VIDBE-Q Volume 65 Issue 2
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on their own, such as lack of distinction between work experiences and paid jobs,
and reduced motivation to search for and accept paid jobs (Cmar, 2019).
Longitudinal analyses are in progress to evaluate long-term outcomes, including
job obtainment.
Implications
Instead of offering repeated short-term work experiences to youth with visual
impairments, we recommend a progression of activities where youth gradually
increase their level of responsibility for finding paid jobs as they develop the
corresponding skills. This progression could begin with youth participating in a
limited number of work experiences, so they have the opportunity to get hands-on
experiences with various jobs—but do not stop there. Next, teach youth how to
find a job on their own using Putting Your Best Foot Forward or another method.
Finally, encourage youth to put their skills into action by searching for a job on
their own. Be sure to give them adequate support during the job-seeking process,
but gradually reduce that support as they build their skills, gain experience, and
increase their confidence.
The Putting Your Best Foot Forward curriculum is now available as a free
resource from The National Research and Training Center on Blindness and Low
Vision. Practitioners can gain access to the curriculum and become a Putting Your
