Docstoc

Career Exploration Unit

Document Sample
Career Exploration Unit Powered By Docstoc
					  Career
Exploration
How can I choose a career
   that interests me?
        This Unit: Career Exploration

            This Career Exploration unit is the second of four
               units and will allow students in grades 5-8 to:

                – Job shadow 4 different job sites and fill out
                  weekly evaluation forms
                – Identify strengths and needs in relation to
                  jobs they are interested in, and the skills
                  needed for these jobs
                – Narrow down their preferred jobs to 1-2 that
                  both interest them and fit their abilities


             This unit was developed for middle school aged
               students but could easily be adapted for high school
               students who have not yet been introduced to this
               information.
Fall 2005                    Transition Services Preparation & Training
                      Career Development Series
              This is the second of four units in the career development series.
              For more information about the four units and an introduction into
              the three stages of unit development, refer to the Career
              Development Series PowerPoint.



                                                              Career Development


Career Awareness
        Career Awareness
                               Career Preparation
                                         Career Exploration
                                                                             Career Exploration
                                                                                        Career Preparation
                                                                                                                Career Assimilatio
                                                                                                                            Career Assimilation




                                                                                                                         Finding and job and
      Exposure to work               Matching careers to                         Narrowing career fields to 1
                                                                                                                     maintaining a job through
         expectations,           interests and abilities while                    through a variety of work
                                                                                                                       use of problem-solving
 education/training needed         job shadowing to narrow                       experiences while working
                                                                                                                   skills as well as participating
  as well as an introduction        possible careers down                            on interviewing and
                                                                                                                         in on and off-the-job
    to a variety of careers                to 1 or 2                                  job-seeking skills
                                                                                                                 activities to maintain satisfaction




      Fall 2005                                 Transition Services Preparation & Training
            Understanding by Design Stage 1 :
               Identify Desired Results
     Identify external standards and overall
     unit goals that are relevant to the
     students’ strengths and needs
       – Use state academic standards and
         benchmarks
       – Incorporate individual student needs and IEP
         goals
     Blend the state standards and student
     goals to create:
       – Relevant, authentic unit questions that …,
       – “Hook” students and …,
       – Address key misunderstandings.
Fall 2005                   Transition Services Preparation & Training
            Stage 1: Identifying Desired Results
       -Applying Academic Content Standards
                   (Ohio Department of Education)

    Subject       Grade        Strand                                      Benchmark

English          5th-7th   Research                  Locate and summarize important
Language                                             information from multiple sources.
Arts
Mathematics      5th-7th   Number,        Develop meaning for percents,
                           Number Sense including percents greater than 100
                           and Operations and less than 1.
Science          6th-8th   Scientific Ways Use skills of scientific inquiry
                           of Knowing      processes (e.g., hypothesis, record
                                           keeping, description and explanation).
Social           6th-8th   People in                 Analyze examples of interactions
Studies                    Societies                 between cultural groups and explain
                                                     the factors that contribute to
                                                     cooperation and conflict.
Fall 2005                     Transition Services Preparation & Training
               Unit Design Process Stage 1:
              ~Identifying Desired Results~
     Identify enduring, inquiry-based questions to focus
     unit, based upon:
       – Academic Content Standards
       – Student Needs: identified as Career Preparation
         targets:
            Narrowing career preferences through:
             – Job shadowing
             – Evaluating job shadowing experiences each week
             – Identifying strengths and needs in relation to these jobs
     Resulting in the Unit Question:
     How can I choose a career that interests me?
Fall 2005                 Transition Services Preparation & Training
               Unit Design Process Stage 2 :
             ~Determine Acceptable Evidence~
     Develop assessments that demonstrate
     thorough unit learning
       – Use the Six Facets of Understanding (from
         Understanding by Design)
       – Multiple assessments strategies ensure
         thoroughness of learning
     Use the Unit Question to focus the
     assessments
     Incorporate the academic content standards
     across the Six Facets
Fall 2005                  Transition Services Preparation & Training
              -The Six Facets of Understanding -
                for the Career Exploration Unit


