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Module 6: Pathways to Careers: Skills for Successful Employment

SECTION 1: Introduction for Training Facilitators

Overview

The ADA and Self-Advocacy for Youth — Train-the-Trainer Curriculum has been developed with a modular design. Using the train-the-trainer model, each module will include multiple components including:

  • PowerPoint slides with presentation content and talking notes.
  • Training facilitator talking points and speaker notes.
  • Videos and other multi-media content (when appropriate)
  • Activities such as role play scenarios, quizzes, and art activities.
  • Relevant resources including targeted documents, organizations, and websites.

The modules are designed to be presented in stand-alone sessions. Shorter or longer sessions may be developed based upon the students’ needs. A menu of interactive exercises will be provided for each module. One or more activities may be selected to reinforce the learning objectives based upon the needs of the facilitator and students.

Training facilitators participate in a train-the-trainer event led by the BBI/SEADA Curriculum Development Team. Training facilitators will also be provided with targeted, relevant materials about hosting an accessible training event, accessible presentation methods, effective utilization of the module materials, and strategies for customizing modules based on audience needs.

Learning Modules

  • Module 1: Pathways to Careers: An Americans with Disabilities Act (ADA) Roadmap
  • Module 2: Disclosure Decisions and Talking About My Disability
  • Module 3: The ADA in the Workplace
  • Module 4: The ADA in Higher Education
  • Module 5: Advocating for My Rights Under the ADA
  • Module 6: Skills for Successful Employment
  • Module 7: The ADA and Reasonable Accommodations on the Job
  • Module 8: The ADA in the Community
  • Module 9: The ADA and Effective Communication for Individuals who are Deaf or Hard of Hearing
  • Module 10: The ADA and Effective Communication for Individuals who are Blind or Low Vision
  • Module 11: Interactions with Law Enforcement
  • Module 12: Parent to Partner

Module 6: Pathways to Careers: Skills for Successful Employment

Module 6: Pathways to Careers: Skills for Successful Employment provides a basic overview of hard and soft skills and why they are essential to job success. The PowerPoint presentation provides a basic overview of hard and soft skills and highlights the basic soft skills of responsibility, teamwork, communication, attitude, and organization. Discussion questions are incorporated throughout the slide presentation.

Post-presentation interactive exercises are provided to reinforce the content from the slide presentation. The activities allow students the opportunity to think through, discuss, and practice their soft skills using realistic scenarios they may encounter in their lives. The overall goal of this module is to broadly introduce students to the concept of job success and the importance of soft skills.

Learning Objectives

The student will:

  • Learn the basic definitions of hard and soft skills.
  • Learn about soft skills that are essential to job success with regard to responsibility.
  • Learn about soft skills that are essential to job success with regard to teamwork.
  • Learn about soft skills that are essential to job success with regard to communication.
  • Learn about soft skills that are essential to job success with regard to one’s attitude.
  • Learn about soft skills that are essential to job success with regard to organization.

SECTION 2: Strategies for Customization

Adapting and Making Accommodations for Students with Disabilities

The following resources provide guidance on working with students with a variety of disabilities. The resources provide information about adaptations that can be made to instructional techniques and accommodations that can be provided to increase inclusion in the classroom.

Customizing the Lesson Using Presentation Material and Interactive Exercises

There are three sets of resources provided that can be woven together to customize the learning experience, depending on your goals as a facilitator for this particular lesson on Skills for Successful Employment (e.g., providing a very simple introduction versus teaching the basics as a platform for having students engage in deeper learning about complex examples). These include: (1) advance preparation material that students can review; (2) a set of PowerPoint slides that can be used in a presentation and discussion format; and (3) a set of interactive exercises to stimulate applied learning, creativity, and deeper thinking about the concepts.

1. Advance Preparation Material for Students

This lesson provides a very simple, high-level overview of Skills for Successful Employment. The goal is to introduce students to hard and soft skills. Suggested resources for advance preparation include readings about skills for successful employment.

As noted, these materials can be provided in advance to students, or if the class session is long enough, they may be used in class prior to presenting the PowerPoint slides and getting into a specific discussion of the skills for successful employment. Alternatively, they could be used as both advance preparation (pre-homework) and repeated in class to reinforce the learning.

