Date(s) of Profile: 4/6/2003
Compiled by: Ellen Condon, Robin Greenfield, Kathy Malcom,
Paddi
Davies, Amy Larson
Revised 9/00
Vocational/Personal Profile Form
Section 1: This information connects the participant to their family
and existing community.
1. Identification Information
a. Name: Emily
b. Date of birth: 10/24/83
c. Social Security #: xxx-xx-xxxx
d. Address: 102 W. Crowded Street, somewhere, ID 83xxx
e. Phone: (208) xxx-xxxx
f. Marital status: Single
g. Current occupation and life status: (This gives the reason for
completing a profile)
Emily graduated from Big Sky High School last
year. She currently works
2 days a week at DWI’s sheltered workshop and attends a Day Activity
Center the other 3 days of the week. Her IP team and her family would
like to see Emily in a job in the community. The purpose of this Profile
is to gather information about her Ideal Conditions for employment.
2. Residential/Domestic Information
a. Family (Parent/guardian, spouse, children, siblings):
Emily lives
with her parents and two sisters.
b. Extended family:
Emily’s maternal grandmother, Lucille, lives 5 blocks from the
family’s home. Emily spends many evenings at her grandmother’s
house practicing the piano and watching Wheel of Fortune. Emily’s
Aunt, Debbie, lives in somewhere Idaho and spends time with Emily. Emily
has two older brothers, Chris, age 23 who attends Brigham Young University
and Scott who is 21 and is a freshman at Brigham Young. They have been
at home in the summer but this summer Chris is getting married in May
and Scott is going to summer school – they will come home intermittently
this summer.
c. Names, ages, relationships and employment of persons living in
same home/residence:
1. Clayton Age: Relation: Father Employment: Senior
Technologist
2. Kathy Age: Relation: Mother Employment: Special Educator
3. Brittney Age: Relation: Sister Employment:
4. Jamie Age: Relation: Sister Employment:
d. Residential history:
Emily has lived in the same house in Idaho
all of her life.
e. Family support available:
Emily’s family assists her to learn
new tasks at home, and they assist her to get ready in the morning.
Her family would make sure to assist her in
the morning to get ready for work – help her with dressing
if she needed it, and to pack a lunch.
f. Description of typical routines:
Emily’s mom wakes the family up at 5:15 so they can participate
in family prayer before Clayton leaves for work. After Clayton leaves,
everyone goes back to bed until 6:30. Every other day Emily bathes (with
a reminder that it is bath day). Her mom helps her wash her hair. Her
sisters or her mom help her fix her hair daily. Sometimes she picks out
her own clothes. She and her mom discuss what is for breakfast and some
days she needs help choosing something for breakfast. Her mom reported
that she provides support to ensure Emily moves quickly enough in the
am. If she doesn’t need to use transportation, Emily will call
and cancel her ride. If she has time between getting ready and leaving
she will play games on the computer.
g. Friends and social group(s):
Emily bowls with the Awesome Center
on Mondays and participates in church activity groups after her day
program. She attends church with her family
on Sundays but participates in the adult group on her own during church
services. She also participates in church organized sports teams: indoor
soccer and basketball.
h. Description of neighborhood:
Emily’s house is on a quiet street
in a residential neighborhood.
i. Location of neighborhood in community:
Emily’s house is located
3 blocks off Anywhere Street and several blocks or less than a mile
from the University of Idaho/Idaho State
University complex. Kathy described this area as middle class residential
neighborhood.
j. Services near home:
Community transportation is available at Emily’s
house. She is near the University and several strip malls.
k. Transportation availability:
There is no formal bus system in Somewhere
but rather several different smaller companies that provide transportation.
Emily uses
Busy Bee Transportation. It is an average-sized company. Her mother
stated
that they were very flexible with hours and have taken her to her
grandmother’s
if necessary rather than dropping her off at home. Kathy simply needs
to call and let them know that the route is different. It costs $4.00
per day to and from a location. Busy Bee is available from 6:00 a.m.
to 9:00 p.m., although they indicated if she needed a ride after
9:00 p.m., they would be willing to transport her. Busy Bee covers
a radius
of 50 miles, including Pocatello and Rexburg.
l. General availability of employment sites or recreation opportunities
near home:
There are several strip malls within 2 miles
of Emily’s
house.
m. Specific availability of employment or recreation opportunities
near home:
World Gym, Rite Aid pharmacy, Office Max, Hollywood
Video, Fred Meyer, Radio Shack, McDonalds, and JoAnn Fabrics are employers
located in
the strip malls closest to Emily’s home.
