There should be a good assessment available.
The assessment will include knowledge of past work experiences, the interests, strengths, and preferences of the student, medical and physical needs, and an accurate estimate of the amount and type of support that will be needed on the job. Specific support needs should be addressed thoroughly.
Students should expect that they will graduate in a stable job.
When it is anticipated that the student will be entering supported employment upon leaving school, the school expected to strengthen its efforts in job exploration, placement and training. A job that is developed based on the assessment and past work experience is the most promising job. The longer the student has been working at the job, the greater likelihood there is going to be a successful transition.
Employer expectations and student expectations of the job should be clear.
Employers should know how much support the student will be receiving and be satisfied that there is sufficient support. The student should understand the job duties and expectations and enjoy the work. Pay schedules should be clear.
The job supports are set up in advance.
Job supports can occur in a variety of ways: use of a supported employment agency, direct payment to the employer to support the worker, or use of a free-lance employment specialist. However job supports are accomplished, they should be planned well in advance, and should match the individual, the employer and the job situation. Whoever will be providing the work assistance must be aware of the specific job support needs. Documentation of the job, such as job descriptions and task analysis, must be shared, as well as other aspects of the workplace, such as type of clothing worn, where lunch is eaten, how supervision occurs, who the coworkers are. It is expected that school and post-school support personnel will overlap in order for the transition to be smooth.
The student’s day activities should easily transfer into the adult world.
The student’s day during the last year of school should look like it will after the student has exited school. Transportation on a school bus should transfer to the city bus or another workable service. Alternatives need to be developed for therapies that occur in school. If recreation activities occur during the workday, they should not be substituting for work, but are well thought-out options based on the individual student’s needs and preferences.
The ideal transition happens when all involved share the student’s vision of his/her future after school.
The development of a job that promotes pride, develops confidence, and displays the student’s abilities will naturally create a smooth transition. The commitment by the student and all who support the student to open communication and concrete planning will lead to post-school success.