Teaching Case:
Jeremy Judd (J.J.) and the Job Placement Jeremy Judd (J.J.) is an individual that is diagnosed with having minimal cognitive deficiency, adaptive deficiency, and academic skills adequate to his approximated potential. Although, J.J. was born prematurely with fetal alcohol syndrome (FAS) which resulted in this diagnosis, he is verbal and ambulatory. Fortunately, J.J. has received substantial support at school, which has prepared him for employment opportunities in his community. The school employees who have worked with J.J. recognize his potential to apply the skills learned, for living and working semi-independently in the community. However, J.J.’s grandparents, who are also his guardians, are opposed to the idea. His grandparents …show more content…
to obtain necessary skills for living semi-independently. J.J.’s grandparents can encourage applying learned skills by assigning him responsibilities at home. School staff can share success stories of individuals with disabilities, offer information on independent living, employment, transition, and other useful resources available to students and families in preparation for adulthood. The National Collaborative on Workforce and Disability website (http://www.ncwd-youth.info/node/1463) provides useful information about career development, planning, and benefits from having family support. Furthermore, provide strategies that have been applied and worked well with other students, indicate ways the family can help increase responsibility at home, and share J.J.’s progress with his grandparents (Johnson, …show more content…
will have completed a successful work experience working in the mail room sorting, delivering and assisting with transporting mail within the local school district. The student and family post high school goal is to have J.J. working and living semi-independently in an apartment within three years. The IEP transition goal will be for J.J. to independently complete each step necessary for going to work, carrying out tasks at work, residing in an assisted living community, and being able to efficiently perform daily living activities. The work environment includes the Board of Education mail room, county vehicle, and local schools. J.J.’s roles have included mail sorter, delivery person, and transportation assistant. Tasks included in the role include sorting incoming mail and putting them in the appropriate boxes/bin, collect and load mail from appropriate locations in preparation for delivery to schools within the county, assists co-worker to various locations to distribute and collect mail, and uses the computer to correspond with co-workers about job related duties. J.J. has met expectations of showing up for work on time, dressing appropriately and being well-groomed, asks for assistance when needed, performs his assigned duties independently, and demonstrates ability to work well with others. The skills required to fulfill this job involve the ability to read, write, lift heavy objects weighing up to 50 lbs, and use the computer.
Jeremy Judd (J.J.) and the Job Placement Jeremy Judd (J.J.) is an individual that is diagnosed with having minimal cognitive deficiency, adaptive deficiency, and academic skills adequate to his approximated potential. Although, J.J. was born prematurely with fetal alcohol syndrome (FAS) which resulted in this diagnosis, he is verbal and ambulatory. Fortunately, J.J. has received substantial support at school, which has prepared him for employment opportunities in his community. The school employees who have worked with J.J. recognize his potential to apply the skills learned, for living and working semi-independently in the community. However, J.J.’s grandparents, who are also his guardians, are opposed to the idea. His grandparents …show more content…
to obtain necessary skills for living semi-independently. J.J.’s grandparents can encourage applying learned skills by assigning him responsibilities at home. School staff can share success stories of individuals with disabilities, offer information on independent living, employment, transition, and other useful resources available to students and families in preparation for adulthood. The National Collaborative on Workforce and Disability website (http://www.ncwd-youth.info/node/1463) provides useful information about career development, planning, and benefits from having family support. Furthermore, provide strategies that have been applied and worked well with other students, indicate ways the family can help increase responsibility at home, and share J.J.’s progress with his grandparents (Johnson, …show more content…
will have completed a successful work experience working in the mail room sorting, delivering and assisting with transporting mail within the local school district. The student and family post high school goal is to have J.J. working and living semi-independently in an apartment within three years. The IEP transition goal will be for J.J. to independently complete each step necessary for going to work, carrying out tasks at work, residing in an assisted living community, and being able to efficiently perform daily living activities. The work environment includes the Board of Education mail room, county vehicle, and local schools. J.J.’s roles have included mail sorter, delivery person, and transportation assistant. Tasks included in the role include sorting incoming mail and putting them in the appropriate boxes/bin, collect and load mail from appropriate locations in preparation for delivery to schools within the county, assists co-worker to various locations to distribute and collect mail, and uses the computer to correspond with co-workers about job related duties. J.J. has met expectations of showing up for work on time, dressing appropriately and being well-groomed, asks for assistance when needed, performs his assigned duties independently, and demonstrates ability to work well with others. The skills required to fulfill this job involve the ability to read, write, lift heavy objects weighing up to 50 lbs, and use the computer.