Vocational Jobs in the Classroom

As a school-based occupational therapist (OT), I’ve seen the importance of incorporating vocational skills into the classroom daily. I initially thought that this was only for my transition-aged students [high school] who were closer to real world jobs. But that is just not the case. I have come to realize that the earlier we start to build these skills the better! Special education students often have delays in executive functioning skills among other areas of development, therefore, they often require more repetitive practice and longer learning periods before mastering a novel skill.

Practice makes permanent!

Starting early also helps the team to problem solve through barriers as they pop up. These skills not only prepare students for future employment, but also enhance their independence, confidence and competence in daily life activities. OTs [among other related service providers!] can support. Check out my blog on Job Training and OT for more information on OT’s role.

Pre-Vocational Skills

As I mention in my blog on Job Training , incorporating tasks like sorting, marching and simple assembly can provide students with a sense of purpose and accomplishment while building foundational skills for future employment. Simply Special Ed has a variety of products that can support these pre-vocational skills!

There are over 20 sorting resources available [many of them are FREE!]. I plan to use the FREE Task Box 4-Pack: Summer Matching + Sorting resources during ESY this summer!

Vocational Skills in Daily Classroom Routines

Daily classroom routines offer naturally occurring opportunities to practice vocational skills as well. Tasks like setting up [or cleaning up!] materials, organizing supplies, activities of daily living, etc. are all great ways to work on vocational skills. Some teachers like to have a list of classroom jobs that rotate or are specifically adapted to suit the strengths/abilities of each individual student. Consistent daily routines are comforting and predictable for students. They create opportunities for repetitive practice of skills and build good habits for future employment. If everyone in a classroom has a job, a sense of community and responsibility within the classroom is also built. Try aligning therapy goals [not just OT!] with classroom goals/objectives so that students receive consistent and meaningful instruction throughout the entire day that is all working towards the same transition goals.

Start a Classroom Business

Some of my secondary classrooms also have classroom businesses! You can do this at any level though through scaffolding supports.

Coffee Cart

My secondary life skills classroom has a coffee delivery business. It has been neat to see it evolve over the years. We used to have a coffee shop that teacher’s had to come to physically to pick up coffee that was pre-ordered [so that the students didn’t have to work so much “on the fly”]. We then added delivery because not all teachers were free the period the coffee shop was open. Students were working on all the skills related to filling orders and making coffee, but also social interactions, school navigation, time management, money management and functional mathematics. The list goes on on on!

Winter & Spring Sales

We also do a holiday bazaar where students make things throughout the school year and then sell them at two annual events open to families and the entire student body/staff. Students are exposed to a lot of vocational skills making a variety of products to sell! The day of the bazaar, students work on other vocational/job skills as they assist shoppers, work the cash registers, restock items, etc. It is a great way to work on workplace endurance, waiting, and self-advocacy skills as well.

Hopefully this discussion has helped you to see the importance of vocational skills. If you have students who have transition plans, I hope you got some ideas for how to incorporate some vocational skills into your classroom routines. If you have younger students, I hope this post started to get the wheels turning regarding small steps we can take early on [now!] so our students are as success as possible when they leave us and enter the “real world”! Consider using these transition surveys to get a sense for what your student might be interested in! Then start there!