Field Experience Observation

Field Experience Observation

Students with disabilities also have a chance of getting employment. All thanks to the secondary transition planning, these students are equipped with the skills they need to secure a job in the employment sector. Therefore, these students have access to their place of work, also known as a worksite, where they make a living to be independent in life.

Students at the work sites

These students are taught about the real world through simulations. Therefore, while in the real world, they can move around with no help necessary. They can use public means to report to their work sites; by taking a bus or a taxi to work. Some of them can also drive themselves to work, basing on their ability to drive a car. Independently, these students can access the means of transport by waiting at a bus station and taking a bus. They can also call for an uber or take a taxi to work. These activities are not had for them, all thanks to the simulation exercises they undergo in schools. The social skills and friendships at the work site come from their co-workers. These skills may include honesty and trust between the workers and time management for all workers, including the students. The appropriate behaviors at a worksite include respect for the bosses and other workers, respecting each other’s’ work, and doing one’s work at their very best. Therefore, co-workers can be supported to use these behaviors to maintain a good relationship with the employers, thus maintaining their job. Some recommendations to increase interactions would be to be active by participating in meetings, airing their thoughts on matters, and contributing to issues that concern their work.

The work-related activities and routines for these students depend on their line of work. For example, a student working as a teacher is expected to be at their very best behavior and hardworking. He or she needs to be a role model for the other students despite their disability. They should also be punctual with time while reporting to work, just like the other co-workers. They should also be patient with the students and carry out all the teachers’ activities while in class for a fruitful lesson. A student working as a nurse or a caregiver to sick people is expected to be careful while handling the ill and considerate to the patients. He or she should also be punctual with time and follow protocol when it comes to matters that concern the bosses, e.g., filling complaints, reporting irregularities, and questions concerning salary payments, among other issues. In my opinion, these students can do more and even better than regular people. For instance, the student working as a teacher can do more by being involved more and being allowed to run things as well, such as planning for academic trips, coaching a school sport, and being heads of departments, among other roles. This act encourages them to feel accepted in the community.

Some adaptations devices to help these students perform their work would be full support from the personnel around them. These supports can come in various ways. For example, a student working as a teacher can be supported by their co-workers by helping them with their classes and assisting them with any difficulty they might encounter. Teaching the students how to treat people with disabilities so that they can respect those who teach them is also a form of support. A student working as a caregiver can be shown support through being involved in the daily schedule and assisted in case of any obstacles. They can also be shown support by being involved in all the matters that concern their work, just like their co-workers. Showing support for these students increases their self-confidence, which is essential for them in their employment life. To increase comfort, I would recommend support groups for people with disabilities in their places of work. These groups can be used to mobilize the public and educate them on people living with disabilities and how they should be treated in society. In doing so, these students will feel accepted and confident enough to face their next phase of life, that is, employment and independent living.

Summary Reflection

Students with disabilities undergo secondary transition, which is a plan meant to equip them with the necessary skills for their careers. As they secure these jobs, it does not entirely mean that they become fully independent as they still have their disabilities, saying they still need help and support in their places of work. Most of these students end up being employed; therefore, their worksites determine the kind of support they can get. Despite the successes that might happen in these work sites, there are also some challenges that these students face.

On to the successes, these students get to be independent as they earn a living from the job. Independent living is essential for students with disabilities as it gives them a chance of self-determination, which is a crucial factor in building their self-confidence and esteem. Working also enables the student to be experienced in their area of expertise; hence they can be able to work anywhere and for a long time. Working is also essential to these students as they get to interact with regular people, and this helps them build their self-acceptance, depending on how they are treated at the worksite.

On to the challenges, these students are still disabled, meaning they still need a little help. Therefore, the problems arise when they do not get supported at the place of work. Some personnel is even not educated on people living with disabilities, while others are mean to them. The act of being secluded or made fun of becomes a significant challenge for people living with disabilities. The criticism at work and the mockery lower their self-esteem, which might lead to suicidal thoughts. Other problems at worksites include the lack of resources required by these students. For example, those in wheelchairs need the ramps to move around with ease. However, specific work sites might lack this feature, thus becomes hard for these students to move around.

These worksites are supposed to help these students in every way possible. In doing so, these work sites can be improved to a point where they can fully support these students. First and foremost, there can be the formation of support groups for these students. A support group is essential as, from the title, the group is meant to support these students in anything they need. The support should come in all aspects possible, that is, mental support to physical to psychological support as long as they feel wanted and necessary in the work sites. The sites can also build up ranks in cases of students using wheelchairs, for natural locomotion while carrying out their duties in the work sites. All these little gestures of support mean a lot to them as they need any help they need.

Another improvement in the work sites can be through placing these students in leadership positions. For example, in a school, these students can be placed in charge of departments or a role in the school. Putting them in leadership illustrates the representation of their kind in the real world. This gives them a sense of self-determination and advocacy, which are significant factors in their independent living. As they get into the leadership positions, they still need support from the other workers as they might not be able to do it all alone.

They discussed improvements can help these students with disabilities in carrying out their daily routines. In doing so, these students feel welcomed and accepted in society, which is essential for their transition into an independent living lifestyle. In my opinion, what these students need is support; from their parents and relatives, friends, and their co-workers. If they feel supported, it will be easy for them to perform their duties and routines in the work sites.

In conclusion, students with disabilities deserve a chance to work. They need to receive equal rights as regular people, thus the right to employment. However, they still need help in those work sites since acquiring a job does not mean they are not disabled anymore. Therefore, for them to succeed in the employment sector, they need all the help and support they can get from everyone around them, as discussed in the paper. In doing so, these students have ensured a good and secure future that helps them to be independent.

References

Benz, M.R., (2016). School-To-Work Opportunities for All Students: A Position Statement of the Division on Career Development and Transition. Career Development for Exceptional Individuals, 19, Pp. 31-48.

Guterman, B.R. (2015). The Validity Of Categorical Learning Disabilities Services: The Consumer’s View. Exceptional Children, 62, Pp. 111-124

Halpern, A.S. (2013). Quality Of Life as a Conceptual Framework for Evaluating Transition Outcomes. Exceptional Children, 59, Pp. 486-498.

Michael, R.B. (2000). Improving Graduation and Employment Outcomes of Students with Disabilities: Predictive Factors and Student Perspectives. Exceptional Children, 66(4), Pp. 509-529.