2. PowerPoint Slides

The PowerPoint slides can be used in class to provide an overview of skills for successful employment. Combined with the interactive exercises, the presentation can be extended to cover a long class session or multiple smaller class sessions. The slides can also be presented on their own as part of a short lesson on Skills for Successful Employment.

3. Interactive Exercises

Several interactive exercises are provided to engage the students in considering specific examples that relate to the material in “Skills for Successful Employment.” For example, while the presentation material explains hard and soft skills and discusses the importance of these skills, an interactive exercise leads the students to practice how to develop these soft skills. Therefore, the exercise provides a concrete lesson on the soft skills and allows an opportunity to practice developing these skills.

SECTION 3: Suggested Advance Preparation for Facilitators

Readings

  • Skills to Pay the Bills: Mastering Soft Skills for Workplace Success (PDF)
    The “Soft Skills for Workplace Success,” curriculum focuses on preparing youth, including those with disabilities, for readiness in the workplace. Created for youth development professionals as an introduction to workplace interpersonal and professional skills, the curriculum is targeted for youth ages 14 to 21 in both in-school and out-of-school environments. The basic structure of the program is comprised of modular, hands-on, engaging activities that focus on six key skill areas: communication, enthusiasm and attitude, teamwork, networking, problem solving and critical thinking, and professionalism.
    Source: U.S. Department of Labor (ODEP)
    Link: www.dol.gov/sites/dolgov/files/odep/pdf/softskillsguide.pdf
  • List of Soft Skills for Resumes, Cover Letters, and Interviews
    Source: The Balance
    Link: www.thebalance.com/list-of-soft-skills-2063770
  • Why Soft Skills Matter
    Source: Mind Tools
    Link: www.mindtools.com/pages/article/newCDV_34.htm
  • Keeping a Job – Resources from the PACER National Parent Center on Transition and Employment.
    Source: PACER National Parent Center on Transition and Employment
    Link: www.pacer.org/guides/education-work-housing/ewh-300/
  • Understanding Your Child’s Trouble with Organization and Time Management
    Source: Understood – For Learning & Attention Issues
    Link: www.understood.org/en/learning-attention-issues/child-learning-disabilities/organization-issues/understanding-your-childs-trouble-with-organization-and-time-management
  • Helping Youth Build Work Skills for Job Success: Tips for Parents and Families
    This InfoBrief addresses the need for youth to acquire work skills and offers strategies parents and families can use to work with their youth to develop skills that lead to success on the job. This InfoBrief also includes information on how to incorporate work skill development into school documents, such as the Individualized Education Program and the Summary of Performance.
    Source:     National Collaborative on Workforce and Disability (NCWD)
    Link: adaselfadvocacy.org/wp-content/uploads/2024/02/ncwd-helping-youth-work-skills.pdf
  • Helping Youth Develop Soft Skills for Job Success: Tips for Parents and Families
    This InfoBrief discusses the importance of soft skills and offers strategies parents and families can use to help their child develop skills for employment success. (Also available in Spanish).
    Source:     National Collaborative on Workforce and Disability (NCWD)
    Link: adaselfadvocacy.org/wp-content/uploads/2024/02/ncwd-helping-youth-work-skills-parents.pdf
  • Helping Youth with Learning Disabilities Chart the Course: A Guide for Youth Service Professionals
    This InfoBrief describes challenges faced by youth and young adults with learning disabilities as they reach adulthood, while highlighting strategies youth service professionals can implement to help youth to transition successfully into the workplace.
    Source:     National Collaborative on Workforce and Disability (NCWD)
    Link: adaselfadvocacy.org/wp-content/uploads/2024/02/ncwd-helping-youth-w-ld-charting.pdf
  • Working with Employers – Workplace Success
    This guide describes how to create successful work-based experiences for youth and their employers that foster adult employment success for all youth, particularly for those with disabilities.
    Source:     National Collaborative on Workforce and Disability (NCWD)
    Link: www.ncwd-youth.info/publications/working-with-employers-workplace-success/

Websites

  • Skills You Need
    Whether you’re at work, a job seeker, a student, a teacher, or a parent, or you’re just interested in developing your key skills, you will find plenty of information here about essential life skills.
    Source:     Skills You Need – Helping You Develop Life Skills
    Link: www.skillsyouneed.com
  • Dyslexia Help
    A project of the University of Michigan, this website is designed to help you understand and learn about dyslexia and language disability.
    Source:     University of Michigan
    Link: dyslexiahelp.umich.edu
  • VR4 Hearing Loss: Everything You Want to Hear
    This website will help orient VR professionals to the range of needs and possible services for persons who are hard of hearing or late deafened. These services lead to enhanced workplace success and improved quality of life for consumers. Developed in 2012 under a grant from the National Institute for Disability and Rehabilitation Research (NIDRR) & University of Arkansas for Medical Sciences (UAMS).
    Source:     VR Hearing Loss
    Link: vr4hearingloss.net