There are many office buildings out near the
mall. In the down town area are: Great Harvest Bread, Grandma’s Relics, Ice Cream shoppe,
Idaho Museum, Marianne’s, and DD mud.
Section II: The next section is to be completed
in descriptive language to assist in identifying ideal conditions,
contributions, and preferences
of the participant. Description does not include summary statements,
such as “likes music”. Description does include the following:
What is the activity, performance of the activity, interest in the activity,
supports that make the activity work best for the participant. Also includes
any connections to the person.
3. Educational Information (This area is completed from the person’s
perspective of their educational experiences.)
a. History and general performance (from school records, interview
data, observations):
Emily was included in regular education classes
since 3rd grade. Emily chose to exit high school at age 18 rather than
receiving
services until
age 21. During the last year of school she began complaining of feeling
sick often during academic classes, which her family interpreted as
her not wanting to attend school any more. Emily’s school curriculum
was both academic and functional – the class might be reading a
novel and Emily would participate and be assisted with the novel in class – she
would not take it home. Her vision would be an issue. She also participated
in a functional reading and learned to read through a phonics program.
She would listen to books and other kinds of reading materials by using
a tape recorder. Her mother said she is at about a third grade reading
level. Emily participated in a “prescriptive” math program
at her high school. She has been in functional math programs and has
also used the computer to assist her.
b. Vocational programming/performance:
During Emily’s senior year of high school she participated in
3 unpaid community work experiences; Winco food store; Hot Rodder’s
Café and Taco Bandido. Each work experience lasted 3 months.
Emily had a job coach with her at each experience. Emily also performed
clerical
jobs for the school office. Since graduation she has worked 2-3 days/week
at the DWI workshop.
c. Community functioning programming/performance:
On a shopping trip
to Michaels, an arts and crafts supply store,
Emily looped her arm through her mom’s while walking from the
car into the store. Her mother reported that Emily has difficulty maneuvering
on uneven ground and up and down curbs due to her depth perception.
Emily initiates calls to Busy Bee when she
needs to cancel or change her transportation schedule. She knows
the schedules of stores she
wants to shop at and she can find her way around familiar stores without
assistance.
She independently moved around Michaels at a steady pace, moving
from picture frames to latch hook rugs, quilting books and then to
cross stitch
projects. If someone in our group asked her where they could find
an item she led us to the area. Emily also frequently asks to shop
at Freddy’s
(where she is looking for a smoothie maker) and at the Deseret Book
where she can find teenage stories on tape.
d. Recreation/leisure programming/performance:
Emily bowls two days
a week with the Adventure Center group. Upon entering the bowling alley
she picks a lane, sets her stuff down, proceeds
to
the desk to request her shoes. She independently goes to an adjacent
room where the bowling balls are stored, selects a ball and returns
to her lane. On the day we observed, she set up the computer for her
team,
recording each of their initials into the system. Emily would high
five her team mates if they initiated the gesture when she had a good
round.
She would interact with the other bowlers if they spoke to her but
she didn’t initiate joking around with them or conversation.
Emily would initiate getting up and bowling when it was her turn even
while
she was eating lunch. She did ask the program coordinator if she
could sit out the second round since she wanted to finish her lunch.
If she
is eating lunch at the bowling alley she will walk up to the lunch
counter and ask about specials although the program coordinator orders
for the
entire group.
Emily takes piano lessons once a week and
practices nightly, mostly at her grandmother’s house. In an interview with her piano teacher,
Janet, Janet stated that Emily learns a new song on the piano by watching
her and listening to the tune. She stated that Emily learns best through
repetition but once she learns a song she knows it and remembers it.
It had been several weeks between music lessons and Janet asked Emily
if she remembered a particular song that they had been working on.
