This workshop is designed to prepare students for work by teaching them to (a) read and understand basic employment vocabulary (e.g., those found in application forms, resume writing, reading a paycheck, benefits vocabulary, etc), direction words for performing work (e.g., clean, push, pack, fill, shake, etc. ), reading and understanding written memo from supervisors, reading and understanding written instructions for work; (b) follow directions (e.g., listening and doing one-step directions, two-step directions, and three-step directions); and (c) learn to use a self-monitoring form that would help students be more independent at their job.
This workshop is designed to teach students social skills that are appropriate for school, work, the community in general, and ultimately, for developing friendships. The Circles Curriculum will be used as a framework for discussing social skills that are appropriate for different levels of social relationships as well as social boundaries inherent in each level. Although Circles Curriculum has been used in high school for most of the Post Secondary students, the use of this curriculum in this program is different in three aspects: (a) teaching social skills at work is heavily emphasized, (b) most recent version of the curriculum is being used, (c) instruction uses adult contexts (i.e., work setting, community) to illustrate most of the lessons, and (d) this workshop teaches students the appropriate social skills when coping with feelings such as when feeling angry, happy, anxious, etc. in different adult contexts (e.g., at work).
This workshop teaches students to speak up for themselves, stand up for their own rights, and communicate these effectively and assertively. To equip students for this task, they will (a) learn self-awareness (i.e., knowing their strengths, gifts, talents), (b) know what they need, and (c) learn how to get what they need. Students will also learn how to make their own life decisions, set goals for themselves in terms of work, living arrangements, continuing training, maintaining health and wellness, and financial independence. Finally, students will incorporate learnings from these workshops into improving their transition plan. As an outcome of this workshop, students will fill out a self-advocacy action plan based on goals that they have set for themselves.
This workshop is designed to educate, engage, and motivate students to incorporate wellness in their lives. Students will learn basic health vocabulary that includes (a) food and nutrition (e.g., food and restaurant vocabulary, basics of nutrition, understanding the use of nutrition fact label, planning a balanced meal, making healthy choices, and food costs); (b) hygiene and grooming (e.g., basics and types of personal hygiene, basics of grooming, personal hygiene and grooming at work); and (c) overall management of one's health (e.g., reading and understanding medical vocabulary such as knowing first aid, making medical / dental appointments, routine check-ups, injury prevention, etc).
This workshop aims at helping students understand the concept of safety and the conditions that could lead to physical, psychological, and material harm to oneself in the community or when using social media. Students will explore different safety precautions in the community (e.g., reading and understanding warning signs in the community, learning safety tips in the community) as well as learning internet safety (e.g., avoiding internet crimes such as cyberbullying, internet theft, etc).
This workshop aims at teaching adult students math-related skills that are frequently used in daily living such as money management and time management. The scope of teaching student money management includes budgeting one’s money, shopping wisely, living on your own, and banking services. On the other hand, instruction on time management aims at assisting students in understanding, predicting, and preparing for events that happen in their lives. Teaching time management allows students to understand what would come next in their schedule of activities.