VIDBE-Q Volume 65 Issue 4
communication effectively, and develop additional job readiness skills in addition
to social skills.
The virtual format allowed for instruction in career education areas not as
easily accessible in a face-to-face format. Guest speakers from around the country
spoke to students during live virtual presentations. We were able to expose
students to many more positive role models and mentors with visual impairments.
Speakers were arranged based on students' career interests such as a baker, small
business owner, forensic scientist, writer/author, professional singer, aerospace
engineer, sound engineer, music producer, high level mechanic, social worker,
artist, animator, nutritionist/Registered Dietician, accessibility specialist, and
others. Podcasts and pre-recorded audio or video interviews from organizations
such as American Printing House for the Blind, Apple, and Perkins eLearning
made it easy to bring professionals or workers who are visually impaired to our
students.
Volunteer or work-based learning experiences initially seemed impossible,
but wound up being just as valuable as face-to-face work experiences. An online
list of work experiences was posted on our agency's website for students. After
reading the job descriptions, students completed an online application, created by
Office Forms, listing their top three preferences. The applications were reviewed
and students were notified of a mock interview appointment and video conference