Emily replied “no” until Janet played it and then Emily
remembered right away and played it well. She uses her hearing but
also reads music
(the music sheets have enlarged print to enable Emily to read it).
Sometimes Janet needs to remind her to look
at the music rather than watch her fingers. Typical music that Emily
learns involves her left hand playing simple cords while her right
hand plays the melody. Janet states that she has difficulty coordinating
her
hands performing two very different actions at the same time. If Janet
has told Emily that she will be receiving a specific piece of music,
Emily is quick to ask where it is.
Emily spends free time at home on the family
computer. She will play 3-d puzzle games or other games that require
moving the mouse quickly
around the screen. She can click and drag using the mouse and highlight
text. She can search on the computer several levels to locate a file
such as her mom’s recipes, and print the document. While typing,
she looks from her hands to the screen.
4. Work Experience Information
(This area should start at home and include
any experiences from school or other sites.)
a. Formal chores at home: (Expected responsibilities)
Emily is expected
to empty the dishwasher at home. Occasionally she needs a reminder to
start the process but she always puts everything
away in the correct location. At dinnertime she brings food to the table
and will ask for help if needed. As she was carrying a hot cookie sheet
of bread sticks to the table she asked her sister to get her a TV tray.
b. Informal work performed at home: (Things the person is not expected
to do)
Emily is quick to answer the phone and she
will write down messages that her mom reports the family can read.
She answers the door and
takes visitors’ coats. When two small children were dropped off
for Emily and her sisters to watch, Emily helped the younger child
remove her coat.
She noticed that the older boy had dropped his coat so she reached
down and picked it up.
c. Informal jobs performed for others:
When Emily’s grandmother got a new vacuum cleaner, Emily assembled
it for her using the directions as a guide. She noticed that one piece
was missing from the package and alerted her grandmother. Emily helped
her sisters baby-sit the two children they were watching. During a game
of Candy Land, Emily helped assemble the props for game which required
reading the tabs and following the instructions on each to "insert
tab A into slot B”.
Emily’s mother shared that one day Emily was part of a group that
was setting up an activity at church – she set up with the group
and then when it was over began to take down the tables and return
them to another room without anyone asking her to do it.
d. Sheltered employment or structured work experiences:
At Winco Emily
restocked bulk foods. She worked 4 days/week, 11:45-2:00. Her tasks
included cleaning the tops of the bins, filling bins, sweeping
the floor and replacing the pen on top of the bin. Kim, her job coach,
reported that Emily had a good attitude and would stay on task. The
job coach would tell her to stop working at the end of two hours.
Emily independently
remembered which tasks needed to be done. She did have difficulty filling
items that provided little contrast like sugar and thus she would have
more spillage. She began using the term “whoopee” when she
would spill, but she did not become overly frustrated. On items that
were larger and the colors more distinctive, like the candy bins her
performance was better. Supports that the job coach provided to Emily
included: helping her use the box knife, answering customers’ questions
(because Emily didn’t know what to say) and initial training of
the task. Kim stated that she responded well to her modeling of the task,
to verbal instructions, and then repetition and repeated practice. At
Hot Rodder’s Café Emily worked only 1 day a week. She
cleared tables and washed dishes, and refilled salt, pepper and sugar
containers.
While attending Big Sky High School, Emily
worked 75 minutes per day as an office aide. The duties she performed
as an office aide included
delivering written messages to students and teachers throughout the
school. This required Emily to have a complete knowledge of the layout
of Big Sky
and the ability to quickly locate each teacher’s classroom and
office. If Emily was unable to locate a particular teacher or classroom,
she would ask for assistance. Emily also did simple filing for the Attendance
Clerk. The Clerk remarked to Emily’s mother that Emily was the
most dependable aide she had ever had.
DWI staff describes Emily as reliable, enthusiastic,
a quick learner, responds well to correction or redirection, not
easily distracted
and has a good attention span. Her supervisor Georgia reported that
when
Emily arrives at work she checks the clipboard with the schedule
to determine her job for the day and then proceeds to the designated
workstation.