            FACET               ACTIVITY                                    PERFORMANCE/
                                                                           EVIDENCE CRITERIA

Facet 1:             Students will research and                       Students will use their job
Explanation          describe in detail seven                         shadowing summaries (Facets 3
                     characteristics of a career of                   & 6) to choose one preferred
                     choice: (1) training, certificates,              career. They will accurately and
Sophisticated        or degrees; (2) skills required;                 thoroughly describe 6/7
explanations and     (3) tools or equipment needed;                   characteristics of their chosen
theories             (4) social—working with people                   career and explain how or why
                     or alone; (5) indoor or outdoor                  each characteristic is important
                     environments; (6) dress or                       to that job.
                     uniforms; and (7)
                     accommodations needed


Fall 2005                     Transition Services Preparation & Training
                     Stage 2: Continued

       FACET            ACTIVITY                          PERFORMANCE/EVIDENCE
                                                                CRITERIA
Facet 2:           Students will                    Using the 7 characteristics of Facet
Interpretations    interpret each of the            #1, students will interpret each in
                   7 job characteristics            terms of ―fit‖ with his/her own
Interpretations,   (from Facet #1) in               strengths and limitations, with at
narratives, and    terms of his/her                 least one appropriate interpretation
translations       strengths and                    for each of the 7 characteristics.
                   limitations.




Fall 2005                     Transition Services Preparation & Training
                      Stage 2: Continued
            FACET             ACTIVITY                         PERFORMANCE/ EVIDENCE
                                                                     CRITERIA

Facet 3: Application Students will fill out                 At the end of each job shadowing
                        weekly job evaluation               experience, students will summarize
                        forms and keep a log                their own and their supervisor’s
Use knowledge in        while job shadowing                 evaluations, and identify at least two
new situations and      at 4 different sites, for           strengths and two needs of theirs at
contexts                8 weeks each.                       this job site.

                        Using real or realistic             For each paycheck, students will
                        wages from each job                 compute the percentage of their total
                        site, students will                 wages deducted for each item: federal
                        compute the                         and state taxes, SS, union dues, and
                        percentages of their                other deductions, with 4 out of 5
                        wages deducted for                  computed correctly. Students will use
                        federal and state                   the annual federal tax tables to verify
                        taxes, SS, union                    the correct percentage to be
                        dues, etc.                          deducted.
Fall 2005                       Transition Services Preparation & Training
                      Stage 2: Continued

            FACET          ACTIVITY                              PERFORMANCE/EVIDENCE
                                                                       CRITERIA
  Facet 4:          Using weekly job                       For each of the 4 job experiences,
  Perspective       shadowing evaluation                   student will identify at least one week in
                    forms (filled out by the               which the student’s and the supervisor’s
                    student and employer or                evaluation were different, and the
  Critical and      supervisor), the student               student will explain the supervisor’s
  insightful        will compare and contrast              perspective in making this evaluation
  points of view    differences in evaluates by            (production concerns, overall safety,
                    showing an understanding               cooperation with others, etc.) showing
                    of the supervisor’s                    age appropriate insight.
                    perspective.




Fall 2005                      Transition Services Preparation & Training
                    Stage 2: Continued

        FACET              ACTIVITY                           PERFORMANCE/EVIDENCE
                                                                    CRITERIA
Facet 5: Empathy    Students will use their job           Using the job evaluation forms from
                    shadowing evaluation                  job shadowing, and having
                    forms in order to show                demonstrated perspective (Facet 4)
Ability to get      empathy regarding the                 students will (a) show empathy toward
inside another      employer’s/supervisor’s               his/her supervisor’s role and with
person’s feelings   feelings about the student            regard to (b) all discrepancies in the
                    and his/her job                       performance evaluation, with (c)at
                    performance, and                      least one empathetic response to
                    regarding cultural                    different cultures (hearing vs. Deaf or
                    differences.                          ethnicity).




