Career & Vocational 
Goal 07
___ will complete the following objectives on career and vocational skills for children with visual impairments as evidenced by mastery of ___ of ___ objectives.

FW01 - name and describe their visual impairment.
FW02 - describe the functional implications of their visual impairments for travel.
FW03 - describe their visual needs to others during travel.
FW04 - identify reasons why persons with and without disabilities do not drive.
FW05 - share (to the extent to which they are comfortable) experiences and feelings associated with being told they cannot obtain a driver’s license.
FW06 - identify potential personal reactions to nondriving that affect decisions concerning levels of independence and activity.
FW07 - describe the sequence of independent travel for sighted children and adolescents.
FW08 - describe different rites of passage for adolescents in technologically oriented societies and how they participate in these rites of passage.
FW09 - identify destinations where they believe they are capable of traveling and share this information with families.
FW10 - discuss how nondrivers access transportation and how these methods influence their lifestyles.
FW11 - describe how nondrivers with different lifestyles structure their lives to access transportation.
FW12 - demonstrate skills in hiring, scheduling, directing, and firing a driver.
FW13 - identify the advantages and disadvantages of personal methods of travel.
FW14 - solicit information from businesses and other individuals regarding the location of businesses, activities, and so on.
FW15 - describe considerations for nondrivers using personal methods of travel.
FW16 - identify the advantages and disadvantages of public methods of travel.
FW17 - solicit information from public transit operators regard-ing transportation scheduling, costs, routes, and so forth.
FW18 - describe considerations for nondrivers using public methods of travel.
FW19 - identify the advantages and disadvantages of specialized methods of travel.
FW20 - solicit information from specialized transit operators regarding transportation scheduling, costs, routes, and so forth.
FW21 - describe considerations for nondrivers using specialized methods of travel.
FW22 - demonstrate skills in asking for and declining rides.
FW23 - identify the advantages and disadvantages of hired methods of travel.
FW24 - solicit information from operators and drivers regarding transportation scheduling, costs, routes, and so on.
FW25 - describe considerations for nondrivers using hired methods of travel.
FW26 - determine whether they meet the unaided and aided visual requirements of their state (or a state in which low vision driving is permitted) to pursue driving with low vision.
FW27 - have knowledge of the clinical low vision evaluation that is needed to determine whether they will meet the aided visual requirements of their state (or a state in which low vision driving is permitted) to pursue driving with low vision.
FW28 - have knowledge of a variety of bioptic telescopic systems (BTS) and how they are used in the process of low vision driving.
FW29 - have an understanding of the visual skills needed for low vision driving.
FW30 - understand some of the differences between driving with low vision and driving with typical vision.
FW31 - understand some of the legal and self-imposed restrictions in driving experienced by low vision drivers.
FW32 - list various sources of funding for transportation, including optional reduced fare programs for those with disabilities.
FW33 - list several tasks that may be offered in exchange for rides.
FW34 - establish a weekly and monthly transportation budget.
FW35 - evaluate which forms of transportation are most appropriate to purchase in order to meet current and future needs.
FW36 - use different resources to plan a route.
FW37 - create a set of directions for personal use.
FW38 - create a set of directions to share with others.
FW39 - calculate the time, distance, and cost for short and long distance trips.
FW40 - list several activities that may be done while waiting for late rides in different environments.
FW41 - be assertive and solve problems concerning transportation schedules for arriving at or leaving a destination.
FW42 - identify personal challenges and frustrations associated with nondriving experience by adult nondrivers.
FW43 - provide a list of ways to reduce the frustrations associated with nondriving.
FW44 - identify social aspects of being a nondriver experienced by adult nondrivers.
FW45 - complete a self-evaluation to determine what skills they still must develop to maximize independent travel.
FW46 - describe acceptable public behaviors while a passenger in transit.

VE01 - list the jobs for which they receive an allowance.
VE02 - explain the rules related to earning their allowance.
VE03 - participate in establishing a short list of three to seven rules that are developmentally appropriate, such as, “listen to others,” and “keep hands to yourselves.”