She will initiate notifying her supervisor when she needs more supplies
and will anticipate running low on supplies. She has done all of
the jobs at the workshop and will remember how to perform a job even
if she
hasn’t done it for a while. She is one of the most reliable
flashlight assemblers since she can finish the production process
without bending
the packaging. Even though Emily knows when breaks are scheduled
she needs to be encouraged to take them. Her mother reported that
one day
when she brought medicine that Emily needed for an ear infection
to Emily at work. Emily told her that she could not stop and take
it since it
was not break time.
e. Paid work: (Include self employment activities such as lawn mowing,
helping others)
Emily has not yet participated in paid community employment.
5. *Life Activities and Experiences (Consider the following categories
of Life Activities when planning for community involvement: recreation/fitness,
entertainment, hobbies, community participation/responsibility, relationships,
and logistics for living)
a. Individualized/informal life activities performed at home:
Emily’s mother reports that she is very good at keeping herself
busy. She can work on puzzles for hours at the dining room table. She
will play games on the computer if she has time after getting ready in
the morning before her ride comes. She likes to make beaded key chains
and follows different patterns. She and her sisters make blankets that
require no sewing. Emily’s job is to cut the edges of the blanket
and knot them together. One of her sisters will place masking tape
on the blanket that indicates to Emily where and how far to cut. Emily
also
makes latch hook rugs.
b. Structured/group life activities performed at home:
In the evenings
Emily and her family read scriptures together. Emily directs the family
to the scripture and page that has been assigned for
that evening. Each family member reads their section out loud. Emily
sometimes misses words, but overall her reading is accurate. (The print
is not enlarged.)
c. Individualized/informal life activities performed in the community:
Emily
likes to shop and will request trips to look for desired items. She does
not participate in community activities alone.
d. Structured/group live activities performed in the community:
Emily
attends church on Sundays. She attends the Woman’s group
while her mother helps with the children’s group. Initially they
had attended the Woman’s group together but her mother was asked
to help with the children. Emily chose to continue going to the group
by herself.
e. Current specific activities which are regularly participated in
and which are important to the person:
Monday and Thursday bowling, church
on Sunday, weekly piano lessons, Special Adult Primary on Monday.
f. Past specific activities which were of significant importance to
the person:
For high school graduation Emily and her grandmother
flew to California to visit Disneyland and Emily’s mother’s
sister. They saw the Music Man while they were there.
Emily played the piano in church at the meeting
when her brother was leaving on his Mission.
g. List specific events and activities that the person looks forward
to each year. (Include holidays, traditions, vacations and other such
activities.)
Emily enjoys many activities that center around
her family. For each family member’s birthday, the family (including Grandma and Aunt
Debbie’s family) all go to dinner together and bring gifts for
the one celebrating the birthday. Emily enjoys this and will ask where
they are going to eat. She already has her next birthday celebration
dinner planned. Christmas is an important holiday for Emily. She loves
thinking about what she might want to receive, but spends even more time
deciding what she might give to family members and friends. She loves
to shop for the gifts, wrap them, and deliver them. She also enjoys making
cards on the computer for family and friends who are having a birthday,
or ill, or have some reason to celebrate. Each year Emily’s extended
fraternal family have a reunion. She looks forward to that reunion,
helps make plans, and helps choose and prepare food for the gathering.
She
enjoys spending time with the toddler-aged cousins and follows them
around to make sure they stay out of trouble. Emily also enjoys traveling
to
Provo to visit her brothers. She also enjoys the ensuing shopping trips
that accompany those visits.
6. Description of Present Levels of Performance (This is the area that
the profile developer completes based upon their experiences in the community
and the home with the participant.)
a. Domestic skills:
Emily bathes and washes her hair every other
day. Her mom reminds her that it is bath day. (She assumes that Emily
needs
the reminder because
she doesn’t like water, not that she doesn’t remember). Emily’s
mom helps her wash her hair and to dry off. She picks out her own clothes.
Emily loves to cook and will buy her own cookbooks (even if her mom
has the same one). Brittney, her sister, compiled all of the family
recipes into a typed cook book which is color coded by type of dish
(salad, bread,
main dish…) Emily follows these written recipes which are typed
in 12 pt font, black type on white or colored paper.