Fall 2005                    Transition Services Preparation & Training
                    Stage 2: Continued

            FACET        ACTIVITY                          PERFORMANCE/EVIDENCE
                                                                 CRITERIA
Facet 6: Self-      Students will                    Part 1: Students will summarize their
knowledge           summarize their                  preferences across all 4 jobs their (a)
                    ratings and their                weekly ratings, (b) conflict experiences,
To know one’s       experiences across               and (c) wage and deductions
ignorance,          their their four job             information.
prejudice, and      shadowing                        Part 2: Students will analyze these
understanding       experiences, and                 summaries to choose one preferred
                    review their                     career and match their (d) 3 personal
                    researched career, to            strengths and (e) 3 limitations to
                    evaluate how well                compare with the (f) 7 characteristics of
                    they match                       their career to summarize overall
                    describing their career          ―match‖ of their personal ―work profile‖
                    preference.                      with their preferred career.
Fall 2005                   Transition Services Preparation & Training
           Unit Design Process Stage 3 :
   – Plan Learning Experiences and Instruction–

     Develop learning activities that :
       – Develop the knowledge and skills needed to
         successfully complete the assessment and…,
       – Demonstrate thorough unit understanding (the Six
         Facets)
     Use the Unit Question to review and reflect on
     learnings throughout the unit.
       – Use an inquiry-based approach that explores
         different aspects of the unit question.
       – Use reflection to re-explore the question as
         students learnings increase
Fall 2005                  Transition Services Preparation & Training
                 Flow Chart for the Six Facets
                                                      Facet 3
                                                Job Shadowing with
                                                  record keeping
                                                   across 4 jobs


                    Facet 3                            Facet 4                            Facet 5
            Calculating deductions              Cultural perspectives              Cultural empathy and
             as percentages for              in resolving work conflicts             undestanding in
                job shadowing                                                     resolving work conflicts


                                                      Facets 1 & 2
                                             Research 1 preferred career
                                                  and describe how it
                                          fits with strengths and limitations


                                                      Facet 6
                                            Summarize job experiences
                                             to evalaute how it fits with
                                            3 strenghts and 3 limitations


Fall 2005
               Review and probe continually: How can I chooseTraining
                                      Transition Services Preparation &
                                                                        a career that interests me?
     Stage 3: Planning Learning Experiences
                          A Few Suggested Activities

                                                     Activities—
                                                 Lots of possibilities!


        Research different             Write a fictional              Research and discuss
          jobs and what is             story about a job                  whether or not                 Work in groups to
        required of each –              they would like                 their dream career               think of ideas for
         pick the top 3 and               to pursue in                     of the future              matching strengths and
        write or explain why               the future                        is realistic             limitations with careers
         they picked each




                         Take surveys to               List different jobs, the
                                                                                           List strengths and
                     identify their interests         skills required for each,
                                                                                              limitations in
                    and what careers they             and evaluate how well
                                                                                         everyday life activities:
                    might enjoy—and relate             their own skills match
                                                                                         What thing do I do well?
                      this to daily activities            the requirements
                            they enjoy

