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RUNNING HEAD: Employability Development for SWDs through Technology

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Employability Development for Students with Disabilities through Technology

CAPSTONE REPORT

Casey J. Payne

Kennesaw State University

Summer 2018

Dr. Judy Wright

Employability Development for SWDs through Technology

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Capstone B Report

Description of the Capstone Experience

The Project Search program facilitated by Walker County Schools is located in a medical

hospital within Walker County. The program is composed of students, who are referred to as

interns in the Project Search curriculum, ages 18-22 within our school system whom has met the

eligibility graduation requirements for students with disabilities. Within this program, students

with significant developmental disabilities ranging from autism to mild/moderate intellectual

disability learn job skills through multiple employment placements (3 10-week rotations within

the one year program in different departments within the hospital) (Project Search, 2011-2012).

In today’s workforce, one must be prepared to use technology as an advantage and be familiar

with platforms and skills necessary to succeed. Project Search is driven by collaboration with the

following community partners: host business (CHI Memorial Hospital); local school districts

(Walker and Catoosa County schools, Chickamauga City Schools), vocational rehabilitation

services, community rehabilitation partner, long term support agency, and social security

administration (SSA). The Project Search program serves students whose end goal is competitive

employment (Project Search, 2011-2012).

This capstone project focused on technology implementation into the Project Search

curriculum to serve the needs of the interns involved. The main component of this

implementation was a Project Search Weebly. All other components and elements of this

capstone project revolved around the foundation of the Project Search Weebly. The objectives of

the capstone included pre and post assessment to assess technology literacy, a social media

safety unit, creation of a resume along with a QR code that directs the audience straight to the

intern’s portion of the Weebly, newsletter to highlight intern successes and provide all


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stakeholders involved with information regarding Project Search, and technology coaching to the

two individuals (job instructor and job coach) by recommending and implementing digital tools

and resources for students with disabilities.

The first undertaking that occurred was the initial framework development for the

Weebly site for Project Search. This included headers and themes, which includes: Home,

Business Advisory Council, 2018-2019 Interns, 2017-2018 Interns, Events, Previous Interns,

Project Search tools, Career Webquest, and Contact information. Under the Business Advisory

Council, subheadings of Meetings and Partners are present. Under the respective Intern headers,

subheadings are present for each intern that participated in the Project Search program this year

and/or will participate in the program next year, respectively. Once interns graduate from the

program, an individual’s information will be moved to the Previous Interns page where students

will still have access to artifact and deliverables developed as a part of the technology

component of the Project Search program after graduation.

The second area of development that encompassed a majority of timeframe within the

capstone project was the development of artifacts and deliverables to be implemented on each

intern’s section of the Weebly site. This development, support, and implementation occurred

during weekly “technology time” which took place with the Project Search technology coach.

Three main artifacts were developed and added to each intern’s section of the Weebly site: a

welcome page along with paragraph and video, a resume including all the work experience while

in the Project Search program (see Appendix A), and the results of the O-Net Profiler which is an

assessment that categorizes students’ likes and dislikes and recommends career fields for

individuals (see Appendix B). Therefore, if a potential employer visits an intern’s Weebly page

either through the QR code on his/her resume or by URL, the employer will be introduced to the


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intern, be able to watch a welcome video from the intern, view a resume complete with skills and

work experience, and see the result O-Net profiler page from the intern to show what jobs in

which he/she may be proficient.

The third element addressed in this capstone was the development and implementation of

newsletters to engage stakeholders outside of the Project Search program. A group of individuals

known as the Business Advisory Council (BAC) meets quarterly to discuss job placement

options for the interns after graduation from Project Search. This group was the link for the

newsletter development within this capstone project. Two newsletters were developed (see

Appendix C and D) and encompassed meeting minutes of the BAC meetings and also

highlighted the interns and possibly placements based off of interest and experience. These

newsletters are stored in the “Business Advisory Council” section of the Weebly under the

“Meetings” tab. Upon development, these newsletters were emailed out to every individual and

business involved with our Project Search program and also to the school administrators within

out county to show the possibilities this program offers.

The final element of this capstone project involved the research, recommendation and

implementation of professional development for the two individuals (instructor and job coach)

involved with the Project Search program. These two individuals will take over the “technology

time” aspect of the program next year, while the technology coach will still maintain and

enhance the Weebly site with next year’s new interns. At this time, the conclusion of this

capstone addressed the professional development through a series of coaching sessions to

research, develop, recommend and implement digital tools and processes that were successfully

utilized this year along with tools and strategies that may be beneficial next year.

