“What do you want to be when you grow up?”
This is a very common question we ask children, even preschoolers. They often answer that they want to be a teacher, doctor, or firefighter. Sometimes they want to do what their favorite grownup does for a living. Many children understand that, when they grow up, they will have a job of their own. As families and educators, we know purposeful planning is necessary when raising a child who is Blind/Visually Impaired (BVI) or Deaf/Hard of Hearing (DHH). Read on to learn about helping children understand the meaning behind having a job and contributing to the world around them.
Transition and career planning can begin as early as preschool. Consider activities in which a child can participate to build important career readiness skills. At an early age, children can practice soft skills, such as organization, which are highly important for career success. Here are some ideas to build those skills:
Have the child participate by:
- cleaning up their toys
- hanging up their coat
- following a morning routine
- throwing trash in the garbage
- unloading their dishes from the dishwasher or sink
- watering household plants
- assisting with care for the family pet
- putting their dirty clothes in the laundry hamper
- folding clothes when they are clean
- wiping off a counter
You can also build skills through pretend play. Create real-world scenarios in which you can use items like:
- pretend food or dress-up clothes
- Playdough™
- a dollhouse, farm, or other structures
- toy cars
- building blocks
Look for natural learning opportunities that occur every day. Every family has routines; sometimes, adjustments can be made to a family’s existing activities. Picture or tactile schedules may help the child with the process, along with predictable spots to find and put away personal items. Schedules also help promote early literacy skills and can be followed by the whole family. Additionally, implementing a one-person-communicating at-a-time rule for any family routine can help improve accessibility. Simple daily routines can create immeasurable learning opportunities.
One of the greatest challenges a person who is BVI or DHH may experience is gaining employment as an adult. An employment gap of more than 30 percent exists between people who are BVI versus those who do not have a disability. The statistics for people with other disabilities is similar. While the Individuals with Disabilities Education Act (IDEA) mandates transition planning for students who have an individualized education program (IEP) must begin by age 16, we know that transition planning must begin much earlier. High expectations from parents and guardians at an early age are linked to positive employment outcomes. Transition-related activities can be developed at an early age, so the child can practice and solidify the skills necessary for employment and future success.
Need additional assistance with building transition skills for your child or student? Access the resources below or contact MDE-LIO at [email protected].
From MDE-LIO Education Consultants, Johanna Brutvan, Kelly Dunham, and Amanda English EdD
Resources
References
- Antonelli, K., Cmar, J. L., & Steverson, A. (2021) Development of 4to24, a transition application for parents of students with visual impairments. Sagepub.com
- McDonnall, M. C., & Sui, Z. (2019). Employment and Unemployment Rates of People Who Are Blind or Visually Impaired: Estimates from Multiple Sources. Journal of Visual Impairment & Blindness, 113(6), 481-492. https://doi.org/10.1177/0145482X19887620
- O’Connell, G. (2023). 10 valuable soft skills that you need to succeed in your career | Indeed.com UK