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The most effective way to prepare students with disabilities for life after graduation is to learn about their postsecondary goals, since not everyone will want to attend college, says Laurie VanderPloeg, associate executive director for professional affairs at the Council for Exceptional Children .


Knowledge about students’ specific areas of interest can help schools and teachers use available resources to ensure a successful transition process out of high school, she said.


When it comes to programming career development, VanderPloeg says, the best approach is to learn both hard skills, such as operating a sewing machine, and soft skills, such as getting to work on time and being able to communicate and advocate for yourself effectively.


“What we need to do is place as much emphasis on ensuring that our people with disabilities have the soft skills to be able to manage, self-regulate and advocate for themselves in a work environment, just as it is important to teach them to skills, VanderPloeg said.


The Lillian Rashkis Sewing Lab strives for such a balance. The laboratory is part of the school’s career development and vocational studies program.


Research shows that students with disabilities participate in vocational and technical education courses have a higher employment rate after graduation. However, Proponents of special education emphasize this that schools, if they want to build the skills to succeed, need a social-emotional framework.


Programs like the Sewing Lab empower students by providing them with marketable skills in creative fields, and VanderPloeg says creating these environments where students can receive constructive feedback will help soften the impact of barriers to success.



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