SECTION 4: Suggested Advance Preparation for Students

The following advanced reading assignments and video excerpts can be assigned to students to prepare them for learning about Disclosure, Self-Identification, and Discussing Your Disability

Readings

Websites

  • Skills You Need
    Whether you’re at work, a job seeker, a student, a teacher, or a parent, or you’re just interested in developing your key skills, you will find plenty of information here about essential life skills.
    Source:     Skills You Need – Helping You Develop Life Skills
    Link: www.skillsyouneed.com
  • National Collaborative on Workforce and Disability – Youth
    NCWD/Youth is a source for information about employment and youth with disabilities. Partners — experts in disability, education, employment, and workforce development — provide high quality, relevant information.
    Source:     National Collaborative on Workforce and Disability (NCWD)
    Link: www.ncwd-youth.info

SECTION 5: Presentation

Pre-Module for the Training Facilitator:

Facilitator Note: There are certain skills needed to do a job, such as operating a machine or using a computer program. These are called “hard skills” because you will have to have these skills in order to do the specific job. Also, there are “soft skills” that are more general and useful across different jobs that make the workplace more productive and help people to work more smoothly. What do you think some of these soft skills in the workplace might be? Let’s make a list of what we think of as soft skills. (Save this list for an activity at the end of this module.)

Today we are going to learn about soft skills in the workplace, and how these soft skills contribute to success on the job.

Facilitator Note: Use the Module 6 PowerPoint slides, Pathways to Careers… Skills for Successful Employment.

Post Module for the Training Facilitator:

Facilitator Note: After you have completed the PowerPoint and learning activities, summarize the session(s) with the group. From the Pre-Module activity, post the list of skills for successful employment and ask the group what they would like to add to the list.

“Now that we have learned about soft skills in the workplace, let’s go back and look at our original list to see if we can add anything. Can you think of any soft skills that are missing from our list?” (Use a different color to add to the list or note the additions to the list in a similar way.)

SECTION 6: Learning Activities

For the Training Facilitator:

Facilitator Note: Learning activities have been designed to reinforce the content from the PowerPoint presentation. A menu of activities has been provided. You may choose one or more activities based upon the time that you have to present the material and upon the needs of the students. For each interactive activity designed to reinforce the content from the PowerPoint presentation, suggested time frames are included below. Please keep in mind the age of your youth as well as the individual skill levels and specific disabilities to allow time frames that are appropriate for your group.

Activity #1: Group Discussion

Facilitator Note: Please allow time frames for these discussions and activities that are appropriate for the size of the group and the nature of the makeup of the group. Please be flexible if the discussion or the sharing is productive, and the participants are actively engaged.

Activity: “Let’s Work Together!”

Facilitator Script: “In the workplace, we often work as a team to get the job done. What are some soft skills that will help you to work as a member of a team? Let’s see how many soft skills we can name that will help us with teamwork on the job.”

Facilitator Note: Reinforce responses such as sharing ideas, paying attention to verbal and nonverbal communication, being organized, adapting to change, adjusting to different situations, solving problems, respecting others, being willing to help others, cooperating with others, listening to others, having a positive attitude, taking on new tasks, encouraging others, being on time, etc.

Activity #2 Art Projects & Musical Expression

Art Projects

Facilitator Note: If your group is especially engaged by art activities, such as drawing, painting, collages, murals, etc., you might use art materials to do the following. Please keep in mind the age of your youth as well as the individual skill levels and specific disabilities to allow time frames that are appropriate for your group. If you have members of your group who will have difficulty manipulating art materials, such as a youth who has difficulty using scissors due to limited hand dexterity, consider working in partners or small groups.

If your group is made up of students with varying levels of vision loss, consider having students with low vision work as partners or in small groups with students with total vision loss. Using materials such as magazines, advertising flyers, brochures, pamphlets, etc., have the students with low vision audio describe the pictures and words that the partners or small groups might decide to use in a collage or mural. If your group is made up of students with total vision loss, consider using the Musical Expression activity with your group.

