Overview

Collaboration has long been recognized as having a positive impact on student achievement (Lance studies).  However, not as much research has been done concerning collaboration with special education students.  My applied project focused on working with mildly intellectually disabled students who are self-contained and will graduate with a special education high school diploma. 

The classroom teacher is a 20 year veteran and her parapro is a former special education teacher.  Both bring tremendous experience and knowledge to their classroom.  I worked with a very small group of students on an employment/job skills unit.  The unit took much longer than I anticipated and the pacing had to be slowed down considerably.  A unit that was planned for 7 days ended up taking over 14.  I sent the teacher the interview questions ahead of time and then we met prior to my first day with students. 

My first step with the students was to get them to think about what interests and skills they have.  This approach allowed me an opportunity to get to know them and to see what they consider their strengths.  As we talked about interests and skills, I explained the steps we were going to take to create a resource notebook that would help them find appropriate jobs and help prepare them to apply for those jobs.  Using technology was a big obstacle—not only for the students but also their teachers!  More time was needed to simply explain how to open the lap top, log on, and the computer terminology used to access websites.  Vocabulary instruction was something I did not anticipate.  

After spending several days covering everything from what skills and interests they have, to locating appropriate jobs, to key word searches and job web sites, we spent a couple of days preparing for mock interviews.  Students watched a video of a mock interview, took notes, and answered questions that they might be given during a practice interview.  We discussed appropriate dress, attitude, and responses.  The students created resumes and filled out job applications.  All of this hard work culminated in a day of mock interviews with the school principal, the book keeper (it was supposed to be another administrator but she was unable to come at the last minute), and a community member who had a special education son that graduated from the high school several years ago.

 Results Chart

Result

Explanation

  • Teacher’s understanding of collaboration is different from an ideal collaborative relationship.
  • During initial interview, the teacher shared previous “collaboration” experiences.  Most of the examples involved an exchange of ideas rather than a true collaborative relationship.  For example, she mentioned working with the previous media specialist on a couple of units.  Her explanation of that experience was participating in media center orientation and looking at websites the media specialist provided in a newsletter.  During the applied project, our relationship was not collaborative.  She explained what she had done previously with a job skills unit, gave me her materials, and then let me do what I wanted with her students.  She was interested in the resources I provided, but did not work with me as an instructional partner.  On many days, she left the room to attend to other responsibilities rather than working with the group.  
  • During the post project interview, the classroom teacher expressed that the unit was beneficial to all of her students.  She felt like she had new ideas to use in the future as well as suggestions for making the unit stronger.  For example, in the futur she would like detailed guides for accessing websites and to videotape the practice interviews so that students could critique their performance.
  • This result strongly supports the most current research on collaboration—collaboration is undeniably important, but creating collaborative relationships continues to be elusive. 
  • Students were able to provide reasonable answers to career goals and interview questions.
  • When answering commonly asked interview questions, students were able to provide answers that matched their skill level and were realistic to their situations.  For example, when asked why he wanted to work Kendrick was able to articulate his desire for owning his own things and taking on additional responsibility.  Kristina responded that she needs to contribute to her family.
  • In my opinion, the student interviews were successful because they were able to answer questions that mattered to them most.  Special education students generally find jobs through family members and teachers.  Very few of them will have to go through a formal interview process. 
  • Practice interviews were helpful to students and showed them their strengths/weaknesses.
  • Students were able to answer interview questions that focused on their personal lives successfully during practice interviews.
  • Students were unable to make a connection between their community skills experience and work experience.
  • On a scale of 1-5, the average score given was a 3.5.  
  • On a scale of 1-5, overall students did very well when asked personal questions (3.5) and the interviewers felt that the students were well prepared and had good attitudes (3.57).  The highest area was in interview etiquette (3.64).  
  • Group B Question #3 “What previous work experience do you have?” rated the lowest (2.357).  This was interesting considering all of the students participate in daily community skills.  They work at various local restaurants and stores on a variety of tasks including stocking shelves, setting tables, rolling silverware, making iced tea, and prepping various foods (lemons, lettuce, tomatoes…).  It appears that the students haven’t made the connection between participating in community skills and what they may be doing for a real job after graduation.  It’s almost like they see community skills as just something they do at school while their careers will be much more glamorous.  This is made even more evident in their responses to the question, “What do you want to do after graduation?”  none of them said that they would try to get a job at one of the places where they did their community skills.
Student Responses to the Handout "Questions Most Commonly Blown on Interviews"

Questions

Justin

Kendrick

Shantel

Kristina

Marie

1.  Why do you want to work?

To make money to pay my cell phone bill, more work experience

I want to buy my own thing.  More responsibility, more work experience, more independent with money of my own

I need a job so I will bay my phone.  I want more responsibility.

