Career development for adolescents and young adults with mental retardation

Professional School Counseling, Dec, 2004 by John Wadsworth, Amy Milson, Karen Cocco

The opportunity for students at the elementary, middle, and high school levels to explore a variety of activities in the academic, social, leisure, vocational, and domestic domains is critical in career development for people with mental retardation (Levinson et al., 1994). School counselors at the elementary level can work collaboratively with teachers to help increase students' awareness of their own abilities and interests that may transfer to future career opportunities. School counselors can assist students who are enrolled in middle school to develop a better awareness of the transferability of abilities and preferences to a variety of careers and occupational opportunities. Career planning may assist high school students and parents in the development of multiple career plans that rely on a common set of transferable skills to promote employment resiliency in a changing economy (Szymanski, 1999). School counselors may be a key resource for students and families faced with the diverse activities available through the IEP proccss at the elementary, middle, and high school levels with the future goal of career succcss as an adult.

Decision-Making Skills

A key component of career development activities for elementary-aged students, adolescents, and young adults is training in decision making (Campbell& Dahir, 1997; Reid & Bray, 1997). The American Academy of Pediatrics (2000), Sowers et al. (2002), as well as Wadsworth and Cocco (2003) noted that peopl ewith Mental retardation should be taught decision making skills before beginning career development activities. The ability to indicate a preference and choose an outcome that is in one's self-interest is a skill that is a key component of career development and many other quality-of-life decisions (Whitney Thomas et al., 1998). Learning activities may include practice in making incrcasingly important decisions that affect lifestyle and satisfaction (American Academy of Pediatrics). Beginning in elementary school, students may be taught steps of decision making through classroom guidance lessons (Shevin & Klein, 1985). Guided decision-making exercises and planned opportunities for students to make important decisions and experience consequences in a safe environment are frequently used methods of teaching decision-making skills (Levinson et al., 1994).

Reframing Existing Opportunities

Career choice presupposes the existence of alternatives from which to choose (Reid & Bray, 1997; Sowers et al., 2002). However, there may be a limited number of career options for students with severe cognitive deficits (Pierce et al., 2003; Reid & Bray). Contextual factors such as the availability of day services, funding resources, and the capacity of a vocational program to serve a new consumer may influence immediate post-high school career plans (Hilton & Gerlach, 1997). The courses of occupational change that are common among peers (e.g., relocation) may not be realistic options for people with mental retardation, who may be dependent upon family and local case management resources, and who often lack the financial means to relocate to obtain preferred employment or post-high school training (Wehman & Kregel, 1998).