By Denise Fitzgerald
Work experiences have been defined using a tiered system based on levels of support, as follows:
These work environments and tasks are assigned to students in order to develop and/or enhance work related concepts and habits. Students are assigned tasks and given ongoing, individualized support to complete tasks.
Trades: Recycling, mail delivery, greenhouse tasks
These work environments and tasks are assigned with the expectation that the student is completing a series of simple or complex tasks that closely resemble those expected in an entry level position. Students should have the ability to complete all tasks related to the job, given the appropriate supports. Many tier 2 jobs may in fact be identical to those in tier 3, but students are given more supervision and ongoing support than students in tier 3 positions. Often times this rate of pay will be offered to a student who is in the process of completing the job training he or she will require in order to successfully perform at a tier 3 level.
Trades: Seat weaving ; Brailler repair; Woodworking
Earnings: Training wage plus bonus for completion of work
These work environments and tasks offer “real world” entry level opportunities. Students at Tier 3 often complete an application process including an interview in order to gain the position. The relationship between the teacher and student in these experiences is similar to that of a supervisor and the students will participate in a performance evaluation process with their teacher/supervisor.
Teacher or job coach will fade, either directly from the job experience, or attention is almost completely directed toward other students in the class
Trades: Community based employment, in commercial settings, such as retail, bank, hospital cafeteria
Earnings: Can be a stipend paid by the employer