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Expanding Career Options through Universal Design for Learning (ECO-UDL)
Key Players ________________________ • Lindsay A. Harris, Ed.S. - Project Supervisor
PHILLIPS Programs ~ Annandale School
Lindsay.Harris@phillipsprograms.org
• Lynn R. Dowd, Ed.S., CVE - Certified Vocational Evaluator (CVE), Careerworks, Inc.
• Frances G. Smith, Ed.D, CVE - UDL Consultant/ CVE VDOE's Training & Technical Assistance Center Virginia Commonwealth University
It all started on a napkin…
Shared Philosophies _____________________________
• All individuals can learn
• All individuals have worth and can contribute to society
• All individuals have the potential to work
• Work contributes to a quality of life
• All individuals have a right to choice, including employment
Shared Philosophies _____________________________ • Career Assessment
contributes to an individuals understanding of themselves and their world of work
• All human assessment should be humanistic and holistic.
Shared Philosophies _____________________________
• UDL facilitates access to and participation by all who wish to engage in vocational evaluation and career assessment services.
UDL and the Career Assessment Process
What Do We Know
What Do We Want To Find
Out
What Did We Learn
Universal Design for Learning
What is UDL? _______________________
http://www.youtube.com/wa
tch?v=pGLTJw0GSxk
It begins with Neural Networks
Recognition
Strategic
Affective
• Multiple Means of Representation ▫ To increase recognition
• Multiple Means of Expression ▫ To expand strategic output
• Multiple Means of Engagement ▫ To enhance involvement
The 3 Principles of UDL
Career Assessment
Career Assessment a working definition
Any process of measurement which
• is used to identify individual characteristics and education, training, and placement needs;
• contributes to the career planning process and;
• provides the individual with insight into their career potential.
Career Assessment for Transition the outcome
• should influence the student and their team in day to day curriculum, and
• have implications for career choice.
VECAP
30th IRI A New Paradigm for Vocational Evaluation: Empowering the VR Consumer through Vocational Evaluation
Assess for Success 2ed Sittlington, et. al.
Congruence
Congruence = Success
Strengths and
needs, interests,
abilities, self-
awareness
Adult ecologies are
diverse (jobs, training
programs, post-
secondary education)
Congruence can be facilitated by
the identification of appropriate
services and supports
Student
Work
Ecology
This project: ECO-UDL Expanding Career Options Through UDL
Paradigm Shift: UDL provides solutions/supports to student’s
learning needs overcoming barriers to employment
increasing congruence/success on the job
UDL
I H
Student
Work
Ecology
ECO-UDL
Assessment Process Sources of Information
Student Student Interview
Parent Interview
Teacher Interview/Team
Meeting
Assessment of Interests & Preferences
(Envision Your Career, Career
Priorities Profile)
Career Exploration
(ACI Net Videos)
Tyler
Tyler’s Interview
• No favorite classes in school
• Liked EFE at Fire Station (due to setting rather than job duties)
• Appropriately declined to discuss his disability
• Relies on Mom & one of his teachers for support
• Not much insight into learning style preferences
• Uses computer at school – not much at home. Uses mom’s cell phone for calls does not have one of his own.
• Likes spending time playing with his dogs and playing video games
• Wants to learn to drive.
• Wants to “go where I am needed.”
Student Student Interview
Parent Interview
Teacher Interview/Team
Meeting
Assessment of Interests & Preferences
Career Exploration
• 19 Questions
• Covers work experience, school experience,
leisure, learning style, disability awareness,
strengths/needs, family, transportation, use
of technology, personal goals
• Offered advance organizer
• Able to respond via interview or in writing
Tyler’s Team Meeting
• Equivocal results on interest assessments completed to date (Virginia View)
• Likes being outside and by himself
• Spends free time in class searching trucks, busses & army surplus on Internet
• 3rd grade reading level
• Needs routine, difficulty with executive functioning
• Perceptual difficulty
• Difficulty using technology
• Low sustained effort on tasks
• Easily fatigued
• Low body awareness
• Doesn’t verbalize difficulty, doesn’t look for the next thing, may take easy route
• Likes to please
• Can be bossy to others
Student Student Interview
Parent Interview
Teacher Interview/Team
Meeting
Assessment of Interests & Preferences
Career Exploration
• Use of organizer that addresses Interests,
Preferences, Academic Performance,
Talents/Skills, Strengths and Needs in the three
UDL Networks
• Team Discussion format
• Included review of progress reports on the
community based work experiences he has
participated in
• Included student portfolio review
Tyler’s Parent Interview
• likes daily living class – dislikes any class involving sitting down and learning.
