Teaching Skills

/ March 8, 2021

What Skills are Important to the Success of Young People with Disabilities in the Workplace?

Certain work-related skills and attitudes are important for almost any job. In fact, there is already considerable agreement abut the range of social, vocational, and self-determination skills that can contribute to success in the workplace and predict future employment (Carter et al., 2009; Hughes & Carter, 2012). For example, most employers are looking for employees who are willing to accept feedback, show up on time, and have a strong work ethic. Other examples of important work-related skills and attitudes are listed below and shown in the box:

Decision-making skills
Problem-solving skills
Social and communication skills
Time management skills
Ability to respond to constructive feedback
Reliability

Unfortunately, many young people with intellectual and developmental disabilities (IDD) leave high school without having the opportunity to learn, practice, and refine these skills within and beyond the classroom.

Why are These Skills so Important to Teach?

Businesses are looking for employees who can make valued contributions within the workplace. When considering whether to hire a young person with a disability, they will want to know that the individual can either already do the job or can readily learn the skills needed to be successful. Of course, developing strong social- and work-related skills is key to keeping a job for the long term. The earlier young people begin learning and strengthening these skills, the better. Don’t wait until they get their first job to begin providing relevant instruction. While specific vocational training is required for most jobs, general work-related skills such as the ability to follow directions, accept and learn from feedback, and work well with others, are just as important and can be learned in a variety of contexts.

How Do I Teach Skills?

Teaching work-related skills and attitudes can go hand-in-hand with career exploration activities. During the early years of high school, have students role play scenarios they might experience in the workplace. Schools can also provide opportunities for job shadowing, workplace tours, or career days where young people can interact firsthand with employers in their community.

When young people are exposed to their first work experiences later in high school, supervisors, families, and educators should make sure the student is receiving consistent feedback and instruction on relevant work-related skills and attitudes. Keep in mind that none of us are perfect at all of these things all the time. For some people, working well with others comes easily. For others, it will take practice. Young people with disabilities have their own work preferences. However, it is important to keep in mind that the reality of the working world involves challenging ourselves and stepping outside of comfort zones.

Where Can I Learn More About Teaching Employment-Related Skills?

The following links include strategies and other resources related to teaching young people with disabilities the skills they will need to find success in the workplace:

What Research Supports Providing Strong Skill Instruction?

A large number of studies have identified a range of skills considered to be critical to success on the job. Other studies have highlighted effective strategies for teaching these skills. The following articles are just a sampling of studies providing research-based guidance on this topic:

Carter, E.W. & Wehby, J.H. (2003). Job performance of transition-age youth with emotional and behavioral disorders. Exceptional Children, 69, 449-465.
Ju, S., Zhang, D., & Pacha, J. (2012). Employability skills valued by employers as important for entry-level employees with and without disabilities. Career Development for Exceptional Individuals, 35, 29-38. doi:10.1177/0885728811419167
Harvey, M.W., Bauserman, A.D.,Â & Bollinger, B.E. (2012). Pilot test of an employability skills rubric: A component of the Summary of Performance report. Career Development for Exceptional Individuals, 35, 118-128. doi: 101177/0885728811434080
McConnell, A.E., Martin, J.E., Juan, C.Y., Hennesseey, M.N., Terry, R.A., el-Kazimi, N.A., Pannells, T.C., & Willis, D.M. (2013). Identifying nonacademic behaviors associated with post-school employment and education. Career Development for Exceptional Individuals, 36, 174-187. doi: 10.1177/2165143412468147
Mechling, L.C., & Ortega-Hurndon, F. (2007). Computer-based video instruction to teach young adults with moderate intellectual disabilities to perform multiple step, job tasks in a generalized setting. Education and Training in Developmental Disabilities, 42, 24-37.
Riffel, L.A., Wehmeyer, M.L., Turnbull, A.P., Lattimore, J., Davies, D., Stock, S., & Fischer, S. (2005). Promoting independent performance of transition-related tasks using a palmtop PC-based self-directed visual and auditory prompting system. Journal of Special Education Technology, 20(2), 5-14.

Positive Work Behaviors

General Work Behaviors

Maintaining good personal hygiene

Requesting days off of work from your supervisor

Returning from break or lunch on time

Arriving to work on time

Taking responsibility for your actions at work

Calling in to work when you are sick or running late

Dressing appropriately for the job

Accepting unexpected schedule changes

Refraining from personal business while on the job

Showing enthusiasm for your work

Work Production-Related Behaviors

Working well under close supervision

Carrying out instructions that need immediate attention

Completing quality work

Carrying out instructions after time has passed

Working well without the close supervision of others

Solving routine work-related problems without help

Working well under pressure

Working at the speed expected by the supervisor

Working at a job continuously without getting distracted

Performing job responsibilities without having to be asked (e.g., taking initiative)

Task-Related Social Behaviors

Working together with others as a member of a team

Accepting help from co-workers

Asking a supervisor for assistance or help when needed

Speaking appropriately to a supervisor

Offering to help co-workers

Asking for explanation when instructions are unclear

Referring questions to others when you are unsure of the answer

Asking a co-worker for assistance or help when needed

Following directions given by a co-worker

Following directions given by a supervisor

Finding necessary information prior to starting a job task

Offering help to customers

Accepting constructive criticism from a supervisor without getting angry or upset

Talking about job frustrations with a supervisor

Accepting constructive criticism from a co-worker without getting angry or upset

Non Task-Related Social Behaviors

Respecting the privacy of others

Refraining from swearing or using objectionable language or gestures on the job

Making friends with co-workers

Listening to the other person when involved in a conversation

Responding to conversations started by others

Speaking in an appropriate tone of voice

Using polite language (e.g., thank you, please, excuse me)

Responding appropriately to joking or humor

Responding appropriately to teasing

Disagreeing with co-workers and supervisors without arguing or yelling

Refraining from interrupting others at inappropriate times

Avoiding complaining too much

Offering compliments to others

Discussing personal problems only in appropriate situations (e.g., during breaks, before and after work)

Starting conversations with co-workers about things that are not related to work

[The above skills were identified in Carter & Wehby (2003)]