VE04 - review and discuss the purpose of the rules.
VE05 - discuss a problem and identify possible solutions, for example, “What could we do if two children want to ride the same tricycle?”
VE06 - follow a direction that involves a time delay in the performance of a task, for example, telling them to wash their hands after recess.
VE07 - pick up toys and return them to the shelf before being a new activity ___ times in one day.
VE08 - hang up their jackets.
VE09 – participate in a volunteer project, either for a single student or for a group such as: hold a car wash and give proceeds to a charity; help at a local charity’s office (for example, answer phones, collate materials, and stuff envelopes); make solicitation calls for a school fund drive; collect magazines to donate to fire stations, senior citizens’ centers, or shelters for homeless people; shop for groceries for people who are housebound.
VE10 - introduce the children to various types of work done in and around the home and gradually shape their ability to perform the work well and in a timely way.
VE11 - determine his/her skills and evaluate the potential marketability of the skills and introduce the concept of selling one’s services to family members and neighbors—that there are some tasks that adults occasionally are willing to pay children to perform for them. 
VE12 - ask the parents or other family members to set up jobs for their children with friendly neighbors in advance and have the students “sell” their services and role-play their marketing pitch at school and at home. 
VE13 – ask his/her employer for letters of reference for use when searching for additional work for work has been commendable.
VE14 – discuss with others about how adults and teenagers learn about the jobs they hold.
VE15 - ask questions of ____ workers whom they encounter during a specified period about the ways they found their jobs and write down (using print or a slate and stylus) or record the responses, along with information about the general ages and genders of the workers and the types of jobs they have. 
VE16 – discuss the categories of the worker responses and discover any patterns. 
VE17 – when he/she has performed household tasks, such as making beds, cooking, weeding the garden, preparing salads, ironing shirts, mopping floors, and washing cars, make arrangements for field trips to work sites where these tasks are expected of employees. 
VE18 - shadow workers with jobs having household tasks while they work, and perhaps even try the tasks in the work situations. 
VE19 - ask the students to describe the workers they have met and to explain the relationships between the chores they perform at home and the duties of these workers.
VE20 - ask the students to consider whether there are particular jobs they would like to have and why they would like to have them.
VE21 - role—play or create a drama describing the jobs they have observed and any interactions the employees might have had with customers, superiors, and coworkers.
VE22 – measure and record an activity that the student has mastered, such as collating and stapling papers, alphabetizing student work, or erasing the chalkboards. 
VE23 - establish a goal for personal improvement on a mastered activity. 
VE24 - discuss the importance of working quickly, or at a pace that approximates the speed at which others perform the same tasks, and identify (using the process that was described at the beginning of this section) strategies for increasing their working rates.
VE25 - participate meaningfully in his/her own IEP meetings by making a list of their strengths, collecting supporting documents, and identifying at least one area in which they would like to improve during the forthcoming year.
VE26 - read or orally present this information to the members of the IEP team at the start of the discussion of the current level of performance. 
VE27 - sign the final documents of the IEP as a participant.
VE28 – track progress on own IEP objectives using media necessary. 
VE29 - keep a journal describing their results and their feelings when they reach a goal, get “stuck” at a plateau, or backslide.
VE30 - describe scenarios in which the main character, visually impaired or sighted, adult or child, faces a problem and have ___ give advice to that character. 
VE31 - interview parents, teachers, and other adults regarding the luxuries and necessities in their lives. 
VE32 – discuss the definition of the terms necessity and luxury.
VE33 – create a chart to track particular days of the week in which certain chores need to be completed.
VE34 – clean a large table and floor area using a “grid” pattern or a double-cross method. 
VE35 – clean a large table and floor area using a bar pattern, i.e. sweep one path, deposit dirt at the end of the path, then return to the starting point, take a large step backward, and move toward the same wall again, repeating the process. 
VE36 - generate the chores that need to be done at home and school. 
VE37 – create a list of tangible rewards in appropriate media and post them in easily accessible locations.