Because I need a job to help around the house

1.  To have more responsibility 2.  more work experience 3.  more independent with money of my own

2.  Why do you want to work here?

I like working with people.  I want more experience.  (Kendrick put the answer to question 3 in this spot)

Because to see if this job good for me

Waffle House because I want to have more experience at working there.  I like to talk to people.

Because it sounds like something I could be good at

Because I have experience in the field

3.  What are your hobbies?

I like sings, listen to Music, learning the lyrics

I going to practice for basketball every Wednesday and Friday

Poetry.

Hanging out with friends.  My hobbies is trying to play volleyball.  Drawing and designing clothes.

I like to read Doing crafts

4.  What do your parents do?  Where do they work?

My Dad work green classic limousines

My mom teach at ASD

Home maker.

My mom put back toys and clean up at WalMart.  My step-dad works at different places, he is a electrician.

Mom is a sub part time and a cashier

5.  What do you want to do when you graduate?

Work at music store

I want to go to college at UGA

I want to go to training school

Go to college, Gwinnett Tech

I hoping to go to college Gwinnett Techique

6.  What hours/days can you work?  How late can you work?

3:30-9:00 and part of weekends

I am not a morning person, and I don’t like to work late

Monday Friday 3:30pm, 6:00pm

Work at night.  Not to late

I like to work in the evening more.  But willing to work morning on weekends

7.  What time do you get out of school and what time can you get here afterwards?

2:10-3:30

2:10-5:30 or 3:00-6pm

2:10pm (Shantel had to ask for this information)

2:10. 3-4

2:10pm I can get to work around 3 or so

8.  How are you going to get here?

I have transportation

I have went on my dad or mom to take me to work

Grnrandma will drive me to work

My mom or step-dad

I could walk

9.  Are you over 18?  Are you over or under 18? (This question was included at the request of the teacher)

Under 18

I am 17 years of age

Yes. I am 19 years old

17 ½

Yes over 18

10.  Why should I hire you?

Dependable on time

I am a good person to other people

I am a good work.  I go to work on time.

Because I am responsible, I am on time I get along with others

I am always on time

 

Interview Feedback

Practice Job Interview Feedback Form

Interview Feedback Analysis Chart

  •  All students were instructed how to dress for their mock interviews. One showed up in a suit, one wore khakis, and the other three looked like they just rolled out of bed.
  • Reviewing the interview questions prior to the mock interview had mixed results.  Some were able to answer without hesitation and others really struggled.
  • Most answers averaged in the 3s based on the 5 point scale.
  • Group B Question #3 “What previous work experience do you have?” rated the lowest (2.357).  This was interesting considering all of the students participate in daily community skills.  They work at various local restaurants and stores on a variety of tasks including stocking shelves, setting tables, rolling silverware, making iced tea, and prepping various foods (lemons, lettuce, tomatoes…).  It appears that the students haven’t made the connection between participating in community skills and what they may be doing for a real job after graduation.  It’s almost like they see community skills as just something they do at school while their careers will be much more glamorous.  This is made even more evident in their responses to the question, “What do you want to do after graduation?”  None of them said that they would try to get a job at one of the places where they did their community skills.
  • The highest overall score was Group C Question #3 “Etiquette (eye contact, clarity of speech, manners, etc.) with an average score of 3.642.  Although their answers rated low, interviewers felt that they were well prepared, had good attitudes, and appropriate etiquette.
  •  The toughest interviewer was B, the school principal.  In her remarks, she commented in every case whether the student waited to be seated or not.  Higher marks were given to those students who waited to be asked to be seated. 
  • The community member spent twice as long with the students as the other two interviewers, averaging 20 minutes with each student.  He spent almost 40 minutes with one particular student.  His comments were few, but insightful and not intended for the student to necessarily see.  He commented on the sadness of one student losing her father and having to work to contribute to family expenses whereas the other interviewers of the same student noticed her poor appearance and body odor (which we asked them to note since this student does have a definite hygiene issue that has been addressed several times).  He gave the students the highest scores overall.
  • Interviewer C wrote comments on almost every question asked even though there wasn’t really room to do so.  The only space for comments was at the bottom of the page, but she managed to squeeze in comments and notes on student responses.  She gave students several positive comments and “good jobs” throughout the form but was also willing to make helpful critical comments as well. 
  • Interview Feedback from Students

§  Kristina was unsure how she did, she had trouble understanding some of the questions

·         After her second interview, she felt much better

§  Shantel felt confident about how she had done

§  Kendrick said, “good, good grade”

·         Being interviewed by the principal made Kendrick nervous, he said his heart went “Zoom!”

§  Marie completed both interviews very quickly