Emily can make Tortilla soup in the crock-pot. She will count out the
number of chicken breasts needed, find the required ingredients in the
cupboard. She uses an electric can opener to open the cans, carefully
pours ingredients into the crock-pot. The only assistance she needed
was to determine how many hours to set the timer for.
Emily also cooked bread sticks, a recipe that she is just learning.
She followed written instructions from the family cookbook. She used
the Microwave clock as a timer for letting the bread rest- she pressed
the timer, then 10 minutes, then timer again, and then start. Her mom
uses references to familiar information when giving her instructions
such as “use shower temperature water for the bread”. Her
mom shows her how to do a step and provides verbal directions. She
stands near Emily when she bakes the bread to catch any mistakes. She
has taught
Emily to spoon the flour into the measuring cup rather than scooping
it. Once Emily learned this process it is how she has completed the
step. After the bread ingredients had gone into the mixer Emily remembered
that she had not added 1 ingredient. She stopped the mixer and added
the salt.
b. Community functioning skills:
Emily and her mom went to two new stores
that were out of town and unfamiliar to Emily to look for an Easter
dress. Her mom reported that when Emily
initially entered the store and knew she was looking for dresses she
headed off to the back of the store, looking both right and left for
dresses. When she did not find them she then referred to the overhead
signs and followed the directions to the dress section. When she needed
some help finding the petite section her mother prompted her “How
do you think you could find petites?” Emily responded, “Ask
a clerk”. Her mom then asked where she would find a clerk and Emily
responded “up front”. Emily then headed off to the front
of the store and found a clerk. She hesitated near the clerk but did
not speak to her. When the clerk noticed her and asked if she needed
help Emily asked if the outfit she was holding came in Petite.
c. Recreation/leisure skills:
Emily will listen to books on tape and
to music. She likes the Christian station on the radio. She plays indoor
soccer and basketball but does
not like baseball due to her lack of depth perception.
d. Academic skills (Reading, Math, Time, Money):
Emily will look up
her bank account balance on the Internet typing in the search for the
bank, inputting her account number by referring
to
her bankcard and will report her balance back to you. Her mother reports
that when typing, her data input is not consistently accurate. For
example when typing her address she will not always use capital letters
and spaces
correctly and will leave out letters, although she knows her address.
Emily doesn’t typically read as a leisure activity but will look
for information on the Internet. For example she wanted a particular
puzzle in a series of a certain manufacturer so she searched the Internet
and located information about where she could order the puzzle. Emily
remembers her schedules and knows when she needs to leave an activity.
She told us that she would leave the bowling alley at 2:05.
Sometimes Emily wears a watch – not all the time. If she knows
she is going somewhere she will begin to get ready although she does
need help with her hair, needs to be prompted to brush her teeth and
sometimes needs help with dressing – but that depends on what
she is wearing. She will go sit on the couch and wait for the van if
she
is ready to go to work or to the center.
Kathy said she does count money but doesn’t see her doing something
like making change for people – Kathy thinks she might get mixed
up if there was a question. When shopping Emily will hand the cashier
her purchases and money and will wait for change and then place it
in her wallet.
She does great at the ATM – Kathy watched
her the other day and she walked straight to the machine, inserted
her card, keyed in
her PIN,
and pressed the amount of $ she wanted. Emily does benefit from enlarged
text, and contrasting bold black print on bright backgrounds may assist
her, but she does not need these adaptations to read. Her mom stated
that Emily spells phonetically and sometimes her handwriting is difficult
to read.
e. Motor/mobility skills:
Emily does have some coordination difficulties
in activities requiring the use of depth perception; avoid ladders,
steps, navigating unaided
over curbs or on uneven terrain. She has difficulty trying on clothes
in public dressing rooms due to the small size. Emily walks with her
head down looking at the ground rather than paying attention to traffic
or other safety hazards.