VE38 - research community organizations and develop a list in the appropriate media.

VH01 - given a reasonable budget for a meal, choose a meal that either they or an adult will prepare and complete a grocery list for the items needed to prepare the meal. 
VH02 - price the items needed for a meal, making use of a customer service representative, if necessary, to find the items on the list and discuss whether budget will cover the cost of the groceries.
VH03 - compute the budget needed for groceries for one day, then for a weekend, and then for a week.
VH04 - observe the work duties of employees for one hour with an explanation of the job duties required in the entire office, not just for one job. Then ask a group of students to come up with adaptive devices or tasks that could be done by people who are blind or have low vision. 
VH05 – discuss how a person with a visual impairment goes to work one day and finds that his or her speech-access computer is not functioning properly and the company’s technical support person is on vacation for a week; generate a list of answers to these questions: 1. What is the problem? 2. Whose problem is it? What is the preferred outcome? 4. What are some alternative solutions to the problem? 5. Which solution would the student or group pick and why? 6. What is the next best solution in case the first solution does not work?
VH06 – locate and complete trips to ___ job-shadowing sites. 
VH07 - discuss how people find jobs. 
VH08 – generate a list at least of ___ people who know them and consider them to be responsible, able workers and at least ___ people to ask about summer job opportunities.
VH09 - gather ___ more ideas for summer jobs by going to the school counselor for suggestions. 
VH10 - gain access to help-wanted ads in newspapers and obtain applications from ___ businesses that have Help-Wanted signs.
VH11 - attend a job fair, get a list of the employers who will be at the fair and, if possible, the booth-arrangement map. 
VH12 - role-play introducing oneself and asking for business cards and information about the business at the job fair.
VH13 - approach a volunteer center to help them obtain volunteer or paid work experience. 
VH14 – complete a self-assessment following a volunteer or paid work experience. 
VH15 - obtain realistic feedback from their employers. 
VH16 - compare the two sets of answers (self-assessment and employer feedback). 
VH17 - research skills or traits are most valued by employers.
VH18 - make their own appointments (or confirm scheduled appointments) once they have the information about their next appointments, and ask them to keep them in a calendar in their computer system or develop a tickler calendar system. 
VH19 - determine how to get to the appointment, arrange transportation, make a list of questions to ask at the appointment, and be prepared to pay for the visit. 
VH20 - list ___ adults whom they would like to interview to find out about their life goals. 
VH21 - become involved in one family undertaking, such as cleaning up the yard. 
VH22 – complete a list of work behaviors that relate to important activities of daily life, for instance, getting ready for school, being there promptly, and turning in homework that is accurate, neat, and on time. 
VH23 - write legal name in script on a 3-inch line.
VH24 - prepare a personal information sheet containing the following information: full name, address, city, state, zip code, telephone number, birth date, birthplace, name of current and former schools, and social security number. 
VH25 – practice completing ___ job applications collected from fast-food restaurants and governmental and general business sources. 
VH26 – braille readers select a responsible person to write for them (a teacher, relative, or friend) on the application; direct what is entered in each space on the application; and have the application reviewed by a third person.
VH27 – low vision readers chose a method for reading and completing the job application.
VH28 - submit three completed applications for review by the staff.
VH29 - learn what the current minimum wage is and calculate the weekly, monthly, and yearly salaries of an entry-level employee. 
VH30 - estimate the monthly costs of food, rent, transportation, entertainment, clothing, and any other necessary expenses. 
VH31 – discuss the difference between gross income (salary before tax and benefit deductions) and net income (take-home salary or money remaining after deductions). 
VH32 – complete a budget for the current living situation if they were paying all expenses for themselves. 
VH33 - analyze ___ fictitious paychecks, noting gross and net income.
VH34 - discuss how and where workers talk to each other and their supervisors. 
VH35 - practice talking to a teacher about an assignment, a problem, or a request for additional time.
VH36 - talk to the school principal about a problem or request and have the principal to give the students feedback if they approach him or her with a problem or request.
