Elizabeth McClure Portfolio Page


Return to: ETAP 623 Fall 2014 Home | Work Education Program

I live on Long Island and work as a teacher assistant in local school district. My job is to work one on one with students in special education. I am currently in a junior/ senior high school. I graduated from Saint Joseph's College in 2012. My teaching certifications cover birth through sixth grade in general education and special education.

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The purpose of my project is help teachers understand the components of a work education program. The work education program (WEP) can help students learn to function in the community as a whole. Teachers/ job coaches need to be aware of the students IEP goals and behavior plan. "... it is likely that young adults with ASD and high levels of maladaptive behaviors would require more supports in their adult day activities relative to those with fewer maladaptive behaviors" (Taylor & Seltzer p. 568).

Needs Assessment

Some students in special education have difficulty with being part of the community. The needs help learning skills to be able to participate in the community. Studies suggest that by providing transistion services it can substantially increase the chances of a child with ASD to become employed after high school (Cimera, Burgress, & Wiley p. 88)

What is the be learned:
Participants will learn the various elements in teaching a Work Education Program (WEP). This program tends to begin with teaching students every day life skills, like hygiene. From here the students are taught how to do work skills, this will depend on the location and the ability of the student. Through the Work Education Program, students are also learning how to communicate with supervisors, co-workers and customers.

The learners:
The participants will be teachers in special education ranging from 12:1:1 teacher to 8:1:1 Life Skill teachers. The teachers in this program can be classroom teachers to teacher assistants. Teachers will be required to design various pieces of the WEP program (Ex. scripts, visual aids, work sheets)

Instructional Context:
The course will given online and can be worked on independently or in small groups. Teachers will be testing their understanding by being able to respond to questions and create various items that could be used in a WEP. Teachers are expected to base their creations off the students that they work with.

Exploring the problem and solution:
Participants will learn the various skills that are needed to be taught in a WEP. They will be able to take the information and the items they create into the classroom. Participants will be test their understanding by being able to create the items in the lessons and their use in the classroom.

Teachers will have an awareness of different units of instruction that can be taught in a WEP. They will also have created samples of items that they can use in the WEP program.

Performance objectives:
By the end of the mini lesson the participants will be able to:

  • Compose and construct materials for students in a WEP (Blooms Taxonomy Synthesis)
  • Differentiate the lessons and aids for the students in their class (Blooms's Taxonomy Analysis)
  • Evaluate their understanding (Bloom's Taxonomy Evaluations)
  • Set up lessons for students in a WEP (Bloom's Taxonomy Synthesis)
  • Develop questions to ask students (Bloom's Taxonomy Application)
  • Give examples (Bloom's Taxonomy Comprehension)
  • Choose items from a larger list (Bloom's Taxonomy Analysis)D
  • Design data sheets (Bloom's Taxonomy Synthesis)

Task Analysis


  • An understanding of life skills
  • The ability to write concise and clear instructions
  • The ability to problem solve on the spur of the moment
  • •Understand your students/ their IEP's/ And Behavior plans

In Class Lessons:

  • Participants will be creating visual aids for in the classroom to teach life skills
  • Participants will think of questions that they can use in their own classroom

Community Lessons:

  • Participants will work on solving community situations that may occur with students
  • Participants will create a task list and follow it themselves to check for accuracy

Curriculum Map

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References and Resources

Cimera, R., Burgess, S., & Wiley, A. (n.d.). Does Providing Transition Services Early Enable Students With ASD to Achieve Better Vocational Outcomes as Adults? Research and Practice for Persons with Severe Disabilities, 88-93.
Cimera, R., & Burgess, S. (2011). Do Adults with autism benefit monetarily from working in their communities. Journal of Vocational Rehabilitation, 34, 173-180. doi 10.3233/jvr-2011-0545
Taylor, J., & Seltzer, M. (n.d.). Employment and Post-Secondary Educational Activities for Young Adults with Autism Spectrum Disorders During the Transition to Adulthood. Journal of Autism and Developmental Disorders, 566-574. Retrieved from J. Autism Developmental Disorder. doi 10.1007/s10803-101-1070-3