She is better at dressing when it is familiar
outfit – if it is
new or has multiple parts then she needs assistance – Kathy talked
about Emily’s new Easter dress which she put on backwards but it
had a slip over top and various pieces that she doesn’t usually
wear.
f. Sensory skills:
Emily does have a label of Deaf-blindness due to
her dual sensory impairments. She does have hearing aides but chooses
not to wear them. She is uncomfortable
in loud echoing environments. She will leave the environment or ask
someone to turn the music down if it is bothering her. Flutes bother
her possibly
due to the high-pitched sounds. Emily does not see out of her left
eye. Contrasting print and a computer screen with limited glare help
her to
read information on the computer. She can read 12-point font although
large print is easier for her to see and less taxing if she has to
read for a period of time.
g. Communication skills:
At times Emily is difficult to understand
as she speaks softly and mumbles. She does initiate asking people familiar
and unfamiliar to her, for help
or information.
h. Social interaction skills:
Emily rushes to open the door when the
doorbell rings and to answer the phone. She is polite, shakes hands
with new adults that she meets,
and asks the person on the phone line to wait while she retrieves another
family member if the call isn’t for her. At the bowling alley
she responded to greetings and comments from the other bowlers but
did not
initiate conversation with them.
At DWI she helps another woman who works there who is blind. She will
tell her where her work is and will help her when she needs more work.
(At times staff states they need to remind her that she has her own job
that she needs to do).
i. Physical/health related skills and information:
During Emily’s
last year of school she began to complain of feeling ill (head aches,
stomach aches) Her family concluded that this
was because
she did not want to attend school any longer or was stressed out by
the academic demands. On her first day at DWI, workshop staff needed
to call
her family to come get her as she was feeling ill. This may be an indication
that Emily is uncomfortable with her environment.
j. Vocational skills:
As part of a family photo album project, Emily
scanned close to 500 family pictures. She had experience with cleaning
and dishwashing in
school and in clerical skills. Her sister states that she likes gadgets:
camcorders, computers, scanners…
Emily can entertain and supervise children age 2 and up. She can follow
written instructions to cook.
Section III: Summary Statements
(Profile sections 1 – 6 should
be completed prior to completing this section. The summary is validated
by descriptions of the participant
in the previous section.)
7. Learning and performance characteristics
a. What environmental conditions does the participant like best:
Emily
does best where there is a structured, predictable routine and method
for doing things. She likes to be busy and likes to be around
people but it does not seem like it is necessary for them to be continually
engaging her.
b. What instructional strategies seem to work best:
Emily will reference
written checklists, instructions and information if it is available.
References to familiar information help her remember
and learn pieces of information (e.g. shower temperature water).Emily learns
from modeling, verbal instructions and repetition and repeated practice.
c. Degree of supports typically required for learning and participation
in community activities:
Emily has typically had a 1:1 support person
who has provided instruction in new activities. She appears to benefit
from systematic instruction
on a task and repeated practice. She does not seem to be dependent upon
a person being with her once she is familiar with an environment.
d. What environments/strategies should be avoided:
Environments that
are wet and steamy, jobs that require climbing ladders and work on
stairs or raised platforms, and loud environments should
all be avoided.
8. Preferences (This area should be completed for the area you are planning;
recreation, work)
a. General type of work or activity the participant wants to do:
If
you ask Emily what she would like to do she will reply working at Wal-Mart
as a greeter.
b. What kind/area of work or activity has participant’s family
always wished could be obtained?
Her family would like to see Emily
around people, maybe children age 2 and up. Her sister expressed concern
about
her working in a fast food
restaurant where young people typically work and may treat Emily
poorly.
c. Type of work or activity the parent/guardian feels is appropriate:
Kathy
said she could see her putting things on shelves, straightening things
that are already on the shelves (games in a toy store or merchandise
in a store, maybe clothing), delivering in a store (like returning items
in Wal-Mart to their right spot), giving directions in a store that she
is familiar with.
e. What work tasks or activities the participant most enjoys doing:
Emily
likes to be busy. She likes to cook and do crafts. She also uses the
computer for entertainment and to find information.
f. Observations of the kinds of work or activities the participant likes
to do best:
Emily likes to do things with her hands; tasks that require
precision (multi-piece puzzles, pen drawing) hold her attention.
