Student Development » Student Development

Student Development

 
 
1. Job /Vocational Skills Training
 
  • Depending upon their learned skills and when appropriate, students are provided job / vocational training in various community settings (e.g., school cafeteria, community center, office, library).  Students who have developed the required skills needed by an employer are supported to get a job (e.g., grocery store, music store, pet shop) through various ways (e.g., preparing students for job interview skills, initial job coaching by a job developer). 
 
Work at a music storeJob TrainingJob TrainingjobjobJob Training at the office
 
 
 
 
  • For students who cannot initially work in a community setting, job/vocational training starts at the school site. The program has school based projects (e.g., bath soap making) that could potentially lead to a micro-business that family could support in the future.
Bath soap making
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2. Continuing Young Adult Education/ Training
 
  • COLLEGE EXPERIENCE: Students are encouraged to take a community college class (e.g., academic and/or non-academic classes)  not only to learn but to experience being with their typical aged peers such as other college students. 
 
Weight Lifting Classs at SJCCWeight Lifting Class
 
 
 
 
 
 
  • PROGRAM WORKSHOPS: The program conducts workshops that focus on adult topics such as developing self-determination skills (i.e., self-advocacy, choice making, problem-solving, self-monitoring, self-awareness), social skills training/healthy relationships, career skills development, community safety skills, and functional academics, and citizenship training. 
  • Workshop
 
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  • COMMUNITY INCLUSION:  Students are provided with various opportunities in the community to participate in the ongoing community routine (e.g., participating in youth groups, holiday festivals, advocacy groups, etc.). 
 
Community Fair at San Jose City HallCommunity Fair at San Jose City Hall
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
  • Student-Led IEP:  adult students are trained to actively participate in their own IEPs in three phases: before the IEP (e.g., students create their own powerpoint presentation that involves sharing their plan for the future), during the IEP (e,g., students are involved in the discussion and in decision making), and after the IEP (e.g., students monitor their progress on their chosen IEP goals).
 
 
  • Continued work on IEP goals:  As part of the student’s training, adult students continue to work on their IEP goals. These goals support students’ job/employment goals, future training goals, and living arrangements.  
3. Independent Living Skills Training
 
  • Focus is on developing adult skills.  Following are some examples:
    •  Mobility or Travel Training:  learning how to take public transportation, to navigate oneself while at a community college or at a mallbus riding 
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      • Money management with focus on budgeting to prepare students to live independently (e.g., paying for rent, utilities, grocery shopping) or learning how to save. 
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      • Community
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          • Community Safety Skills (e.g., stranger safety, internet safety)
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Learning to cook