Barriers and Obstacles


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Three obstacles were encountered within this capstone project. The first obstacle that was

encountered was one intern was dismissed from the program and returned to high school. This

took the initial expected number of seven interns down to six. With three educators working with

the Project Search program (instructor, job coach, and technology coach), this left a 2:1 intern-

to-teacher ratio. This served as an invaluable relationship building component of the Project

Search program and this capstone project. The second obstacle that was presented was the

independence factor in serving students with disabilities. Currently, there are three interns with

autism characterized by difficulty in verbal communication and social awareness. They have

developmental differences and unusual responses to environmental sensory stimuli. Individuals

with autism can be resistant to change in environment or daily routine and have difficulty

interacting with others appropriately and lacks age appropriate social skills (Szidon, Ruppar, &

Smith, 2015). They sometimes have difficulty expressing himself/herself and understanding

verbal directions. Interns with autism become preoccupied with topics or items of interest and

may have difficulty switching focus to classroom instruction (Szidon et al., 2015). Autistic

individuals also have difficulty following multi-step instructions when given orally. The three

other interns are diagnosed with mild intellectual disability (MID) characterized by delays in

cognitive, academic and adaptive behavior skills. It takes MID interns longer to learn new

concepts. They have trouble understanding abstract ideas and making inferences and also have

difficulty transferring a learned concept across settings. MID interns also exhibit an expressive

language disorder that causes them to lack confidence and may need extended time to process

and express thoughts, ideas and answers to unfamiliar concepts. The strategy to progressing with

all six interns included a scaffolding approach from the beginning of the school year. The interns

worked extensively through “technology time” to learn what was and was not appropriate when


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communicating with individuals online in an e-mail and messaging setting. Video conferencing

and video documentation were also used to address and implement technology standards of

communication and collaboration. The evidence of this development and implementation can be

seen in the graduation video, located at the bottom of the homepage of the Weebly site, which

features a video from each intern at the beginning of the year and at the end before graduation.

The final major obstacle encountered during the capstone project was after a short unit on social

media safety, it was clear that this objective may have been too ambitious for some of the social

disabilities that were present within the group of interns. It was observed early on that many of

the interns had trouble with social awareness in person, so the concept of social media was

foreign and ambitious to attempt. After the initial social media unit, it was decided to concentrate

more on the employability skills offered through Project Search that would lead to immediate

employability rather than personal social media behavior.

Follow Up

Follow up plans for this capstone project include the online presence developed and

implemented this year through the Project Search Weebly will be maintained and developed

even further over the summer and through the 2018-2019 school year. This capstone has allowed

for direct artifacts that the interns involved can use to gain employment, and the objective is to

add even more tools and deliverables next year to the Project Search Weebly. A connection and

relationship remain with the six interns that completed the program and updates to their artifacts

and deliverables that are located in the Weebly will continue to be maintained and utilized.

Discussion/Reflection

The conclusion of this project has shown the beneficial aspects technology can play when

utilizing strategies and digital tools with students with disabilities. There is more of a need now


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than ever for individuals with disabilities to be functional not only in workplace technology, but

also personal technology skills to enhance his/her life (Trainer, Morningstar, & Murray, 2016).

Trainer et al. (2016) address the legislative mandates of IDEA (Individuals with Disabilities

Education Improvement act) and the Rehabilitation Act of 1973 to highlight the need to

successful post secondary outcomes coupled with transition planning. “According to the IDEA,

planning and services must be individualized and specific to students’ interests, preferences,

strengths and needs with specific postsecondary goals documented on students’ individualized

education plans no later than age 18 (Trainer et al., 2016, p. 113).” Through research of

secondary transition planning for students across three high incidence disability categories of

learning disabled, attention deficit hyperactivity disorder, and emotionally disabled, Trainer et

al.’s research identified three evident findings important to transition planning: transition

planning and plan implementation, stakeholder involvement, and needed transition services.

“The most commonly identified programs and services necessary for post school goal attainment

across IEPs of students with high-incidence disabilities were vocational training and

postsecondary education (Trainer et al., 2016, p. 116).” Along with the aforementioned

predictors, Wehman, Sima, Ketchum, West, Chan and Luecking (2015) also identified the

importance of employment training/work experience and the role for parents’ expectations of

their child’s future as crucial components for a successful transition process. This capstone

project has addressed the need for successful transition planning for students with disabilities and

has used technology to enhance this planning by providing artifacts and employability skills for

the interns’ immediate use.

