VIDBE-Q
Volume 62 Issue 2
the Community Programs Assistant Director were the co-facilitators and their efforts were complemented
by an AT specialist and a teacher's aide. In addition, a videographer and a photographer attended
routinely to document the pilot program for future reference. The participants included eleven mainstream
students (two students were attending college and the others were secondary public school students) and
two Perkins residential students. Five of the participants were braille readers and eight were print readers
(three of the participants were blind). Of the 13 students, nine were on academic tracks and four were
learning more functional life skills.
Following their PEP experiences, five participants worked during their summer holiday and two are
currently employed while continuing their studies. The two PEP participants who were college students
continued in college, two participants graduated from high school and entered college, and nine continued
as secondary students (two will graduate this year). When asked what they'd gained from the PEP
experiences, participants shared the following comments:
"I gained a lot of confidence in my work ethic and workplace preparedness from attending the
PEP program."
"The thing I gained from going was learning that I shouldn't stick to one solo path in life."
"The thing that I learned and took from the PEP program was that you need to put a lot of work
into finding a job or finding a great college that will help you to achieve your goals and to be
successful in the career you want in life."
"I improved my interviewing skills and got positive feedback."
Their parents shared comments as well:
"I think in many ways it was instrumental in providing her with the confidence she needed to re-
apply for the music therapy major and pursue an on-campus job at Berklee, all of which helped
her with her self-advocacy."
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