How do job related field experiences affect job readiness


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  • Eric Jensen is a leader is education and brain based research
  • The law says that we have to prepare students for future employment. This is difficult to do in solely a school setting. Transference of skills is difficult for students with disabilities.
  • This is the survey given to students pre-and post field experience. The exact same questions and answers were given to the case managers of the students, but without the pictures. Pictures were provided to all students so as not to distinguish between those with low reading abilities and to provided a visual representation.
  • Page 2 of Pre and Post-Survey
  • Note that on average students and case managers rated the skills the same. In looking at the data, there were discrepancies in the students rating of themselves vs the case manager.
  • I find this discrepancy interesting. Students confidence to perform the skills certainly improved. What teachers saw as an increase, however was even more.
  • How do job related field experiences affect job readiness

    1. 1. HOW DO JOB RELATED FIELD EXPERIENCES AFFECT JOB READINESS IN SECONDARY TRANSITION STUDENTS? UETZ, M. (2011). HOW DO JOB RELATED FIELD EXPERIENCES AFFECT JOB? JOURNAL OF THE AMERICAN ACADEMY OF SPECIAL EDUCATION PROFESSIONALS, 127-145. Transition Coordinator for River Falls School District River Falls, WIMichelle Uetz Research done as part of the Master’s in Education Program requirements through Graceland University Lamoni, IA
    2. 2. Who, What, Where, and When Who: This research included accommodating, cooperative, and passionate special education staff and students aged 17-19. What: Action research to determine how job related field experiences affect job readiness in secondary transition students. Where: River Falls, WI When: Spring 2011 Michelle Uetz
    3. 3. Research Explaining…Why thisstudy?Richard Luecking and Merdith Gramlich (2003) state that, “work-based learning has been shown to improve student’s self-esteem.” (p. 1). Physical activity and emotion are crucial to the learning process (Jensen, 2010). Students with disabilities are either unemployed or underemployed at higher rates than the general population (Halpern, 1996). Students with disabilities lack the skills needed to obtain a competitive job, or function in socially appropriate ways in society (Halpern, 1996). Michelle Uetz
    4. 4. The Law IDEA 2004 states “the purpose of special education is to prepare [students] for further education, employment, and independent living.” (20 U.S.C. 1400 (33) (c) (1)). Michelle Uetz
    5. 5. Methods Pre-Survey:  Students - 6 students CD, EBD, LD  Case Managers of the students  To gain a baseline of student’s confidence in community and work based skills Field Experience Survey to Area Transition Teachers Post-Survey  Students - 6 students CD, EBD, LD  Case Managers of the students  To obtain date in regard to change in student’s confidence in community and work based skills Michelle Uetz
    6. 6. Michelle Uetz
    7. 7. Michelle Uetz
    8. 8. Field Experiences Instruction and Practice 1.5 hours per week (One Block, One Day a Week)  Ask for an application, fill it out, and turn it in  Find jobs using the local newspaper at the public library  Visit Workforce Resource Center and know what services they provide  Visit City Hall and know what services they provide Michelle Uetz
    9. 9. Post- Survey Students – 6 CD, EBD, LD Case Managers of the Students Same survey as the Pre-Survey Surveys were scored using double-blind methods Michelle Uetz
    10. 10. Survey to area transition teachers Purpose:Establish data regardingcommunity-based fieldexperiences in the area, andthe attitudes of areatransition teachers. Michelle Uetz
    11. 11. Data Analysis: Constant comparative method  Each new piece of data was compared to existing data, looking for similarities and differences to create data categories Triangulation to provide validity of the research  Three different types of data: pre & post-surveys of students, pre & post-surveys of case managers and observation Michelle Uetz
    12. 12. Results: Pre-Survey Pre-Survey Average: Students 18.8 of 35 Case Managers 18.8 of 35Michelle Uetz
    13. 13. Results: Post-Survey Post-Survey Average: Students 22.1 of 35 Case Managers: 26.8 of 35Michelle Uetz
    14. 14. Comparative Results Increase of 3.3 percent for students self assessment and an increase of 8 percent on the case manager assessment.Michelle Uetz
    15. 15. Transition Teacher Survey Four of the eight teachers returned the surveys. All four teachers felt that community based field experiences have a significant positive effect on students. The teachers stated that:  Community based field experiences were real world practice and created supports for the students.  The most common experiences provided to students by teachers are job related.Michelle Uetz
    16. 16. Conclusions Field Experiences Work! While gas prices rise, budgets are cut, and teachers get larger case loads this research has shown the importance and benefit of bringing students out into the community for job related field experiences.Michelle Uetz
    17. 17. Benefits With the increase of confidence in this small sample, and short amount of time, it is reasonable to predict that with more field experience, would come more confidence and job readiness. The field experience and surveys made the students more aware of the skills they needed for job readiness and their perceived level of functioning in those skills. Michelle Uetz
    18. 18. What’s Next in This Research? The same research with a control group staying in the school and an experimental group participating in the field experiences. A larger sample with more diversity in disability. Michelle Uetz
    19. 19. References Halpern, A. (1996). An instructional approach to facilitate the transition of high school students with disabilities into adult life. . Retrieved 11 05, 2010, from ech24.html IDEA. (2004). Individuals with Disabilities Education Act. United States Government. Jensen, E. (2010). Principles of Brain-Based Learning. Retrieved 11 05, 2010, from Jensen Learning: Michelle Uetz