Fall 2005                                   Transition Services Preparation & Training
Lesson Plan: Language Arts
Benchmark: Locate and summarize important information from multiple
    sources.
Facet 6: Self-evaluation, Part 1
Activity: Students will summarize and self-evaluate skills for chosen
    career.
Behavioral Objective: Students will summarize their preferences across
    all 4 jobs their (a) weekly ratings, (b) conflict experiences, and (c)
    wage and deductions information with summary correctly reflecting
    success across ratings and conflicts on 3/4 jobs.
Prerequisite Knowledge:
     – Students can summarize across a single topic or source.
Lesson Procedures:
(a) Introduction: The teacher will ask students if they believe they are
    successful on the job shadowing, then ask how important this is in
    choosing a job for one’s future. Teacher will then probe if they believe
    their supervisor has the same evaluation of the students as their own.
    The teacher will then pass out copies of both evaluations (from the
    current job) to compare.
Fall 2005                    Transition Services Preparation & Training
   Lesson Plan: Language Arts – cont.
(b) Steps for Learning:
    1) The teacher will have the students compare one week’s ratings at a time. Teacher will
    role-model differences in evaluation as needed, and how to compare across each factor.
    Continue across all weeks. Students will review how and write one sentence that
    summarizes each week. Compile these into one paragraph about job shadowing.
    2) Have students use job shadowing logs (and supervisor reports) to identify conflict
    situations. Students will write one sentence summarizing their interpersonal skills for
    each job site, and then compile these into an overall summary.
    3) Students will review their wages and any unique deductions (e.g., union dues) for each
    job site (see math lesson). They will write a one-sentence summary of their satisfaction
    with their wages (with deductions) and compile this.
    4) Teacher will ask how students how the various types of information can help them
    make a determination about their most successful and satisfying job. Teacher will guide
    students into using all types of information to generate one evaluative summary:
    beginning with rating data, then interpersonal info, salary, and students’ evaluation and
    conclusion.
    5) This can be done in steps, one job site at a time and then compiled at the end. This
    lesson’s results is then used to determine the career to research (Facets 1-2) and to
    create the final self-evaluation (Facet 6).

Adaptations:
   Younger or or lower-functioning: do in small stages, give a summary or paragraph model
   to follow, use color coding to compile summaries across jobs or information source.
   Older or higher-functioning: have students generic their own rubrics regarding effective
   summaries and use peer evaluations of final products.
   Fall 2005                      Transition Services Preparation & Training
Lesson Plan: Math
Benchmark: Develop meaning for percents, including percents greater than
        100 and less than 1.
Facet 3: Application
Activity: Finding percent taken out of paycheck for taxes, Social Security,
        etc.
Behavioral Objective: Students will use real or realistic salaries for each job
        site: using each check, students will compute the total wages and then
        the percentage of each deduction from the total, as listed on the
        check, with 4 out of 5 computed correctly.
Prerequisite Knowledge:
      –      Students know about paychecks, but may not realize they will
             have deductions.
      –      Students have computed percentages before in textbooks.
Lesson Procedures:
(a) Introduction: The teacher talk about receiving paychecks for work
        (and/or their job shadowing). She will show a paycheck and ask why
        the total and the gross are different—why do we receive ―less‖?
        Teacher will guide the discussion to taxes and what they provide for us
        (U.S. Pres, state governor, and various services). Teacher will ask if
        everyone has the same amount (and will compare several checks).
        Teacher will ask why amounts are different (to guide inquiry into what
        is ―fair‖).
Fall 2005                       Transition Services Preparation & Training
  Lesson Plan: Math - cont.
(b) Steps for Learning:
     1) Teacher will use proportions in real life (recipe for a gallon of punch vs. a
     quart) as a link to percentages—how things can be ―equal‖ or ―fair‖ even
     though amounts are different numerically.
     2) Teacher will compute real-life example as percentage (have students
     assist) then ask how class can use the same procedure to compute tax
     deductions to see if they are ―fair‖. Start with federal tax. If students each
     have paychecks then use these (or get additional checks to compare). Have
     students calculate percentage and put in a class-wide chart.
     3) Then have students calculate other deductions (and include all major types
     including union dues, benefits, etc.). Have students add info into classwide
     chart. Students can work in pairs or small groups to support and review
     calculations.
     4) Examine class-wide calculations. For differences in tax rates, have
     students examine yearly federal tax tables to explain how size of income
     impacts rate of taxation. Compute other deductions and compare. Add up all
     deductions to double-check gross and net wages.
     5) Have students compare wages across their gross vs. net wages across
     their 4 job sites to determine preferred career.
Adaptations:
     Younger or or lower-functioning: have formula for percentage calculation
     posted and use calculators; use colored pie charts to demonstrate percentage
     size of each.
     Older or higher-functioning: have students use the federal tax tables in the
     spring to calculate their annual tax percentage rate, and have them fill out a
     tax return.
   Fall 2005                       Transition Services Preparation & Training
Lesson Plan: Science
Benchmark: Use skills of scientific inquiry processes (e.g., hypothesis,
       record keeping, description and explanation).
Facet 3: Application
Activity: Students will record their observations at their job shadowing sites
       using job performance rating scales and a weekly log.
Behavioral Objective: At each job shadowing site, students will record at
       least 2 sentences each week (including any interpersonal conflicts) and
       do a weekly self-evaluation on job performance, for 7 of each 8-week
       job placement.
Prerequisite Knowledge:
     –     Students will have some previous experience with self-rating and
           with keeping logs or journals.
     –     Students are completing their first week at their job site.
Lesson Procedures:
(a) Introduction: Teachers will ask students if they believe they will be
       successful on their job sites, and why they think so. Then ask how
       students will be able to ―prove‖ they are successful—how can they
       collect evidence of this.

