Employment Checklist for Students with Disabilities

When approaching the job search phase, it is essential to ensure that students are acquainted with a variety of job search-related activities/experiences. The Employment Readiness Checklist for Students with Disabilities Exiting High Schools is a self-assessment tool that can be used to determine the status of employment readiness. It can also serve as a guide for further employment preparation when used to identify the experiences that have been developed as well as those yet to be completed. 

Employment Readiness Checklist for Students with Disabilities Exiting High School

Read each statement and respond with "yes" or "no."

Planning My Future

  • I direct my IEP meetings or am actively involved in all IEP decisions.
  • I know what my short-term employment goal is.
  • I know what my long-term career goal is.
  • I have a plan for achieving my long-term career goal.

My Job Search Skills

  • I have researched employers for whom I would like to work.
  • I have received permission from my references to give their names and information to potential employers.
  • I have a completed job application or information sheet.
  • I have a resume.
  • I have practiced a good, firm handshake.
  • I can answer the most common interview questions.
  • I know what questions to ask during an interview.
  • I make good eye contact when interviewing.
  • I know what I will wear to an interview. 
  • I have arranged transportation to and from interviews.
  • I know how to follow up after an interview.
  • I have scheduled job interviews with the companies I have identified.
  • I know that I should wait to provide my Social Security Number until I am hired.

My Disability

  • I know what my disability is and can describe how it affects my work.
  • If my disability is hidden, I have decided whether to disclose it or not.
  • If I have decided not to disclose my disability, I know how to manage it on the job.
  • If I have decided to disclose my disability or if my disability is evident, I know what accommodations and/or supports I need and can describe them to an employer.
  • I have a routine for taking my medications if they are needed for my disability.
  • I have a copy of my Summary of Performance and know whether or not I should share parts of it with an employer.

My Job Keeping Skills

  • I have appropriate skills and knowledge for the jobs for which I am applying.
  • I know how to fill out my W-2, I-9 and other employment forms.
  • I have arranged transportation to and from my job.
  • I perform at or above expectations for work maturity skills.*

My References

  • I have letters of reference from teachers, former employers and others.
  • I have a copy of my unofficial high school transcript.
  • I know how to request a copy of my official transcript from my high school.

The Work Maturity Training Record (pdf) is another helpful employment-related assessment. This assessment focused on 22 work maturity skills that are applicable to all employment settings and includes a 1 to 5 rating system on skills such as the following:

  • Practices punctuality
  • Shows dependability
  • Remains on task

This assessment is available in a Technical Assistance Paper (TAP), Non-Paid Community Based Vocational Education (CBVE) Programs, published by the Florida Department of Education. Bureau of Exceptional Education Student Services (2005 p. 35).

References

Brooke, V.A., Revell, G., & Wehman, P. (2009). Quality indicators for competitive employment outcomes.Teaching Exceptional Children, 41, 4, 58-66.

Florida Department of Education, Bureau of Exceptional Education Student Services. (2005). Non-Paid Community-Based Vocational Education (CBVE) Programs: Technical Assistance Paper 12698. Retrieved from http://www.fldoe.org/ese/pdf/y2006-2.pdf

Wehmen. P. Revell, W. G. & Brooke, V. (2003). Competitive employment: Has it become the "first choice" yet? Journal of Disability Policy Studies, 14(3). Retrieved from http://www.worksupport.com/ documents/proed_competitiveemployment.pdf