Consider seventeen year old Jessa. Jessa enjoys science classes and hopes for a career in a laboratory, hospital, or veterinary clinic. Sheâs actually never stepped foot into a laboratory, and has only briefly visited a hospital and a veterinary clinic. She isnât certain of a specific job sheâd enjoy, and she feels nervous to pursue any job because she doesnât feel like she has any talents or valuable skill sets. After high school graduation, she feels paralyzed in making career decisions.
Now consider sixteen year old Miguel. Miguel also enjoys science classes and hopes for a career in a laboratory, hospital, or veterinary clinic. Miguelâs parents and teacher for students who are visually impaired (TVI) worked with Miguel on preparing for a summer volunteer experience. He volunteered as an assistant in a local collegiate science laboratory. Miguel gathered materials, cared for rats, and cleaned instruments. The next summer he was employed part-time at the facility. After high school graduation, he begins college in effort to be a scientist. He knows he can be successfully employed, even if he changes his major.
Parents and teachers of teenagers who are blind or visually impaired, you can play key roles in shaping self-confidence, âwork confidenceâ, in your children or students by preparing them for successful volunteer and work experiences. Teach toward experiences; assist them in learning their interests, aptitudes, and limits; and train them in blindness-specific skills and accommodations, âsoftâ or general employable skills, and âhardâ or specific job skills.
Utilize the lesson series: Journey to a Successful Work Experience as you prepare a teenager for a positive employment experience.
Build Your Self-Confidence
Self-Confidence: How It Increases Your Employability As a Person Who Is Blind or Visually Impaired
Self-Confidence Part 2: How to Foster It As a Person Who Is Blind or Visually Impaired