Fall 2005                   Transition Services Preparation & Training
  Lesson Plan: Science – cont.
(b) Steps for Learning:
       1) Teacher will show the weekly job performance evaluation forms and discuss how
       each factor relates to the jobs students have just started. Teacher will inform student
       that supervisors also will be filling out identical forms to compare.
       2) Teacher will ask about interpersonal conflicts on jobs—have they had them in the
       past, at home, in school, etc. S/he will ask how students resolve them and why it is
       important to cooperate at work. Teacher will ask students to remember when they have
       done a scientific log or personal journal in the past. S/he will model how this log will be
       used to note feelings during the week and also any conflicts.
       3) Teacher will announce that this is the end of the first week and time for the evaluation.
       S/he will pass out the forms and support students as they work through the form.
       4) Teacher will then ask students how they felt and emotions regarding their first week—
       what did they feel while they were on the job and were there any conflicts. S/he will pass
       out logs and ask students to write at least 1 sentence about their feelings and 1
       sentence explaining any conflicts.
       5) Teacher will continue doing this each week. At the end of each 8-week job
       placement, teacher can use these to compile into a summary (see Lang. Arts). Students
       can develop a hypothesis about their continuing success at each site and use the data
       to verify or modify.
Adaptations:
       Younger or or lower-functioning: help students go through item by item for the self-
       rating, and focus on each sentence/topic separately for the log. Provide a model with a
       scenario, then work with the class to do a ―practice‖ self-rating and log.
       Older or higher-functioning: have students discuss and generate hypotheses based on
       self-evaluations initially in the lesson, and then use data to confirm; use more complex
       versions of the self-rating forms and require longer logs with more detail: have class
       make a rubric for logs re: feelings and why & who/what/when/where/why for conflicts.
  Fall 2005                        Transition Services Preparation & Training
Lesson Plan: Social Studies
 Benchmark: Analyze examples of interactions between cultural groups and explain the
 factors that contribute to cooperation and conflict.
 Facets4- 5: Perspective and Empathy
 Activity: Students use their job site evaluations and logs to develop perspective and
 empathy in understanding their supervisors’ responses.
 Behavioral Objective: Using the job evaluation forms and logs from job shadowing,
 students will identify at least 1 difference in perspective and at least 1 relevant feeling of
 the supervisor that realistically explains a difference in opinion between the student and
 supervisors’ evaluations. Students will identify 4/5 times with appropriate explanations
 how cultural differences (hearing vs. Deaf and ethnicity) do or do not contribute to the
 opinions.
 Prerequisite Knowledge:
       –Students will have previous knowledge of some basic differences and potential
       conflicts between hearing and Deaf cultures, and between white and ethnic minority
       cultures.
 Lesson Procedures:
 (a) Introduction: Teacher will ask students for times when they have argued with family,
 friends, parents, supervisors, etc. Class will discuss some scenarios and probe
 differences in perspective due to role, experience, needs and wants, culture, etc. Class
 will role-play some of these conflicts to sensitize class to different perspectives and
 feelings.
Fall 2005                        Transition Services Preparation & Training
Lesson Plan: Social Studies - cont.
  (b) Steps for Learning:
          1) Teacher will ask students if they remember any conflicts occurring at their job site. S/he
          will pass out logs and evaluations for students to identify and verify. Each student will
          identify (highlight or take notes) several conflict situations.
          2) Students will each choose one situation to present to the class (or work in groups).
          Students will identify their own perspective and feelings about the conflict, and then the
          supervisor’s (or co-worker’s) perspective and feelings.
          3) Discuss each as a class to evaluate these perspectives. Use role play to probe and
          experience more deeply, as needed.
          4) Teacher will probe/ask specifically about cultural differences for these conflicts. Begin
          with some issues identified from the lesson intro and link or scaffold to job site situations.
          May have students review by listing primary sources of cultural conflict that they have
          experienced at school with hearing individuals and between cultural groups. Use these lists
          to review and evaluate the job site conflicts.
          5) Have students work in small groups/pairs to review their remaining conflicts to identify (a)
          perspectives and reasons, (b) related feelings, and (c) contributing cultural differences, if
          any. Have students work increasingly independently/in groups for future job site conflicts.
  Adaptations:
          Younger or lower-functioning: students may need more role play experiences to generate
          perspectives and feelings of others; may need specific examples of cultural differences.
          Older or higher functioning: students can work increasingly on their own, or link to
          hypothesis-generating (science) with problem-solving to develop solutions, or be expected to
          describe perspectives and feelings in greater depth and with greater interpersonal insight.
Fall 2005                           Transition Services Preparation & Training
        Setting Up a Job Shadowing Program:
                  Tips for Teachers
     Many times special educators will be working on their own to set up job-
     shadowing programs. Work-study coordinators and others normally
     assigned to this may already have a full load of high-school age students.
     Most importantly, IT CAN BE DONE! See some of the other tips on this
     website for ideas.