• talked most about working at the food bank
• enjoys socializing with his neighbors, volunteering with local rescue squad
• does household chores – laundry, mail, taking out trash, yard work
• greatest need to develop appropriate social boundaries
• likes being in charge
• very literal, does best with short directions, repetition
• important for Tyler to understand “why” of directions
• goal – “be independent – do things on his own in a safe, appropriate way” (group home, work, socially active, taking care of himself)
Student Student Interview
Parent Interview
Teacher Interview/Team
Meeting
Assessment of Interests & Preferences
Career Exploration
• 15 questions addressing school interests,
leisure interests, student challenges, impact of
disability, learning style, technology use,
transportation, parent goals for student.
• Parent contacted by phone and email
• Given choice of response formats (phone
interview, or completing written form)
• Provided with advance organizer via email.
Tyler’s Interests & Preferences
• used Envision Your Career with
modified work sheet
• R I S – Realistic & Investigative
Farm Machine Operator
Stable Attendant
Veterinarian
Kennel Manager
Ambulance Driver
Dog Groomer
Farm Equipment Mechanic
• comments: "I love pets.”, “I hate blood", "hate cooking" and does not want to do "anything dangerous." Tyler also stated, "any job that involves walking - not for me."
• Item analysis of high interests
Livestock Yard Supervisor
Veterinary Livestock Inspector
Veterinarian
Preschool Teacher
Student Student Interview
Parent Interview
Teacher Interview/Team
Meeting
Assessment of Interests & Preferences
Career Exploration
• Envision Your Career (EYC) - used to
measure interests (regular or modified
worksheet) – administered one on one –
reactions recorded
• Expansion on Holland Code with other related
jobs using SDS Jobs Finder
• Item analysis of EYC responses
• Career Priorities Profile – used to measure
temperaments & preferences
Tyler’s Community Based Career Exploration
Activities
SY 2009 –2010
Fairfax County Fire Department:
Safety Division
Preparing Materials for Distribution
SY 2010 – 2011
Northern Virginia Jewish Community Center
Variety of task involving organizing and maintaining equipment
Outside Career Exploration:
Volunteers with the Purcellville Fire Dept.
Student Student Interview
Parent Interview
Teacher Interview/Team
Meeting
Assessment of Interests & Preferences
Career Exploration
• Community Based Career Exploration Activities
• Use of videos from America’s Career
Information Network www.acinet.org
• Discussion
Determine Potential Career Pathways
• Use O*Net www.onetonline.org to delineate job/duties
Demonstrated
Expressed Tested/Surveyed
• Triangulate data re: student
career of interest (expressed,
tested, manifest) using all
sources of information
(individual interview, team
meeting, parent interview,
assessment results,
career exploration).
Career Learning Needs & UDL Support Checklist
Career Learning Needs & UDL Support Checklist
Career Learning Needs & UDL Support Checklist
Is there an app for that?
The
Learning
Ecology
Congruence
Matrix
ECO - UDL
TYLER at WORK
Joe
Recognition Network:
Not cued into the larger environment, sees one need and focuses solely on that
Strategic Network:
Too fast of a work pace. Afraid that the work won’t get done
Affective Network:
Problem Solving is difficult
Is There An App For That?
Picture Scheduler & VoCal
The Social Mentoring Space
• Career Coaching through a social network site
• www.Ning.com
• Having a
Social Contract
Lessons Learned: Multiple Perspectives
• Blending of Viewpoints is beneficial • Report Format - Understandable by end users • UDL Learning Matrix - So much info. to represent - Simple is better (KISS)
• Selecting an app
- learn a few well
• Learning the individual apps
- no manuals
- time consuming
- use millennium mentors
- we have included some links on our website
• Not every dream job was available
- look at work skills individual wants to
use
Lessons Learned: Implementation
• Systems change took time
- Job roles and habits are to break
- Student enthusiasm very powerful
- Keep searching for the cheerleaders
• Technology is evolving and places new demands on policies and practices
Lessons Learned: System Change
Lessons Learned: Positive Surprises
• Kids were motivated by using the technology
• Intuitive nature of technology and connection to learning
• Students problem solving their work
• Students used technology to a purposeful goal
• Supportive Business Community
• Families explored increased technology use at home
Ongoing Collaboration
• Continue to work together and learn from each other
• http://phillipsprograms.pbworks.com
• Dialogue to share success and challenges
• Continue to add work needs and technology solutions
- devices
- software
- apps
KWL and Q/A?
What Do We Know
What Do We Want To Find
Out
What Did We Learn
If we all did the things we are capable of,
we would astound ourselves.
~ Thomas Edison
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