Knowledge was obtained regarding technology integration for students with disabilities

and visualizing the entire picture when planning for technology implementation. One must


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remember that accommodations and modifications may need to take place in order for students

to be successful. Being ambitious and trying to accomplish as many things as possible was not

the most beneficial avenue for this capstone project. However, collaboration among educators

involved allowed for student focus to be central and technology implementation across various

aspects of the Project Search curriculum. By being aware of the disabilities present within the

program, correct measures were taken to provide the least restrictive environment and

accommodations to be efficient and productive. Specific accommodations used within this

capstone project included: calculator to compute monthly/hourly pay, visuals (checklists, steps

written out, etc.) to support processing of information, additional time to give a response or

perform a task due to slower processing of information, provide clear, concise directions to

promote allowing extra time to process verbal information before requiring execution of task,

have students restate expectations of tasks, repeat verbal direction, verbal direction being

supported in writing to reduce frustration and misunderstanding, and checklist of steps to

complete for required tasks to ensure comprehension and completion. Along with these

accommodations, implementation included using technology effectively to differentiate

instruction and provide rigorous, relevant, and engaging learning experiences for ALL students

(ISTE, 2017). The use of the Project Search Weebly, and support provided through “technology

time” allowed for designing technology-enhanced learning experiences with differentiation,

including adjusting content (such as reprioritizing the social media safety unit), process, product,

and learning environments based upon student readiness levels, learning styles, interests, and

personal goals (ISTE, 2017).

Through this capstone project, objectives required technology development and

implementation with both teachers and students, which allowed for a variety of strategies to


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initiate and sustain technology innovations and manage the change process in the Project Search

program (ISTE, 2017). The critical component of the Project Search capstone evaluation is the

number of interns that receive job placements in competitive employment at the time of

graduation. At the completion of this capstone project, four out of six interns already had full

time jobs, and the other two are actively working with job coaches and outside agencies to find

the right placement.

Two main standards were addressed through this capstone project. First, Standard 2 of

the Georgia Performance Standards was central to this capstone project, which states “candidates

demonstrate the knowledge, skills, and dispositions to effectively integrate technology into their

own teaching practice and to collaboratively plan with and assist other educators in utilizing

technology to improve teaching, learning, and assessment”. Through this capstone project,

implementation was demonstrated of technology to model and facilitate the effective use of

research-based best practices in instructional design when designing and developing digital tools,

resources, and technology-enhanced learning experiences (PSC 2.6). Design and implementation

throughout this capstone included modeling and facilitating the effective use of digital tools and

resources to support and enhance higher order thinking skills (e.g., analyze, evaluate, and create);

processes (e.g., problem-solving, decision-making); and mental habits of mind (e.g., critical

thinking, creative thinking, metacognition, self-regulation, and reflection) (PSC 2.4). This

capstone centered on the higher order thinking skills of post-secondary employment for student

with disabilities and creating an online presence to aid in successful employment and integration

into a post secondary employment environment. Personal beliefs were greatly influenced by this

capstone project, as many concepts addressed an individual’s ability to both receive and transmit

information in a variety of ways. As a teacher of students with disabilities, an individual’s ability


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to both receive and transmit information in a variety of ways can transform an educational

environment into a positive experience for students of all learning levels. Second, Standard 3 of

the Georgia Performance Standards, which states “candidates demonstrate the knowledge, skills,

and dispositions to create, support, and manage effective digital learning environments”, was the

other major standard addressed in this capstone. Through creating the digital learning

environment of the Project Search Weebly for this capstone, management of digital tools and

resources to provide for a positive student learning experience were present (PSC 3.2) while also

adapting lessons to use assistive technology and differentiation to support individual student

learning needs (PSC 3.4). In providing this support and differentiation, selecting and evaluating

digital tools and resources (PSC 3.6) provided paramount to the success of this capstone by

allowing students choice and variety of tools based on accommodations needed. This capstone

assisted my professional ability to integrate technology in personal educational settings as well

as manage digital learning environments for others, especially students with disabilities who

need that additional support.

In conclusion, this project aided individual professional development, adult learning, and

leadership to provide a great need for students who otherwise would be sitting at home after

graduation without a pathway to succeed. This capstone project coupled with the Project Search

curriculum allowed for students with disabilities to use digital tools to communicate and

collaborate locally and globally with other students, parents, peers, and the larger community

associated with Project Search (ISTE, 2017).


