how do job related field experiences affect job readiness
DESCRIPTION
TRANSCRIPT
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, WIResearch done as part of the Master’s in Education Program requirements through Graceland University Lamoni, IA
Michelle Uetz
Who, What, Where, and When
Michelle Uetz
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
Research Explaining…Why this study?
Michelle Uetz
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).
The Law
Michelle Uetz
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)).
Methods
Michelle Uetz
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
Michelle Uetz
Field Experiences
Michelle Uetz
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
Post- Survey
Michelle Uetz
Students – 6 CD, EBD, LD Case Managers of the Students Same survey as the Pre-Survey Surveys were scored using double-blind
methods
Survey to area transition teachers
Michelle Uetz
Purpose:Establish data regarding community-based field experiences in the area, and the attitudes of area transition teachers.
Data Analysis:
Michelle Uetz
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
Results: Pre-Survey
Michelle Uetz
Pre-Survey Average: Students 18.8 of 35 Case Managers 18.8 of 35
Results: Post-Survey
Michelle Uetz
Post-Survey Average: Students 22.1 of 35 Case Managers: 26.8 of 35
Comparative Results
Michelle Uetz
Increase of 3.3 percent for students self assessment and an increase of 8 percent on the case manager assessment.
Transition Teacher Survey
Michelle Uetz
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.
Conclusions
Michelle Uetz
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.
Benefits
Michelle Uetz
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.
What’s Next in This Research?
Michelle Uetz
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.
References
Michelle Uetz
Halpern, A. (1996). An instructional approach to facilitate the transition of high school students with disabilities into adult life. . Retrieved 11 05, 2010, from http://idea.uoregon.edu/%7encite/documents/techrep/tech24.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: http://www.jensenlearning.com/principles.php