VH37 - discuss the traits that make someone a good worker. 
VH38 - develop ___ problem-solving scenarios to determine if an employee’s behavior is honest. 
VH39 - complete a checklist rating themselves on such characteristics as being on time, having good attendance, being honest, being responsible, and working well with others. 
VH40 - learn the best bus route to school or to ___ possible work sites from his or her home.
VH41 - learn ___ alternate routes to get home from family members, friends, or teachers.

VM01 - identify solutions to problems and respond appropriately.
VM02 - plan a trip to a desired store, agency, etc. using public transportation.
VM03 - utilize bus, train, and plan schedules accordingly.
VM04 - develop transportation problem solving strategies when riding public transportation.
VM05 - make reservations for a taxicab.
VM06 - interpret city and state road maps using low vision devices or adapted tactually.
VM07 - identify symbols used in a map legend. 
VM08 - identify vehicle safety signs and procedures.
VM09 - demonstrate knowledge of passenger safety. 
VM10 - write/braille directions from one’s home or school to a desired location.
VM11 - telephone a bus or cab company to ask for travel information.
VM12 - learn alternate routes to get to desired location.
VM13 - keep a travel journal to record info for future return trips to destination, including business cards and receipts. 
VM14 - solicit information from businesses and other individual’s regarding the location of business, activity, and so forth.
VM15 - demonstrate skills in asking for and declining rides.
VM16 - solicit information from operators and drivers regarding transportation scheduling, costs, routes, etc.

VO01 - name ___ occupations of community workers.
VO02 - identifies jobs held by persons with visual impairments.
VO03 - explains job (title and responsibilities) of 5 familiar adults (including parents).
VO04 - participates in field trips to various agencies/businesses for introduction and exposure to services each provide.
VO05 - lists at least 5 possibilities for future employment.
VO06 - lists job requirements for personal service people (e.g., beautician, doctor).
VO07 - explores specific job interests using aptitude or interest inventories.
VO08 - role plays personal interviews (e.g., for jobs, plays, services, etc.).
VO09 - demonstrates beginning skills as an interviewee.
VO10 - gives at least 2 job responsibilities of various job classifications (e.g. secretary, custodian, teacher, postal worker).
VO11 - tells what various community services and businesses do (e.g., lawyers, social workers, child care workers).
VO12 - communicates personal interests within the framework of possible job exploration.
VO13 - list vocational skills and education needed for at least 5 jobs/professions.
VO14 - completes forms/applications correctly.
VO15 - writes at least one report on a job/worker in the community.
VO16 - reports personal vocational and life-style options.
VO17 - task analyzes at least 4 jobs and identifies potential personal job accommodation needs for each.
VO18 - explores training needs and work experience needed to achieve career goal.
VO19 - produces a sample resumé.
VO20 - solicits information on types of jobs and how to apply for them from appropriate personnel (e.g., store clerk).
VO21 - reports pay scale range of 10-20 job types or careers.
VO22 - identifies resources for assistive technology to facilitate personal employment.
VO23 - lists various combinations of worker benefits (including health/life insurance, vacation time/pay, social security, workers compensation, etc.).
VO24 - evaluates personal situations/skills for productive vocational decision
VO25 - reports on available vocational services (i.e., counseling and placement).
VO26 - secures references and recommendations.

VP01 - verbally list the jobs of family members, both children and adults.
VP02 - describe the jobs performed by people at the preschool, ___ children and ___ adults.
VP03 - identify jobs that are carried out by ___ community workers they know about.
VP04 - tell what ___ jobs they would like to have when they grow up.
VP05 - talk with the ___ older children with visual impairments who may be considered role models and ask what jobs they have.
VP06 - ask questions about props, objects, or equipment and explore them to build an understanding of a community worker’s responsibilities and interests in a particular job. 
VP07 - talk with the ___ older children with visual impairments who may be considered role models and ask how they learned a compensatory skill (i.e., cane use, cooking, etc.) they have.