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References

ISTE Standards. (2017). Retrieved from http://www.iste.org/standards/standards

Project Search (2011-2012). Retrieved from http://www.projectsearch.us/

Szidon, K. s., Ruppar, A., & Smith, L. (2015). Five Steps for Developing Effective Transition

Plans for High School Students with Autism Spectrum Disorder. Teaching Exceptional

Children, 47(3), 147-152. doi:10.1177/0040059914559780

Trainor, A. A., Morningstar, M. E., & Murray, A. (2016). Characteristics of Transition Planning

and Services for Students with High-Incidence Disabilities. Learning Disability

Quarterly, 39(2), 113-124.

Wehman, P., Sima, A., Ketchum, J., West, M., Chan, F., & Luecking, R. (2015). Predictors of

Successful Transition from School to Employment for Youth with Disabilities. Journal

Of Occupational Rehabilitation, 25(2), 323-334. doi:10.1007/s10926-014-9541-6


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Appendix A *Some information was removed due to confidentiality concerns.

Jordan Ezekiel Chapman

[email protected]

PROFESSIONAL QUALITIES

On-time, friendly, hard worker, helpful,

PROFESSIONAL EXPERIENCE AND DEVELOPMENT Food Lion of Chickamauga, GA May 2018 - present Project|SEARCH CHI Memorial Hospital Georgia, Fort Oglethorpe, GA August 2017- May 2018

Parkside Dietary

● Stocking ● Break down boxes and put them in the dumpster ● Load and unload industrial sized dishwasher ● Package Silverware

Materials Management

● Pick up and deliver mail ● Dust mop floors ● Dust shelves ● Pull stock orders

Environmental Services

● Clean discharge patient rooms ● Put Trash in the trash bin ● Mop ● Sanitize rooms

EDUCATION

Project|SEARCH CHI Memorial Hospital Georgia, Fort Oglethorpe, GA August 2017-present Project|SEARCH is a school to work transition program designed to help young adults gain valuable job training and unpaid work experience at CHI Memorial Hospital Georgia. Ridgeland High School, Rossville, Georgia Received High School Diploma, May 2017


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Appendix B

5/8/2018 O*NET Interest Profiler: Score Report at My Next Move

https://www.mynextmove.org/explore/ip-print?t=i&z=0&i=153238322628 1/2

Printed for: Jordan

O*NET Interest Profiler: Score Report

R I A S E C

Realistic

Your score: 15

People with Realistic interests like work thatincludes practical, hands-on problems andanswers. Often people with Realistic interests donot like careers that involve paperwork or workingclosely with others.

They like:

Working with plants and animalsReal-world materials like wood, tools, andmachineryOutside work

Investigative

Your score: 32

People with Investigative interests like work thathas to do with ideas and thinking rather thanphysical activity or leading people.

They like:

Searching for factsFiguring out problems

Artistic

Your score: 38

People with Artistic interests like work that dealswith the artistic side of things, such as acting,music, art, and design.

They like:

Creativity in their workWork that can be done without following aset of rules

Social

Your score: 32

People with Social interests like working withothers to help them learn and grow. They likeworking with people more than working withobjects, machines, or information.

They like:

TeachingGiving adviceHelping and being of service to people

Your interest results:

Realistic 15Investigative 32

Artistic 38

Social 32

Enterprising 26Conventional 28


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Appendix B (continued)

5/8/2018 O*NET Interest Profiler: Score Report at My Next Move

https://www.mynextmove.org/explore/ip-print?t=i&z=0&i=153238322628 2/2

Enterprising

Your score: 26

People with Enterprising interests like work thathas to do with starting up and carrying outbusiness projects. These people like taking actionrather than thinking about things.

They like:

Persuading and leading peopleMaking decisionsTaking risks for profits

Conventional

Your score: 28

People with Conventional interests like work thatfollows set procedures and routines. They preferworking with information and paying attention todetails rather than working with ideas.

They like:

Working with clear rulesFollowing a strong leader

Special Notice: Proper Use of O*NET Interest Profiler Results

You should use your O*NET Interest Profiler results to explore the world of work and identify careers that may satisfywhat is important to you in a job-your interests. You will be able to look at the interests satisfied by careers and compare themto your own interests. Talk to a vocational/employment counselor or teacher for more help on how to use your O*NET

Interest Profiler results.

Your O*NET Interest Profiler results should not be used for employment or hiring decisions. Employers, educationprograms, or other job-related programs should not use your results as part of a screening process for jobs or training.

If you think that your O*NET Interest Profiler results are being used incorrectly, talk to your vocational/employmentcounselor, teacher, or program administrator. You also can contact the National Center for O*NET Development for assistance.

National Center for O*NET Development Attention: Customer Service

P.O. Box 27625 Raleigh, NC 27611

Email: O*NET Customer Service ([email protected])


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Appendix C


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Appendix C (continued)


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Appendix D

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