LABBB Vocational Program
Preparing students with the end in mind ...
LABBB’s goal is to prepare all students for a meaningful, successful adulthood at their highest level of independence.
The focus for younger students is on:
· Development and application of communication, pragmatic language, and social skills
· The importance of taking responsibility for their actions
· Development of strategies for managing time, materials, and belongings
· Management of personal needs
· Self advocacy skills
As students transition to middle school, they are introduced to work related activities within the school setting. These activities help them apply academic knowledge and develop foundational work skills necessary for employment.
For students attending LABBB High School Programs, vocational and transition services are an inherent and ongoing process. This involves continuous assessment and development of academic skills, independent living skills, and vocational training, in preparation for the transition to adult life.
Academic Teachers, Vocational Counselors, Specialists, and Vocational Instructors collaborate to provide a full continuum of services and learning environments, where students understand the connection between school and work.
High school students have the opportunity to participate in school and community-based vocational training and exploration. LABBB provides a continuum of vocational experiences designed to help students identify vocational strengths and interests, build skills and increase their level of independence.
The range of experiences consist of:
· School-based work activities
· Small group vocational training at community-based work sites, directly supervised by a LABBB
· Independent internships utilizing employer provided natural supports
· Competitive employment
Students are encouraged to learn and grow by taking risks and expanding the boundaries of their current knowledge and skill set. Emphasis is placed on the development and refinement of those skills necessary to obtain and maintain employment within their area of interest, including problem solving, work place behavior, and industry specific skills.
The determination of settings and time allocated toward vocational training activities is individualized.
Determining factors consist of:
· The student’s age
· The student’s post secondary goals
· The Team’s transition discussion at the annual IEP meeting
· The student’s interests
· The student’s aptitude
· The student’s level of independence socially and behaviorally