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Vision Loss Rehabilitation Canada's strategic goal: To help youth and working-age adults achieve success in post-secondary school and the work world, VLRC needs to integrate employment-specific tools and resources into the delivery of services. VLR specialists must receive training in how to use the tools and acquire skills specific to working with individuals who are furthering their education and/or looking for employment.Introduction to the lifelong career education model: Career awareness, exploration, preparation, placement, maintenance, and mentoring Young children need to be made aware of the world of work and responsibilities they will need to master before entering school and work (awareness what s in store). Children in primary school need to explore career possibilities (without limits being set concerning what s realistic!) and learn basic, functional academics and vocational/life skills. Youth in secondary continue to prepare for work (in postsecondary and following graduation, if not planning to attend postsecondary training) by refining their functional academic and vocational skills while learning job seeking and job keeping skills. Ideally, placements (short-term and temporary typically) occur before youth exit from their secondary studies. Adults move into full-time work placements and continue to refine their skills with continuing education experience, as needed. While there are differences in how this may play out for congenitally and adventitiously blinded individuals, all adults who are not severely or profoundly multiply disabled are expected to work. Working-age adults (18-65ish) are expected to maintain employment over time this typically requires good soft skills, as well as the interests, abilities, values, and talent to perform on-th-job. Ideally, mature adults (over the age of 40ish) are expected to mentor younger workers coming into the workplace an especially important construct for PBVI. |
