. • Learns how to access and utilize an interpreter when applying for a job and in a work setting. • Analyzes career options that best fit with education, aptitudes, skills, and interests • Participates in activities related to career interests such as job shadowing, part time job and work experience to assist with  Skill Area Early Emerging Intermediate Advanced • Identifies occupations of characters in books, movies, television shows and print media (e.g., newspapers, magazines) • Completes basic interest inventories and identifies possible future careers • Begins to identify occupations that are consistent with the results of the completed interest inventories • Identifies work tasks of those occupations that are appealing and consistent with the completed interest inventories. • Identifies education and training requirements for various occupations • Groups occupations based on interests, skills, abilities, work activities, characteristics and work environments • Identifies and uses resources in the family, school and community to gather career information • Develops a list of skills needed to succeed in any career  determining interests and compatibility • Focuses on selected career goals that are consistent with aptitudes, interests, preferences, etc. • Identifies the academic skill sets needed to work in the selected post- secondary occupational interest area and creates a course of study that develops the skills and knowledge base that leads to that goal. • Examines career stereotypes • Examines how to impress the boss and co-workers to be an integral member of the work environment. • Makes adjustments in school course selection to prepare for specific career/vocational area  • Identifies viable post-secondary options/resources (e.g., college, apprenticeship programs, Voc Rehab, Social Security, Waivers) • Complete application for adult service supports (Vocational Rehabilitation, Waivers, etc.) that will assist in post-secondary goals • Completes post-secondary assessments (e.g., SAT, ACT, COMPASS, PSAT, Vocational Rehabilitation) Skill Area Early Emerging Intermediate Advanced • Develops a transition plan that includes steps leading to graduation and post-secondary goal including needed accommodations and supports (e.g., interpreters, note-takers, tutors, peer support group, counseling) and financial arrangements • Understands ADA and other legal issues related to career of choice and post-secondary training options/institutions  

work skills

• Participates in group activities • Performs basic classroom jobs • Follows simple directions • Complies with an adult request • Works collaboratively in small group setting • Follows multi-step directions • Independently begins and completes classroom jobs • Understands the rewards of work • Participates in group decision making process. • Begins to multi-task • Identifies work habits needed to succeed in high school • Develops system to organize and maintain materials needed for a job/task • Sets and meets self-directed standards of performance • Follows a school/extracurricular schedule • Pays attention to details • Makes and keeps school and work related appointments • Works well with others (e.g., understands social interaction conventions and carrying own “load”) • Understands personal boundaries and comfortable communication space for work settings. • Successfully multi-tasks • Identifies own work habits and skills and their potential impact on academic and career success • Breaks down long term assignments/multiple step tasks into manageable chunks, steps, or activities • Collaborates with individuals who hear on joint projects by taking leadership at times and taking direction at other times while contributing Skill Area Early Emerging Intermediate Advanced toward the completion of the work. • Accepts recognition for work performed and gives credit to others for their contributions. • Complete work in a timely manner and meet deadlines as they are assigned. • Expresses point of view in a positive manner and accepts counter points of view to broaden skills and mind sets. • Switches between tasks as requested to complete the goals of the project team and then returns to task to complete it. • Expresses frustration or disagreements in a productive manner. • Asks questions to obtain clarification of assignments and work requirements. • Obtains and maintains resources needed to prepare for and succeed in postsecondary settings (e.g., college, training program, work) • Understands relationship between high school work and work/post-secondary training • Demonstrates ability to identify a problem, identify possible solutions, and Skill Area Early Emerging Intermediate Advanced devises plan to resolve the problem.  • Asks questions and seeks additional help when needed and/or when demands become increasingly more difficult • Makes adjustments in school performance to prepare to achieve career goal (e.g., stronger study skills, higher academic achievement, meeting timelines, etc) • Understands the importance of work and the individual’s role in the workplace • Follows rules of the workplace • Understands the importance of work attendance and punctuality  

