For students with disabilities, life naturally goes on after school ends.
To help facilitate that, their IEPs (individualized education programs) are required by federal law to include a coordinated set of activities, measurable post-secondary employment goals and annual updates based on age-appropriate transition assessment.
Stephanie Baker, associate professor in the Department of Special and Early Education, makes sure that her preservice teachers are prepared to fulfill the mandates set forth in the Individuals with Disabilities Education Act.
Baker’s SESE 448 course covers exactly that – and, during the week of April 14, she gave her students with a close-up, real-world glimpse of why it matters.
It came in suburban Batavia at Valley Sheltered Workshop (VSW), a private, nonprofit organization with the mission to “provide job services for adults with disabilities and a space where members can connect, learn and find their identity.”
VSW offers permanent and community-based work options, volunteer opportunities and social programming to build independence and belonging for participants across the Fox Valley.
“Our trip was part of a new collaboration experience I have been working on with leaders from the organization,” Baker says. “The visit gave future special education teachers an inside look at how sheltered employment can support transition age youth with intellectual disabilities on the path to meaningful work.”
Developed by Baker with VSW administrators Hugo Saltijeral and Michael Backer, the hands-on learning showed best practices in employment preparation for individuals with intellectual disabilities.
Over two days on site, NIU’s students:
- Shadowed workers on assembly, packaging and clerical contracts.
- Interviewed staff about job coaching strategies and production expectations.
- Reflected on how confidence, social connection and routine contribute to quality of life for VSW employees.
As a result, Baker says, the observations of VSW’s pre-vocational training model allowed her licensure candidates to connect classroom discussion to practice.
Conversations with VSW staff about age-appropriate assessment illustrated how strengths and interests guide job-matching.
Job-based immersion, meanwhile, rotated the NIU students through VSW workstations such as packaging, assembly and clerical so that they could learn directly from the individuals who work there and gain first-hand insight to apply later when writing Indicator 13-aligned employment goals.
Lastly, they saw the value of coordinated services in the VSW’s exemplification of how schools can partner with community providers to deliver work-based learning before and after graduation.
“While competitive, integrated employment is the preferred national outcome, and sheltered settings like VSW remain an essential option for individuals who benefit from a slower pace, smaller environments or on-site medical and behavioral supports,” Baker says. “For many families, sheltered work offers a bridge from school to adult services – and a paycheck that fosters dignity and routine.”
Returning to Gabel Hall for a debriefing confirmed to Baker that her students appreciated the opportunity.
Among their comments:
- “They do more than just work in a small workshop; they outreach to other jobs and do things for the community.”
- “VSW was very inclusive and focused on the needs and abilities of all individuals.
- “I think it opened my eyes to what (a workshop) looks like. I didn’t know that was an option, but it is also important to remember that not all workshops look like that.”
- “That there are a lot of different tasks for the individuals to do. That they were all very happy to be there and they felt like they had a purpose.”
- “I was able to gain insight on how the workshop allows students to practice their skills, before fully integrating them into the workforce, meeting them where they are at.”
- “The individuals are hardworking and love what they do.”
- “Meaningful employment comes in different forms, but we cannot limit our students in what that may mean to them.”
Baker and Valley Sheltered Workshop now will strengthen their collaboration by scheduling guest lectures from VSW professionals and institutionalizing the Batavia field experience as a recurring component of SESE 448.
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