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Career Education Resources
K.E. Wolffe. (1997). Pro.ed, Austin, TX.
184 pp.
This book is intended as a text in rehabilitation
counseling, educational psychology, and special
education courses. It should also be helpful
as a resource guide to counselors and educators
who are practicing in public and private
facilities. People with disabilities and
their families are also encouraged to use
this book to guide relevant career planning
efforts.
Subjects Covered:
- Section 1. Introductory Materials: Introduction
to career counseling; Overview of career
counseling theories; Legislative history;
Career counseling and evaluation
- Section 2. Career Counseling Content Areas:
Self-awareness, Vocational selection, job
seeking skills; Job maintenance skills; Job
search skills
- Section 3. Career Counseling for Clients
with Differing Abilities: Information-level
clients; Instructional-level clients; Advocacy-level
clients
- Section 4. Future Issues and Resources: Future
trends; National, state, and local resources
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W. H. Graves, S.J. Spungin, J. Kesterloot,
J.M. Peterson, M. Bagley, L. Scadden. (1983).
Mississippi State, MS. Mississippi State
University. Rehabilitation Research and Training
Center on Blindness and Low Vision. 91 pp.
This is a collection of papers presented
at the MacFarland Seminar at the annual meeting
of the American Association of the Blind,
July 1983 in Phoenix, AZ.
Subjects Covered:
- Career development theory applied to the
delivery of services to blind and visually
impaired persons
- Career development in an educational context
- Vocational assessment for visually impaired
- Job site modifications using color and light
- Industrial services programs: A new route
to jobs in the private sector for blind and
visually impaired workers
- Rehabilitation research: Where have we been
and where are we going?
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J. L. Kay & L. Locke. (1996). Texas School
for the Blind and Visually Impaired, Austin.
81 pp.
This booklet includes the philosophy, policies
and procedures for the career education program
at the school.
Subjects Covered:
- Mission statement, philosophy, student oriented
goals, team oriented goals, educational goals,
student outcomes
- Guidelines for planning student work experiences
- Vocational assessment
- The community-based vocational education
approach to productive employment for students
with disabilities
- Work assessment
- Work training
- Cooperative work/vocational education
- Supported employment
- Work stipend program
- Job bank
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M. Attmore. (1990). American Foundation for
the Blind, New York. 87 pp.
This book contains the stories of how 20
different people, blind or visually impaired,
decided on a professional career and achieved
career success.
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D. Kendrick. (1993). American Foundation
for the Blind, New York. 79 pp.
This book focuses on twelve people who are
blind or visually impaired and looks at the
jobs they do, why they chose the job, how
their visual impairment impacts their job,
and gives information about pay and benefits.
All of the jobs described do not require
a college education.
Subjects Covered:
- Child care provider, customer service agent,
factory worker, food service manager, in-flight
packager, massage and acupressure therapist,
medical transcriptionist, piano-tuner technician,
prosthetics purchasing agent, receptionist,
refrigeration mechanic, small engine mechanic
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J. M. Everson, Ed. (1995). Paul H. Brookes,
Baltimore, MD. 384 pp.
The goal of this book is to guide service
providers, family members, and friends in
providing transition services to young adults
who are deaf-blind. As such, it represents
an effort to express the unique needs of
the deafblind population and to integrate
best practices into their transition services.
Subjects Covered:
- Section 1: Young Adults Who Are Deaf-Blind
and Transition Services
- What happens when children who are deaf-blind
grow up?: An overview of transition services
- Beyond programs and placements: Enhancing
the development of individualized transition
services
- Supporting medical and health concerns of
young adults who are deaf-blind
- Section 2: Family and Consumer Reflections
on Transition
- Consumers speak out
- Parents speak out: Perspectives on transition
services
- Section 3: Community-Inclusive Lifestyles
and Supports
- Creating housing options and support services
for young adults who are deaf-blind
- Working and contributing to one's community:
Strategies for including young adults who
are deaf-blind
- Developing leisure and recreation opportunities
- Building relationships with friends and other
community members
- Communication instruction and support strategies
for young adults who are deaf-blind
- Orientation and mobility issues and support
strategies for young adults who are deaf-blind
- Section 4: Administrative and Systems Change
Systems:
- Transition services: Implications for organizational
change in high school education programs
- Using adult services to achieve transition
goals and objectives
- Interagency approaches to transition services
for young adults who are deaf-blind
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R. Rabbi & D. Croft. (1989). National
Braille Press, Inc., Boston. 336 pp.
This is a practical self-help guide based
on the real-life experiences of blind job
seekers. Peppered throughout the book are
strategies used by successfully employed
blind people. This book also addresses the
current status of employment opportunities
for people who are blind and proposes strategies
for dealing with a resistant labor market.
Subjects Covered:
- Exploring the possibilities
- Assessing who you are and what you can be
- Your personal calling card
- Searching for the right job
- What do employers think
- Managing a successful interview
- On-the-job success and upward mobility
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F. Simpson, K.M. Heubner, F.K. Roberts. (1986).
American Foundation for the Blind, New York.
187 pp.
This is a collection of information on several
diverse programs and practices. These programs
represent collaborative efforts that facilitate
the transition of disabled youth into appropriate
adult environments.
Subjects Covered:
- Toward a state transition plan (Arkansas)
- Project Work Ability (California)
- Factors in the development of rural transition
programs (Maryland)
- Community-based training: A component of
career education for deaf-blind youth (Mississippi)
- Royal Maid collaborates (Michigan)
- Agreement of co-oporation (Maine)
- Youth in transition (Nevada)
- A career awareness experience: Adventures
to the future (New York)
- Summer employment in industry (New York)
- Lifeprints (Oregon)
- Mobile work crews (Oregon)
- State transition coalition (Oregon)
- Technical assistance as a catalyst for staff
training and supported work program development
(Tennessee)
- The industrial enclave (Texas)
- Don't give those kids fish! Teach 'em how
to fish! (Texas)
- Project STEER (Virginia)
- Supported employment (Virginia)
- Career awareness and work experience (Washington)
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K. Wolffe & D. Johnson. (1997). American
Printing House for the Blind, Louisville,
KY
This is a tool designed to prepare high school
students who are blind or visually impaired
for the world of work. Students are given
information in lessons and then encouraged
to engage in hands on experiences related
to each lesson.
Components:
- Tote case: A soft-sided organizer used to
keep track of materials during the school
year, for job searches and beyond
- Student manual: A workbook and guide for
30 lessons grouped into 5 units: Getting
started, self-awareness, work exploration,
job seeking skills & job keeping skills
- Information supplement: A manual that offers
the facilitator adaptations for each lesson
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W.H. Graves, J.H. Maxon. C. McCaa. (1987).
Mississippi State University, Mississippi
State, MS. Rehabilitation Research and Training
Center on Blindness and Low Vision. 109 pp.
This research study evaluates the usefulness
of the Work Environment Visual Demands Protocol.
This protocol is a procedure to be used in
the analysis of the visual demands of a job
which is held or desired by a person who
is visually impaired. The information obtained
from the protocol may be used in the selection
of low vision devices by eye care professionals.
The eye care professionals may then facilitate
the performance of job tasks requiring vision
by providing training in the use of prescription
aids and/or making recommendations or modifications
in the job.
Subjects Covered:
- Methodology
- Results and discussion
- Observations
- Work Environment Visual Demands Protocol
(WEVDP)
- WEVDP Reporter Handbook
- WEVDP IBM User Manual
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