Activity 2A: “Teamwork: Our Story in a Mural”

Time: 15 or more minutes

Facilitator Note: Divide the group into three teams of six or more individuals each. Give each team a large piece of paper and some assorted art supplies. Each team will decide on a story to tell on their mural. Two or more team members will be responsible for the beginning of the story on the first large piece of paper. Two additional team members will be responsible for the middle of the story on the second piece of paper. The remaining two team members will be responsible for the ending of the story on the third piece of paper.

To tell their story, the team members can use drawings, words, or pictures cut from magazines, cartoons, symbols, etc. The only rule is that the team must work together to tell the beginning, middle and end of their story, with at least two team members working together on each large piece of paper. When the teams are finished or when time is called, display all three panels of the team’s story on the wall to create a mural. Let each team share their mural’s story.

When each team has had a chance to share about their mural, ask the question, “What soft skills did your team use to get the job done to create your mural?” (Reinforce responses that identify soft skills as listed above.)

Activity 2B: “Teamwork: Our Message in a Collage”

Time: 15 or more minutes

Facilitator Note: Divide the group into teams of three or four individuals each. Provide each team with a large piece of paper and art materials including reading materials to be deconstructed (e.g., magazines, newspapers, flyers, etc.). Also include drawing paper, construction paper, scissors, and glue sticks. Each team will create a collage that has a message about one of the topics below, or a topic chosen by the team. Each member of the team must place something on the collage. The items could be words, symbols, drawings, cartoons, pictures, or words torn or cut from the reading materials.

Possible topics for the message in the collage might be:

  • Entertainment
  • Transportation
  • Working
  • Social Media

When the teams are finished or when time is called, let each team share the team’s message in their collage.

When each team has had a chance to share about their collage, ask the question, “What soft skills did your team use to get the job done to create your collage?” (Reinforce responses that identify soft skills as listed above.)

Musical Expression

Facilitator Note: If your group is engaged by musical expression, you might want to use activities such as singing, simple musical instruments, percussion instruments, drumming, etc. The activity of drumming can be done using plastic buckets or containers or using hands on tabletops. Please keep in mind the age of your students as well as the individual skill levels and specific disabilities to allow time frames that are appropriate for your group.

Activity 2c: “Building a Musical Story”

Time: 10 or more minutes

Facilitator Note: Using any object as the “Musical Wand,” each person in the circle or group can only “perform” when that person has possession of the Musical Wand. The first person who receives the Musical Wand sings one or more thoughts or sentences that begin the story. Then the first-person hands off the Musical Wand to any other person in the circle or group, and the second person has to quickly sing one or more thoughts or sentences to continue to build the musical story to tell what happens next. Then the second person hands off the Musical Wand to anyone else in the circle or group, and the third person must continue to build the musical story in the same way. Continue to give everyone a turn to contribute to the musical story or continue until the musical story seems to have arrived at an ending. If time permits, start all over with a new member of the circle or group who would like to sing a beginning to a new musical story.

Facilitator Note: When the group has finished the Building a Musical Story activity, ask the question, “What soft skills did you use during this activity to get the job done to build your musical story?” (Reinforce responses that identify soft skills as listed above.)

Activity #3 Dramatic Arts

Facilitator Note: If your group is especially engaged by dramatic arts, such as role plays, skits, improvisation, etc., you might use dramatic arts activities.

Activity 3A: “Teamwork: Building a Tall Tale”

Time: 10—15 minutes

Facilitator Note: Create a “Talking Stick” using any convenient object, such as a ballpoint pen, an eraser, a paint brush, or any interesting or unique object. Form teams of 6 to 8 members. Have each team make a small circle in the front of the room when it is their turn to build their story. When the facilitator hands the Talking Stick to someone in the team, that person must begin telling a story. When the Facilitator calls “Pass,” the Talking Stick must be quickly passed to another team member who continues to build the story starting from where the previous team member ended. The rule is that each team member must have a first turn with the Talking Stick before anyone gets a second turn. Each time the Facilitator calls “Pass,” the Talking Stick must be quickly passed to another team member, and the story must keep going.

When time is called or if the team finishes the story, ask the following questions:

  • What soft skills did you use with your team to build your story?
  • How were you listening to your team members, and what were you listening for?

