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Transition/Pre-ETS Services and Programs

Transition/Pre-ETS Services and Programs

  1. Bureaus & Agencies
  2. Bureau of Services for Blind Persons
  3. Pre-Employment Transition Services
  4. Transition/Pre-ETS Services and Programs
 

BSBP will provide Pre-Employment Transition Services to students who meet the following criteria:

  • Vocational Rehabilitation (VR) Consumer that is in application, eligibility or IPE status or Potentially Eligible (prior to VR application)
  • 14-26 years of age
  • Student with a Disability
  • Currently enrolled in secondary, post-secondary or other recognized education program

Pre-Employment Transition Services (Pre-ETS) are provided in collaboration with local educational agencies and community partners.  Pre-ETS are designed to be an early start at job exploration and will assist students with identifying career interests to be further explored through additional VR services.  Pre-ETS must be made available to all students in need of such services on a statewide basis regardless of whether or not a student has applied for VR services.  Pre-ETS services may begin once a student requests or is recommended for one or more service and documentation of a disability is provided.  These services can be provided in a group setting or on an individual basis.

FIVE PRE-EMPLOYMENT TRANSITION SERVICE CATEGORIES

JOB EXPLORATION COUNSELING:  Intended to provide counseling and guidance to help students explore career options.  Career counseling can be offered in a variety of settings including groups and individually, in person or by means of digital communication.  Job exploration options are intended to foster motivation, consideration of opportunities and informed decision-making.

Examples:

  • Career Exploration (O*Net, etc.)
  • Job clubs, career and trades fairs
  • Job shadowing
  • Informational Interviews
  • Vocational Assessment
  • Workshops and Presentations on topics such as:
  • Self-awareness
  • Careers versus jobs: what's the difference?
  • What classes do I enjoy now, and how might those relate to careers?
  • What are in-demand jobs?
  • Competing in the future workplace
  • Web-based job searches
  • How to conduct informational interviews
  • What jobs are in my community?

WORK-BASED LEARNING: May include in-school or after-school opportunities, or experiences outside the traditional school setting (including internships), provided in an integrated environment in the community to the maximum extent possible.  Work-based learning is an educational approach that uses the workplace or real work to provide students with the knowledge and skills that will help them connect school experiences to real-life work activities and future career opportunities. 

Examples:

  • School-based work experiences - job stations, etc.
  • Summer Work Experiences
  • Internships, paid or unpaid
  • Community Service and/or Volunteering
  • Apprenticeships
  • Career Mentorship
  • Trial Work Experiences
  • Work-site Tours
  • After-school/weekend jobs (focused on developing basic work skills)

POST-SECONDARY EXPLORATION This activity area includes exploration of both post-high school transition programs at institutions of higher education, trade and vocational schools, as well as two and four-year colleges.

Examples:

  • Campus Visits
  • Education Fairs
  • Speakers from various educational programs
  • Presentations by disability coordinators
  • College Prep/Study Skills
  • Accessing assistive technology
  • Researching scholarships and/or completing the FAFSA
  • Advising students and parents or representatives on academic curricula
  • Providing information about college application and admissions processes;
  • Exploring career and tech options

WORKPLACE READINESS TRAINING, INCLUDING SOCIAL SKILLS & INDEPENDENT LIVING: Workshops/job clubs on social skills, workplace behavior and interaction, multicultural awareness, problem-solving skills.  Designed to develop independent living and social skills necessary for a student to be successful in employment.

Examples:

  • Travel Training
  • Independent Living Assessments
  • Skills of Blindness Training
  • Job Seeking Skills/Job Clubs
  • Budgeting
  • Workshops on on-the-job presentation: dress and grooming, etc.
  • Understanding learning styles and how they affect social and independent living skills
  • Soft-skills training
  • On-the job evaluation
  • Teamwork and decision-making skills
  • Adaptive computer skills training

SELF-ADVOCACY INSTRUCTION:  Opportunities to learn about rights, responsibilities and how to request accommodations, services or supports students may need to successfully complete the transition from secondary to post-secondary education and/or employment.  These experiences may include mentoring by peers working in competitive integrated employment.

Examples:

  • Mentoring
  • Youth Leadership Programs
  • Workshops in areas such as: developing goals, time management and organization, balanced life planning
  • Disability Awareness classes and groups
  • Self-advocacy, peer support, and mentoring groups
  • Classes in advocating for yourself in IEP/IPE/person-centered planning
  • Decision-making skills and learning how to make your own choices
  • Accessing community resources such as health care, recreation, social opportunities, etc.
  • Classes/workshops in self-determination and personal futures planning
  • Learning how to create and participate in community activities and relationships
  • Learning how to request accommodations

For more information, call 800-292-4200 toll-free (TTY 888-864-1212, toll-free), or contact a Bureau of Services for Blind Persons office near you.

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