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Parents and potential employers of elementary and secondary school children with visual impairments were surveyed in order to ascertain their perceptions of the needs of the workplace in preparation of persons with visual impairments in the United States. An important component of this survey include the focus of future employment and parent understanding of the child's potential for future independence. A total of 30 surveys were sent to parents and 15 were returned; 15 were sent to employers and two were returned. Questions in the survey were specifically designed for both parents and potential employers. The parent questionnaire included questions on discussions of the future with the child, the skills needed, the handling of responsibility, hygiene, daily duties at home, etc. Communication with others was also included.
Potential employers are asked about job opportunities, educational backgrounds required, technology use, experience with persons with disabilities and necessary employee characteristics.
The results of the survey for parents focused on the parent comprehension of what would go into helping the visually impaired child to become employable. In general, the parents showed a desire to help their children to a great extent but not always a firm understanding of what entails skills needed for gainful employment. The questions which focused on the plans for the child's future employment were as follows:
1. Have you ever discussed the future with your child in regard to college or employment?
The answers were encouraging
because 9 of the total number of 15 who replied had discussed it with their
children; however, six of those either had not discussed it or had discussed
the issue very little or in a joking manner.
2. Have you and your child discussed a specific career? If yes, please specify.
In general, only three people of the total of 15 answered that they had discussed a specific career, and the only ones mentioned as career choices were teacher or lawyer, medicine, politics, or music.
3. Do you think your child will attend college or a vocational training program?
Nine parents stated that they believe that their child would attend college; whereas, the others were not sure between vocational or whether any thought had been given.
4. What skills do you feel
your child will need in order to be
successful?
Answers to this were varied in nature. They included such answers as responsible, assertive and organized, moral support, technical and communication skills.
5. How long do you anticipate it will take for your child to complete his/her formal education?
The answers ranged from 5
to 15 years; two parents stated that the answer would be as long as it
takes and two answered unknown number of years. However, the majority chose
the 5 to 10 year range.
6. How does your child handle
responsibility?
The parents were completely
divided in their answers. Half stated that they felt the child would handle
responsibility well and half stated that they would handle it in a not
very successful way.
7. Is your child responsible
for others?
The total number of respondents stated that children were responsible for their own selves, but also two were responsible for younger siblings and four were responsible for a pet, as well.
8. Is your child responsible for his/her personal hygiene?
Of these, a total of 13 answered
"yes" with two saying "no."
9. Does your child select and match daily outfits?
Of these, a little more than half of the answers were "yes" and some then stated that the child could select, but a few stated that the child would select the outfit and others that they would be able to match colors.
10. Can your child understand the importance of daily hygiene and proper appearance? Please explain.
Twelve gave the answers of "yes" and only three were negative.
11. Does your child have chores to perform daily or weekly to help out around the house? Please list all chores.
The answer was "yes" for all. Some chores listed were cleaning the room, vacuuming, cleaning the yard and the garage, dusting, making the bed, picking up after themselves, washing dishes, picking up toys, putting clothes in the hamper, check on dog food and water to refill bowls, taking out trash, gardening, ironing, a small amount of cooking, make the bed, etc.
12. Is your child self reliant or does he need constant directions?
Of the total respondents to this question, the parents stated that two-thirds were self-reliant, whereas three needed direction and one needed a little of both.
13. How does your child respond in a crisis situation?
The answers were divided evenly from "stays calm" to "panics." However, two parents responded that they did not know.
14. Which family activities are your child's favorite?
The answers were evenly divided. Some answers included family picnics, shopping, visiting relatives, playing football, eating out, going to movies, swimming, going to the park, camping, baseball, attending basketball games, and dancing. Others did not name a preference or did not know.
15. How does your child spend his/her leisure time? Please be specific.
The answers were quite varied in this category. For instance, watching TV, playing football and basketball, reading, writing songs, talking on the telephone, going roller blading, playing Nintendo, playing hockey, using the computer, watching videos at home, playing with dolls, watching cartoons, playing dressup, writing letters to Congressmen, deboarding, and playing with toy cars.
16. Does your child participate in group activities other than in school? If yes, specify.
The answers were of almost two-thirds stated that they participated in other group activities, although one-third had no activities that they participated in. Some of the activities were church groups, playing football on a team that meets at the park, swimming parties, girls and boys scouts, special olympics, soccer team and chess club. However, it was interesting that a full one-third did not participate in any groups. The largest number of respondents indicated that children participated in church groups.
17. Does your child respond and/or react to: siblings, other family members (extended family), and neighbors, when you are not present?
No one responded positively to the question in terms of neighbors or extended family when the adult was not present; however, many visually impaired children did interact with siblings in the family in the general manner of families with some squabbling and other activities together.
18. Does your child have playmates other than siblings? If yes, do they visit them or does the playmate visit your home?
Ten had playmates that were not brothers or sisters, whereas, the others had none. It was interesting that twice as many responded that the friends would visit the visually impaired child rather than that the visually impaired child would visit the friends. In fact, the total was seven of those who answered that part of the question. This reflects other research that indicates that parents of other children are often reluctant to invite a disabled child to play.