Activity 3B: “There Are No Words for This!”

Time: 10—15 minutes

Facilitator Note: Ask the question, “What are some examples of nonverbal communication?” Make a list of their responses to post in front of the group. Include responses such as facial expressions, gestures, posture, body movements, eye contact, touch, physical space, etc.

Facilitator Script: “Nonverbal communication often tells how a person is feeling without using any words. We are going to draw a feeling from this hat, and then act out that feeling using only nonverbal communication.” This will be similar to the game “Charades” or “Pictionary.”

Using index cards or slips of paper, put the following words that you would like to use on a separate index card or slip of paper. Put the cards or papers in a hat, bag, box, or similar container to allow each person to draw out a word. The person will act out this word. The rule is that each person has to act out the word by using nonverbal communication. There are no words or verbal communication allowed. Use any words from the following list:

AfraidFrustratedSad
AngryHappyScared
AnxiousInterestedShocked
BoredJealousShy
ConfusedLonelyStressed
ContentOffendedSurprised
CuriousOverwhelmedThankful
ExcitedProudWorried

Facilitator Note: If you feel that the members of your group would be more comfortable acting out the nonverbal communication in a small group rather than in front of the whole group, please form groups of 3 to 4 people. Have one person in each group draw from the hat and start when you say, “Go!” Once the nonverbal communication is correctly identified, another person in each group draws from the hat and acts out the nonverbal communication until everyone has had a turn or time is called.

Remember: There are no words or verbal communication for this activity!

Activity 3C: “Communication Is a Two-Way Skill”

Time: 10—15 minutes

Facilitator Note: Working in pairs, have each partner choose one of the characters in the scenarios below. The partners need to create a skit to try and resolve the problem. Remind the partners to ask questions to clarify what the other person means, and to be specific in both requesting and giving information.

Scenario #1: Sarah and Her Grooming Job
Sarah has a job bathing and grooming dogs. She has several customers. Today, she is going to Ms. Zee’s house to groom her large collie, Cupcake.
When Sarah arrives, Ms. Zee is in a terrible mood. Ms. Zee complains, “You’re late!” Actually, Sarah is on time. “You didn’t do a very good job with Cupcake last week! I think she looked terrible! A real mess!”

  • What can Sarah do to make this situation better?
  • What specific information should Sarah request in order to better understand why Ms. Zee is so upset?
  • How can Sarah find out what went wrong?
  • How can Sarah fix the problem?

Scenario #2: Antonio and His After-school job
Antonio has an after-school job stocking shelves at the grocery store. He has to rush to get to work on time and he is often late. Today, his supervisor, Ms. Tee, meets Antonio as he rushes in. She says, “You’re late again! Antonio, you are 15 minutes late today. You are scheduled to work for 4 hours after school, but you are often not here to start on time. What are we going to do about this?”

  • How can Antonio fix this problem?
  • What can Antonio request so that he can still do his job?
  • What should Ms. Tee ask of Antonio in the future?
  • What will make both Antonio and Ms. Tee feel like the problem has been resolved?

Facilitator Note: After 3-5 minutes have been used for the partners to create a skit, have each pair act out their skit for the group. Reinforce the importance of communication skills as each pair shares their skit with the group.

Activity#4 Role Models

Facilitator Note: For young people with disabilities, it is very important to identify with role models who are people with disabilities living independently in the community. Sources for finding role models that may serve as guest speakers in class include:

Activity 4A: “And Now, A Word from the Real World”

Time: 5–15 minutes

Facilitator Note: Invite a speaker or a small panel of 2 to 4 people with disabilities to briefly share about their job and the importance of soft skills in the workplace. Encourage the speaker or the panel to share examples from their day-to-day job routine that show how they rely on the use of soft skills in the workplace. Then allow time for the group to ask questions and dialogue with the role model(s).

Activity 4B: Virtual Reality—”A Word from the Real World”

Time: 5 – 15 minutes

Facilitator Note: Using Zoom or a similar platform, invite a speaker or a small panel of 2 to 4 people with disabilities to briefly share about their job and the importance of soft skills in the workplace. Encourage the speaker or the panel to share examples from their day-to-day job routine that show how they rely on the use of soft skills in the workplace. Then allow time for the group to ask questions and dialogue with the role model(s).