VP08 - discuss with their family the possible household chores that they can perform at home and tell the teacher of students with visual impairments what their jobs are at home.
VP09 - list their jobs at school for their family.
VP10 - describe for the teacher of students with visual impairments the system of consequences the child has at home related to the completion or noncompletion of assigned chores; for example, after the children help clean up after lunch, they can play outdoors.
VP11 - describe for the teacher of students with visual impairments what happens if they do not perform assigned jobs.
VP12 - describe for the teacher of student with visual impairments, the specific responsibilities that they (preschoolers) have for self—care.

VR01 - organize a notebook or notebooks for school and personal purposes. 
VR02 - label Notebook folders in their preferred medium. 
VR03 – prepare a list of equipment needed for daily classroom use and the storage needed for it, sort, store, and organize.
VR04 – complete a career interest inventory.
VR05 – investigate ___ careers related to the primary one found in the interest inventory. 
VR06 – discuss with ___ adults the careers in the interest inventory.
VR07 – read ___ books about people who have undergone life experiences—and have them explain what interests them about those experiences—and consider what they like best.
VR08 – explore ___ hobbies, sports, or crafts projects and choose one and try it.
VR09 - discuss among a small group the differences between aggressive, passive, and assertive communication skills and to give examples of each. 
VR10 – discuss stories or movies and television shows and the characters, noting who demonstrated passive, assertive, or aggressive communication skills.
VR11 - research two leaders from the past or present and compare these leaders’ communication styles and leadership qualities.
VR12 - discuss the differences between a job and career.
VR13 – make a list of which jobs they would like to have while in high school and after high school.
VR14 - make a list of which careers they would like to pursue. 
VR15 – visit CareerConnection at afb.org names, addresses, and telephone numbers or emails of people who are currently employed in these jobs or career areas. 
VR16 - generate a list of questions to ask these employees.
VR17 – call or email ___ these employees and generate a written report of the interview and submit for credit in an academic class.
VR18 - fill out ___ job applications, which require a summary of the applicant’s education, skills, and work experiences. 
VR19 - obtain ___ job applications at work sites where they would like to work when they are able to get jobs. 

VT01 - investigate services offered by local agencies.
VT02 - develop knowledge of community resource agencies.
VT03 - be an active participant in planning for his/her future.
VT04 - understand the use and utilize a phone card.
VT05 - determine proper battery size for a battery operated device and install the battery correctly.
VT06 - call help desk for solving technology questions/problems.
VT07 - write cash amounts to $99.99.
VT08 - count money amounts to $99.99
VT09 - complete a deposit slip for currency, checks, or currency and checks and balance a check register.
VT10 - sign a personal check using a signature guide.
VT11 - request the denominations of money desired (i.e. 2 10’s).
VT12 - correctly fold and put away money.
VT13 - understand basic banking terms.
VT14 - use an automated teller machine.
VT15 - shake hands and introduce self while looking in the direction of the person spoken to.
VT16 - be exposed to meaning/use of debit card.
VT17 - explore a variety of career choices by observing or interviewing professionals.
VT18 - identify clothing appropriate for career of their choice.
VT19 - identify and demonstrate the steps involved in searching for a job.
VT20 - become familiar with appropriate interviewing behaviors.
VT21 - become familiar with basic interviewing skills.
VT22 - demonstrate appropriate language when interviewing for a job. 
VT23 - become familiar with questions to ask during an interview.
VT24 - explain the importance of grooming in relation to the job interview process.
VT25 - create a resume/complete an application.
VT26 - compare various jobs visited for personal interest level.
VT27 - shake hands and introduce self while looking in the direction of the person spoken to.
VT28 - complete a variety of job applications.
VT29 - verbalize his/her work ethic to a prospective employer or adult.
VT30 - identify the technologies he/she has been trained on and their level of comfort with each technology. 
VT31 - determine how interests, abilities, and personal priorities affect career choice.
VT32 - propose short-term and long-term career goals.
VT33 - complete a job application form for an employment opportunity in the student's interest area.