9. Connections
a. Potential connectors in family:
Emily and her family are very connected
to their church community. Her mother is an employee of the local school
district. Her father works
approximately 75 minutes from home at the INEEL site. Her Uncle Mike
works for Job Service and has many job connections.
b. Potential connectors among friends:
Deb from Somewhere Schools
has several contacts with local craft stores, preschools, and a nursing
home.
Amy, Emily’s Case Manager has contacts
at preschools and craft stores and Misti is familiar with many of the
local employers. Emily’s neighbor owned a local Dodge car dealership
and another neighbor works at a local book store.
c. Potential connection sites in neighborhood:
Emily shops at Deseret
Book store and Michaels craft stores and
is familiar with several of the staff at each store.
g. Business/connection sites for leads through participant, family,
friends:
School system, University of Idaho
Section IV: Summary in relation to the area planning
The section below takes the summary Information listed in the previous
section and relates it to work and/or community experiences.
10. Flexibility/Accommodations Which May Be Required in the Workplace
and Community
a. Potential need for accessibility assistance, technology and/or personal
assistance:
*In the Community:
A non-glare screen on her computer, written instructions
for tasks, larger print, and contrasting materials and written information
would
be helpful. A job where she is not required to write would be better.
Door to door transportation. Emily will most likely need organized, systematic
instruction to initially learn the tasks of her job.
b. Habits, routines, idiosyncrasies, etc.:
If Emily’s schedule
gets disrupted and she has to miss something that she was really looking
forward to, she will talk about it a lot.
c. Physical/health restrictions:
Avoid uneven terrain due to vision.
Watch for fatigue if overtaxing her vision.
c. Behavioral challenges:
none
e. Degree and type of negotiation/preparation likely to be required:
Routine
job, avoid writing requirements. If she needs to interact with unfamiliar
people give her a script of what to say, or practice this
with her.
Section V: Ideal Characteristics of work or an activity
This
section is to be developed with the participant and their family
Information
to be used for Profile Planning Meeting
a. Ideal Work or Activity Conditions
- Steady pace of work that would keep
her busy
- Routine steps to her job (several tasks within the job are fine)
- Clear rules
and expectations
- 3-4 days/week could work up to 8-hour days
b. Possible Contributions:
Reliable, honest, great work ethic, perseveres,
precise, follows rules and procedures, great memory, likes to be helpful,
motivated, takes initiative
to find information or ask for help.
c. Special interests or passions:
Gadgets, computers, arts and crafts,
cooking, kids
VOCATIONAL PROFILE MEETING FORM
Career Plan Participant: Date of Meeting:______________
Plan Consultant:_____________________________
Name Relationship to Participant
Persons Attending:
1.
2.
3.
4.
5.
6.
A. Description of Ideal Employment Situation(s)
(This section describes
the characteristics of an ideal job situation based on all the information
gathered during the profile activity.)
IDEAL WORKING CONDITIONS:
1
2
3
4
5
PREFERENCES: Passions or special interests for the area of work.
1
2
3
CONTRIBUTIONS:
1
2
3
4
5
B. Job Development/Prospecting List
(The following are lists to be used
for job development purposes. They are used to match the participant's
profile information to types of employment
or activity tasks and to potential employment or activity sites. This
information must be compiled with input by the participant, parents/guardians,
friends and service agency staff).
TYPES OF JOB TASKS
(This list targets job duties or tasks that are consistent
with the Ideal Employment. Avoid listing specific job titles)
1.
2.
3.
4.
5.
6.
7.
8.
SPECIFIC EMPLOYERS
(This prioritized list targets specific employers
in the participant's local community that are consistent with the information
developed in
the Profile, in the Ideal Employment and in the Types of Job Tasks sections.
Name of Employer Address/Location Contact/Referral
1.
2.
3.
4.
5.
Self-Employment:
If this evolves into a business plan, note that this information, contributions
and specific tasks, clarifies what the participant will bring to their
business. Additional information will need to be gathered to develop
a business plan. The plan also assists in identifying areas that support
will need to be provided. Please recognize that a participant may want
to pursue both an immediate job and begin development of a business.
IDEAS FOR A BUSINESS Resources Support to Follow-up
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