     Step 1: Make a list of jobs/businesses that your students are interested in as well as other
     jobs that you think other students in the future would be interested in
     Step 2: Look up places of interest in a local phonebook and record the contact information
     (if other teachers in your school have set up similar programs, collaborate with them to
     make a list of contacts and information)
     Step 3: Call the business, find out if they are interested in working with your students - find
     a person who you can continue to contact about this information
     Step 4: Explain the unit you are working on with the students, what you expect from the
     worksite, about job shadowing, and the weekly job shadowing forms
     Step 5: Obtain information such as:
       – Hours of operation
       – Specific jobs at this work site
       – Job descriptions
     Step 6: Continually update this information – contact the businesses again to make sure
     they are still willing to work with your school
Fall 2005                           Transition Services Preparation & Training
 Setting Up a Job Shadowing Program:
           Tips for Teachers
       Organization:
        – Keep a binder with all the information for each job shadowing site
        – You can make a chart to keep track of all the important information
       Collaboration:
        – Contact others in your district or school who are willing to help (vocational education
            teacher, special education teacher, etc.)
        – Speak with friends and family, as well as the family of your students to find out if they
            may know businesses which may be interested in having your students participate
       Other important information to keep in mind:
        – Transportation – how will the students get to and from the work site? Check with
            others teachers in the school to share resources – maybe transportation systems are
            already set up
        – Time – will the student go to their job site before, after, or during school hours?
        – Initial Entrance into the Job Shadowing Site – how will the student start out their first
            day at the job site? Will a person from the school accompany them?
        – Communication – how will the deaf student communicate with others at the work site?
            This could be discussed in class and a list could be made of a variety of
            communication modes that could be used
        – Permission and Liability Forms – use existing forms that are used at the school
       Be persistent and stay positive!!

