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Online Course: Learning to Achieve Workforce Preparation Strategies

The Learning to Achieve Workforce Preparation Strategies online course asks users to consider the questions below. Please post your responses to some or all here for discussion. We also invite you to read the responses of fellow teachers, as well as to ask questions or comment where you would like to know more.

  • Have you used any of the ideas presented in your classroom instruction?
  • What other strategies, activities, and methods have you used to help adults with LD develop skills that will support success at each phase of the employment process?
  • Which ones seem to be most effective? How do you know?
  • Have you used the services of your local One-Stop?
  • Which One-Stop services seem to be the most effective in helping your students?
  • Do you have other ideas for assisting learners with LD in accessing One-Stop services? 
  • What concepts and ideas discussed in this course were new to you?
  • Which ideas stood out as most important for you and your practice in supporting adults with LD in your classroom?
  • What are some specific strategies from this course that you feel you can readily incorporate into your instruction?
  • What are some workforce-related resources to which you can refer your students? 


jerry hopkins's picture

Since the population I work with in prison are by and large under employed or have no employment experience, I would first have to discuss with them the value of employment and then find out what interests they have. Education and development of skills are directly linked to lower recidivism rates with offenders. Discussion with them concerning the compatibility of education with positive employment/career goals is essential.

Michael Cruse's picture


Thanks for your post about working with incarcerated individuals.  I would encourage you to take a look at the LINCS Learning to Achieve course on Workforce Preparation Strategies.  This course is designed for those working with learners with LD, and focuses on some practical strategies adult basic educators can use to help their students develop effective skills for finding and retaining employment.

Another resource I recently watched is by Great Big Story.  Their video, Need a Pedicure?  Ask These Prisoners, shares a unique job skills training program that may inspire you, as well as some of your learners, to consider their future employment goals.

At one point, Valley State Prison in Chowchilla, California, only housed women. In 2013, however, it became a male prison with a very unique skills training program. As a women's prison, Valley State had a cosmetology certification course just like any you would find outside its walls. That program now continues with male inmates and is thriving. Here, dedicated students work toward professional certification by building service skills that will translate outside the prison walls.

Mike Cruse

Career Pathways and Disabilities in Adult Education Moderator

greneau's picture

The Community College that I work at has a very strong Workforce Development focused department. We have programs which help prepare workers in industries such as Warehousing and Healthcare. We also offer certifications and re-certifications in the Healthcare field. However, the  contextualized Bridge classes that have been developed to introduce students to these fields are geared towards ASE level students. It is helpful to learn how those of us with lower level ABE students can start the process of introducing students to think about careers and the expectations of employers in our community.I have never used/ explored the services offered by One-Stop centers even though my college does have partnerships with these agencies by providing GED classes at their locations.

Michael Cruse's picture


Thanks for sharing about your college's workforce development department.   I wonder if you have any insights into potential challenges faced by your college in connecting these lower level ASE students with Career One Stop services?  Are there specific barriers you have experienced in connecting these two?  I'm happy to help you explore strategies for connecting these students with the multiple resources that One Stop Center offer. 


Mike Cruse


Nicole Regis's picture

I have never used a one stop with my students. Perhaps in the future; I think it's a great tool.

Michael Cruse's picture

Hi, Nicole -

One-stops are a great resource!  I'm happy to be a thought partner on how you could use them with your learners, when you're ready.  Just let me know.


Mike Cruse

Career Pathways Moderator

Leonidas Santelises's picture

I will motivate my students to go forth with opening their day cares and making sure that they have a good business plan. I want them to be knowledgable about business mangamnet so that their business can strive. 

Leonidas Santelises's picture

I plan on offering them many resources on business mangamnet and record keeping so that they can keep their day care organized

Isabel Justo's picture
  • Have you used any of the ideas presented in your classroom instruction? 
  • What other strategies, activities, and methods have you used to help adults with LD develop skills that will support success at each phase of the employment process?
  • Which ones seem to be the most effective?

I use work scenarios in my Family Literacy/ESL class to help students develop workplace skills. Students, of course, practice basic skills as they engage in activities that get them to converse, problem solve, role play, and identify workplace skills and soft skills evident or not evident in the work scenario. They have many opportunities to reflect and apply life experiences to the situation or conflict we read about.

I definitely need to expose them to resources that are available to them so I need to become familiar wand comfortable with with what they are myself. I am lacking in that area.

The adult program I work with does offer certifications in many areas that students are certainly benefiting from. They combine the ESL and the area of certifcation. Electrical, Hotel and Hospitality, Security, HVAC, Microsoft Office Specialist. These certifications have been added recently and students are flocking to our program.

Beth Montano's picture

Our program is working more closely with WorkOne Indiana to improve some of these basic skills that are needed for some of the certification programs.

As an instructional assistant, I am there to support all students in whatever ways I can. I was unaware of one-stops, and now know there is one in the building where our classes are held. At this time, I am not sure how we will integrate more of these ideas into our program.

Michael Cruse's picture

Hi, Beth -

Thanks for posting about your work with WorkOne in Indiana.  It’s a great resource, but I understand that it can be challenging at first to think about the best ways to integrate One Stop resources into your adult education program.  Can you tell us a little more about how you’re currently working with them to improve some of your learners’ basic skills?  I’d be glad to partner with you in thinking through options for developing that relationship, and building even stronger connections to the resources your One Stop has to offer Indiana residents.  


Mike Cruse

Disabilities and Equitable Outcomes Moderator

Isabel Justo's picture
  • What are some specific strategies from this course that you feel you can readily incorporate into your instruction?
    Specific Strategies include many self-awareness activities, to include, surveys and assessments. It's important to reflect on your interests and skills and experiences so that you can make more sound decisions about next steps to take in your education and career. It's always fun and relevant to learn about yourself. Maybe explore others' experiences and paths or complete scenarios and case studies.
  • What are some workforce-related resources to which you can refer your students? The Career one stop is a great place and resource to learn about yourself and explore opportunities available to you. It promotes taking initiative and gathering information. Both are important employability skills.



1. Yes, I have integrated the careers pathways approach where students linked their interest and aptitudes to specific careers.

2. Students viewed a "Reality Check" video and created a checklist on potential living expenses according to wants and needs. They explored careers that met the salary range of their expenses and examined the requirements (such as education, age, experience, etc.) for each job.

3. The "Reality Check" was the most effective because the students realized their wants cost more than their needs

4 & 5. We have a Job Center in our program. Our transition specialist often refers adults to the services of this facility.

6. The other ideas introduced to me were the other important resources available, such as My Next Move.

7. I think all of the ideas stood out to me which makes me eager to share them.

8. I particularly like the career pathway strategy.

9. I have already referred the MOLearns website but will definitely incorporate the websites mentioned in this lesson.


The services of the one-stop center that seems most effective and I would use are as follows:

Center will assist students in understanding the language, law, and their rights as a person with LD.

Center will provide job search resources.

Center will prepare students for interviews by knowing how to hand questions about their disability.

Center will provide vocational rehabilitation services to help the adult with LD prepare for, obtain, and maintain a job.