Sorting, Puzzles, and Early Activities Support Successful Futures
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Anne and Adam Harvey have learned that career education starts early in life. For Adam, 20, who has CHARGE Syndrome, career education began in preschool. Anne attributes Adam’s success in his current job to setting high expectations. She focused on teaching him independent living skills from an early age. It started with engaging in meaningful activities, like sorting puzzle pieces, which progressed to sorting silverware as he got older. She acknowledges that tasks took Adam longer to complete, but she understood his needs, and they just got down to business.
Building Upon Skills Learned at an Early Age
Fast forward to today, and Adam has two small jobs. He works in the paid job training program at Deseret Industries and volunteers at the local library. Furthermore, he is held to the same expectations as other employees. At Deseret Industries, he checks in with his supervisor, reviews his shift tasks, and is learning to use the cash register with manual price entry. His cashier work is important because he wants to transfer those skills to other places. At the library, he sorts DVDs into alphabetical order and stocks items. He is refining and developing his customer service skills at both sites, which will help him in his future employment.
How to Develop Job Skills for an Individual Who Is Blind or Low Vision
What type of support helps with Adam’s success? His job coach intentionally addressed every step, taking things one skill at a time. For example, Adam had to learn to use a lock for his work locker. Anne and Adam worked together to find a solution since a standard lock wasn’t ideal for his needs. There was a lot of front-loading support to help Adam learn his expectations, tasks, and routines. The key was that as soon as his tasks became more familiar, they gradually faded the support.
The Role of a Job Coach
Another important factor was the role of the job coach. Anne attributes the job coach’s success to establishing the right leadership to enforce expectations. The job coach has clear boundaries and expectations, which is key for Adam. He knows the job coach is “all business” and not just a fun friend to hang out with. Currently, her role has become a thought partner for Adam in situations where he has to troubleshoot. Adam works independently at both sites without his job coach or another adult in close proximity. Anne calls this “real-life independence,” as Adam meets the same expectations as other employees. Anne positioned Adam to have ownership of his work and school needs. He spends half the day at school and then goes to work. He had to negotiate with teachers about his schedule, eat lunch, and get himself to his drop-off point. He had to learn each piece, but once he did, it became routine. He had to learn safe routes, but once he got it, he was set. Each step was intentional to create the whole routine.
Anne and Adam provide a real-life example of success in the workplace. Adam’s jobs are intentional, helping him develop skills to transfer to a bigger job when he is ready to make that leap.