19. Does your child ever spend time away from you (for example, to visit a grandparent, aunt, summer camp, The Texas School for the Blind, etc.?
In general, the answers were positive, and most spent the extended time away from parents with relatives or neighbors in activities such as spending the night or visiting. Some went to school at the Texas School for the Blind and Visually Impaired. One had been to camp with the Scouts and only one respondent stated that there was no opportunity to stay away from the parent for any length of time.
20. In your opinion, is your child at the same social level of peers? If not, please explain.
Most parents believed that their child was at the same social level as peers, but several said that the child gets along better with younger children or is not as mature as peers. This was not a significant minority, however.
21. With whom does your child communicate best: peers or adults?
Almost all of the respondents stated that the child communicates best with adults. Although two stated that their child was equally able to communicate with both peers and adults.
22. Does your child become nervous, shy, or withdrawn when left to communicate with others on his/her own?
Most parents seemed confident that their children were able to communicate with others, although they might be shy or nervous at first.
23. Can your child carry on a meaningful conversation with others?
In general, the answers were positive to this question so that all parents would either answer "yes" or "most times", although some stated that the child would not initiate a conversation but would respond to others. Others stated that they would be more shy with strangers than with those they knew.
24. Can they draw on past experience to respond to new questions and situations?
The answer in general was "yes," and most parents were confident. One respondent did answer "no."
25. How and where do you picture your child at age 22?
Approximately half of the
parents stated that their child would be living independently in college,
working part time, married or in other positive situations. Two parents
stated that they were not sure or did not know, and one stated that they
hoped that their child would be in a supervised setting. It was interesting
that parents felt so positively about the future of their children.
26. Student Information:
Of the demographic information on the students, eight were male, seven were female, five were in the elementary school, six in middle school, and three were in high school. Four were one to ten years of age, nine were 11 to 15 years of age and two were 16 to 20 years of age.
BUSINESS SURVEY
Business survey questions were asked to business people, of which only two responded of the 15 disseminated.
1. Our company offers job opportunities in the following areas:
Office clerical, office receptionist, technical-machinery, laborer/installer, or technical, and electrical and electronics.
2. Educational background required:
The technical and electronics business required only vocational training while the others stated high school graduate, bachelors degree, business college certificate, or GED.
3. What type of technology is used at your company?
The answers included computers, telecommunication systems, and lazer optics.
4. Number of Employees:
The number of employed was 20 plus and outside the office were many more. The other business surveyed did not answer the number of employees.
In the rating scale respondents were asked to mark the appropriate number that most correctly answers the question, and the scales were as follows:
4-1. Does your company recruit persons who have disabilities by sending notices to rehabilitation agencies?
The answer was either most of the time or sometimes.
4-2. Have you met with education or rehabilitation personnel to discuss jobs persons with visual impairments could perform in your company.
The answer was either sometimes or never.
4-3. Has your company hired persons with job coaches?
The answer was sometimes or no.
4-4. Would you be interested in more information on hiring people who have visual impairments?
The answers were sometimes.
4-5. Are you aware of the benefits available to employers who hire people with disabilities?
The answers were sometimes or never.
4-6. Would you allow a teacher or rehabilitation counselor to visit the work site to observe the student/client on the job?
The answer was "yes."
4-7. Would you be willing to purchase some adaptive devices?
The answer is sometimes.
Members were asked to give employee characteristics, and in general, they answered that the characteristics as follows were either strongly needed or needed. They were such characteristics as ability to make responsible decisions, have a neat appearance, dress in appropriate attire for work, organizational skills, dependable, people skills, works in teams, highly productive, demonstrates initiative in the absence of directions, etc. Others included problem solving skills, ability to use technology, assume extra responsibilities, resolve conflict situations, good communication skills, conscientious, flexible and ability to handle sudden changes, honest and trustworthy and care for the safe operation of machinery.
Suggestions for improving training experiences for students with visual impairments so that they would have more opportunities for employment would focus on the need for parents to be given realistic support services so that they would be able to see the need for training in the characteristics for job success. It was interesting that both employers were very much supportive of the same skills. Perhaps parents would also need career counseling and abilities to serve on advocacy groups and others to provide more internships and other opportunities for visually impaired children to have workplace experiences.
In summary, the results of these surveys seem to indicate that visually impaired children are given early social experiences, responsibilities, and interaction with other members of the community to make them able to participate in the workplace. What seems to be lacking is the need for parents to have a realistic opportunity to participate in the preparation of their children for the workplace. This could be accomplished through the support of educational institutions and the partnership of businesses with schools to develop good workplace opportunities for children with visual impairments. Much exposure to the positive qualities of employees with visual impairments would perhaps help to familiarize employers with needed adaptations and alleviate fear of the unknown.
It is obvious from this research that much work is needed on the part of educators and parents to provide employment opportunities for visually impaired young people.