SECTION 7: Handouts or Materials Needed

  • Audiovisual equipment for PowerPoint presentation and/or videos.
  • Art materials, blank paper, colored pencils or markers.
  • Photocopies of PowerPoint slides, including alternate formats such as large print, Braille, and electronic formats such as a USB drive for students with visual or print disabilities.

SECTION 8: After Class

Homework Possibilities

Interview a person who is working in the community. Ask the following question.

  • Besides the technical skills that you use to do the duties of your job, what are 3 of the “soft skills” that you think are the most important on your job

For example, soft skills include being organized, solving problems, being on time, listening to others, working as a team, communicating with others effectively, sharing ideas, treating people with respect, etc. You might want to make a list of soft skills to take with you in case the person you are interviewing asks you what you mean by “soft skills.”

During our next session, we will share our lists of the most important soft skills identified in these interviews.

Facilitator Note: You may wish to identify several people in the community who would be willing to assist with this homework assignment. Refer to Section 9 – Community Organizations for possible contacts. Students may also want to interview someone they know such as a family member or friend. The contacts for the exercise may be people with and without disabilities.

Quiz Questions

Use these quiz questions to reinforce learning by giving this pop quiz at the end of class, as a homework assignment, or at the beginning of the next class session. Correct answers are noted with an asterisk (*).

  • The term hard skills refers to skills that are hard to learn.
  • Yes
  • No*
  • Being on time for work is an example of a soft skill.
  • Yes*
  • No
  • Respecting the opinions of others is an example of teamwork.
  • Yes*
  • No
  • Speaking is the only way we communicate.
  • Yes
  • No*
  • People like to be around individuals who are willing to help other people.
  • Yes*
  • No
  • Making a list of things you need to do is a way for you to be organized.
  • Yes*
  • No
  • Being willing to try new things is important on the job.
  • Yes*
  • No
  • Working as part of a team means working together to get a job done.
  • Yes*
  • No
  • A good soft skill involves controlling our emotions.
  • Yes*
  • No
  • Keeping organized is a soft skill.
  • Yes*
  • No

SECTION 9: Resources for Students

Additional Reading and Videos

  • Dyslexia Help
    A project of the University of Michigan, this website is designed to help you understand and learn about dyslexia and language disability.
    Source:     University of Michigan
    Link: dyslexiahelp.umich.edu
  • Dyslexia Help: Stay Organized & Manage Your Time
    Source: University of Michigan
    Link: dyslexiahelp.umich.edu/tools/tips-organization-time-management
  • ADDitude Magazine
    Strategies and support for people with LD, ADD, and ADHD
    Link: www.additudemag.com
  • Strategies for Managing Time & Productivity
    Source: ADDitude Magazine
    Link:     www.additudemag.com
  • Resources for Teens with ADHD
    Source: ADDitude Magazine
    Link:     www.additudemag.com
  • Assisting Students with Disabilities
    Check out the sidebar on this webpage for resources that help college students improve specific soft skills.
    Source:     University of Wisconsin – Eau Claire
    Link: www.uwec.edu/equity-diversity-inclusion/edi-services-programs/services-for-students-with-disabilities/
  • Skills You Need
    Whether you already have a job, or are a job seeker, student, teacher, or parent, or just interested in developing your key skills, you will find plenty of information here about essential life skills.
    Source:     Skills You Need – Helping You Develop Life Skills
    Link: www.skillsyouneed.com
  • Improving Communication: Developing Effective Communication Skills
    Source: Skills You Need – Helping You Develop Life Skills
    Link: www.skillsyouneed.com/ips/improving-communication.html
  • Conflict Resolution and Mediation Skills
    Source: Skills You Need – Helping You Develop Life Skills
    Link: www.skillsyouneed.com/ips/conflict-and-mediation.html

Americans with Disabilities Act Information Center

ADA National Network

Phone: 1-800-949-4232 (toll free)
Website: adata.org
Facebook: facebook.com/adanetwork
Twitter: twitter.com/ADANational

National Resources

Community Organizations

More resources to format

https://www.affordablecollegesonline.org/accessibility/students-with-disabilities-careers/
Career Guide for Students With Disabilities
Affordable Colleges

Career Resources for Students with Disabilities
https://behrend.psu.edu/academics/academic-services/career-services/resources/identity-groups/students-with-disabilities

Student Disability Resources (SDR)
https://behrend.psu.edu/student-life/student-disability-resources
Penn State Behrend

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