VT34 - develop a resume for an employment opportunity in the student's interest area.
VT35 - demonstrate knowledge of the concepts and skills related to health and safety in the workplace, as specified by appropriate government regulations.
VT36 - demonstrate appropriate language when interviewing for a college admission.
VT37 - become familiar with appropriate interviewing behaviors.
VT38 - become familiar with questions to ask during an interview.
VT39 - shake hands and introduce self while looking in the direction of the person spoken to.
VT40 - complete a college application.
VT41 - summarize the decision-making process.
VT42 - discuss consequences and responsibilities of decisions.
VT43 - determine responsibilities of living as an independent adult.
VT44 - describe the influence of peers on the individual.
VT45 - discuss functions and roles of dating.
VT46 - determine communication skills and practices that would strengthen a marriage.
VT47 - explain the role of the individual within the family.
VT48 - determine procedures for meeting individual and family needs through resource management.
VT49 - describe roles and responsibilities of individuals and family members throughout the family life cycle.
VT50 - analyze financial considerations related to the family life cycle.
VT51 - practice techniques for managing stress.
VT52 - identify available family health-care resources.
VT53 - determine criteria for selecting professional medical services for family members.
VT54 - identify special health needs of individuals.
VT55 - identify modification requirements in diet, clothing, and environment needed by family members with special health needs.
VT56 - identify resources and technological advances that can be utilized in meeting the special needs of family members.
VT57 - explain the role of personal goals and priorities in the decision to becoming a parent.
VT58 - determine the social, emotional, intellectual, physical, and financial readiness required for parenting.
VT59 - determine the legal responsibilities involved in parenting. 
VT60 - analyze the implications of various family structures on parenting practices and childcare options.
VT61 - identify criteria for selecting quality childcare.
VT62 - identify strategies that promote safe environments for children.
VT63 - determine responsibilities of parents in appropriately managing the safety and health care of children.
VT64 - explain responsibilities of parents in providing children with nutritionally adequate diets.
VT65 - identify positive role modeling behaviors.
VT66 - analyze the physical, emotional, social, and intellectual development of the newborn.
VT67 - describe positive care giving techniques.
VT68 - identify and maintain hand and power tools and equipment.
VT69 - demonstrate knowledge of personal and occupational safety practices in the workplace.
VT70 - demonstrate safe practices in selecting, applying, storing, and disposing of chemicals.
VT71 - select appropriate tools and equipment.
VT72 - complete an application for a state identification card.
VT73 - participate in voter registration and the voting procedure.
VT74 - demonstrate an understanding of his/her civil rights and responsibilities.
VT75 - solicit aid from a responsible person to assist with note taking, etc.
VT76 - talk with a principal or another authority figure about a problem or request.
VT77 - demonstrate the following behaviors while on a transition lesson: punctuality, dependability, cooperation, following directions, effective communication skills, and safe traveling.
VT78 - schedule an appointment for orientation to or for assistance in store from store staff employee.
VT79 - recognize and use a twenty-dollar bill to purchase items totaling less than $20.
VT80 - read price tags to $99.99
VT81 - select a lower priced item from more than two similar items.
VT82 - use shopping flyers to aid in purchasing of an item.
VT83 - identify basic dorm room/home furnishings.
VT84 - identify and differentiate between luxury and necessity purchases.
VT85 - develop independent grocery shopping skills. 
VT86 - expand and refine shopping skills in department stores, single-item stores, discount stores and/or mall.
VT87 - select and purchase own clothing.
VT88 - select appropriate clothing for work, school, and social settings.
VT89 - shake hands and introduce self while looking in the direction of the person spoken to.
VT90 - speak engage in conversation (either verbally or using a communication device) with other peers or adults on transition trip.
VT91 - speak clearly and effectively to an unfamiliar person.
VT92 - demonstrate appropriate body posture (i.e. head up).
VT93 - demonstrate appropriate behaviors (i.e. no body rocking, no eye poking).
VT94 - practice effective verbal, nonverbal, written, and electronic communication skills.