job seeking skills

• Demonstrates ability to set and achieve goals • Demonstrates skills necessary for identifying and seeking possible job openings • Demonstrates skills necessary for job (e.g., reading, writing, math, science) • Knowledge of typical requirements for applying for a job • Awareness of self-presentation when applying and/or interviewing for a job • Awareness and understanding of how social media can help or hinder the job search. • Understands how to complete an application or submit a resume online. • Completes job applications, resumes and cover letters • Completes application for post-secondary institution, if needed Skill Area Early Emerging Intermediate Advanced • Completes school related forms, obtaining any unknown, but needed related information (e.g., mother’s maiden name) • Practices and demonstrates effective communication skills for interviewing and asking for assistance/accommodations  

money management

• Knows that money is used to buy things • Distinguishes between appropriate spending choices  • Identifies the value of coins and currency • Knows and describes the purpose of banks, bank accounts, and saving money • Sets spending goals based on wants and needs • Saves money and understands reason for saving • Develops an awareness that each person has a financial identity • Identifies the concept of debt and an individual’s responsibility for debt • Recognizes common risks to one's financial identity and demonstrates the ability to protect that identity • Practices basic banking skills e.g., depositing money, applying for savings and checking accounts • Explains bank statements, fees and procedures • Describes relationships between cash, checks, debit cards and credit card  • Develops a monthly budget using typical income and expenditures • Understands the taxes taken out of paychecks and their use. • Understands the number of deductions to take on a job and when those deductions should be modified. • Develops a budget for work that includes the following costs: transportation, insurance. 

career education – Assessments:

• Ansell-Casey Life Skills Assessment 

Age range: 8 through 18 

Measures youth independent living skills 

Casey Life Skills Toolkit - Casey Family Programs

• Ansir’s 3 Sides of Your Self-Perception Profiling System 

Age range: No target population 

Self-administered online  

• Brigance Life Skills Inventory 

Age range: Secondary special education, vocational education  

Evaluates the basic skills and functional life skills, in the context of real-world situations 

• Brigance Employability Skills Inventory 

Age range: Secondary special education, vocational education  

Assesses basic and employability skills in the context of job-seeking and on-the-job 

• Campbell Interest and Skill Survey 

Age range: 15 years and older 

Scales reflect an individual’s attraction for specific occupational areas 

• Career Exploration Inventory 

Age range: High School to Adult 

Interest levels in 15 clusters via 120 questions 

• The Career Key 

Age range: Young Adults 

Identifies jobs and provides information about salaries, job outlook, and job training requirements 

• Transition Competence Battery for Deaf Adolescents and Young Adults 

Age range: High School Deaf Adolescents 

Measures the transition skills of non-college bound deaf adolescents 

• Transition Planning Inventory 

Age range: 14 years – 21 years 

Identify and planning for the comprehensive transition needs   

• CopSystem: Career Occupational Preference Interest Inventory (COPS), Career Ability Placement Survey (CAPS) and Career Orientation Placement and Evaluation Survey (COPES)  

Age range: Jr. High, High School, and Adult  

Coordinated measures of interests, abilities, and work values   

• Life-Centered Career Education (LCCE) Competency Assessment Knowledge Batteries 

Age range: 7th grade – 12th grade 

Standardized criterion-referenced instrument 

career education – activities:

Job Experiences through Play 

• Activity: Set up a “classroom job fair” where students can role-play different jobs (e.g., teacher, doctor, firefighter). 

• Purpose: To allow students to explore various occupations through play and understand the responsibilities of different jobs. 

Interest Inventory 

• Activity: Provide a simple interest inventory questionnaire where students can select activities they enjoy (like art, sports, helping others). 

• Purpose: To help students identify their interests and potential career paths based on what they enjoy. 

Classroom Jobs 

• Activity: Assign classroom jobs (like paper passer or line leader) and rotate them weekly. 

• Purpose: To give students experience in distinct roles and responsibilities within a team setting. 

Community Helper Collage 

• Activity: Create a collage of community helpers (like police officers, teachers, and nurses) using pictures from magazines. 

• Purpose: To familiarize students with the different jobs people, do in their community and the importance of each role. 

Developing Work Habits through Comparison 

• Activity: Discuss what makes a good student and worker. Create a list of excellent work habits together. 

• Purpose: To help students understand the importance of work habits such as punctuality, teamwork, and responsibility. 

Guest Speakers  

• Activity: Invite guest speakers from different professions to talk about their jobs and what they enjoy about them. 

• Purpose: To provide real-life examples of careers and inspire students to think about their future.