Fall 2005                           Transition Services Preparation & Training
    Sample Job Shadowing Chart
Business    Contact   Contact        Hours &       Possible Job       Job             Assignment    Job-site
Name:       Person:   Information:   Days of       Shadow             Descriptions:   Guidelines:   Responsibilities:
                                     Operation:    Positions:




Fall 2005                               Transition Services Preparation & Training
                  Sample Job Shadowing
                    Evaluation Form
Comes to    Dresses         Good        Behaves                Follows          Positive   Gets along with
work on     appropriately   attitude    appropriately          directions       attitude   co-workers
time




Fall 2005                          Transition Services Preparation & Training
                        Career Books
     Cool Ideas for Kids Who Like…
       – Author: Diane Lindsey Reeves
       – A series or books, each relating to a specific theme
       – Books include: Animals and Nature, Science, Math, Music and
         Dance, Money, Computers, Art, Writing, Adventure, Travel,
         Talking, and Sports
       – Each book focuses on about 15 occupations with related
         information, such as the first-paying job a person got in this field,
         their current position, as well as suggested reading, websites,
         and organizations.




Fall 2005                    Transition Services Preparation & Training
                       Career Books
     Cool Careers for Girls…
       – Author: Ceel Pasternak
       – A series of books, each relating to a specific theme.
       – Books include: Sports, Engineering, Health, Computers, Food, Travel &
         Hospitality, Law, Performing Arts, Animals, Environmentalists, Crime
         Solvers, Cybersecurity and National Safety and Construction
       – Each book profiles about 10 women from different professions in this
         area. Information includes: a general description of the job; how the
         individual began and progressed to her present level; how the
         individual overcame some of the difficulties of being a female in a
         male-dominated profession; salary range of the position; and a career
         checklist.




Fall 2005                   Transition Services Preparation & Training
            Resources for Teachers
       America’s Career Info Net – Informed Career Decisions
        – www.acinet.org/acinet/default.asp
       Becker, R. L. (2000). Reading-Free Vocational Interest Inventory: 2 (R-
       FVII:2). Columbus, OH: Elbern Publications.
       South Central Career Information System - Developing a Career Portfolio:
        – http://www.sccis.org/main/educators/lessonplans1.htm
       Education World – ways to incorporate career education into classroom
       activities
        – http://www.educationworld.com/a_lesson/lesson160.shtm
       Quintessential Careers: Your Job Search Starts Here
        – http://www.quintcareers.com/
       Career Development and Employment – Making Career Decisions
        – http://www.vuw.ac.nz/st_services/careers/career_development/making
           _decisions.html
       U.S. Department of Labor - in-depth description of many different careers
        – http://www.dol.gov


Fall 2005                     Transition Services Preparation & Training
                        References
     Brolin, D. E. (1997). Life centered career education: A competency based
     approach. Reston, VA: The Council for Exceptional Children.

     Luft, P. & Koch, L. (2005). ―Career Development: Theories for Transition
     Planning‖. Transition Planning for Secondary Students with
     Disabilities. Columbus, OH: Prentice Hall. 83-108.

     Marshall, L. H., Martin J. E., Maxson L. & Jerman P. (1997) Choicemaker:
     Self Determination Curriculum, Choosing Employment Goals. Longmount,
     CO: Sopris West.

     Ohio Department of Education. ―Academic Content Standards.‖ 2004.
     http://www.ode.state.oh. us/academic content_standards/.

     U.S. Department of Labor. 2005. http://www.dol. gov/.

     Wiggins, G., & McTighe, J. (1998). Understanding by Design. Alexandria,
     VA: Association for Supervision and Curriculum Development.

Fall 2005                    Transition Services Preparation & Training

				
DOCUMENT INFO