Practice Job Skills in Classroom

By: Carmen Willings
teachingvisuallyimpaired.com
​Updated June 28, 2025
Helping students who are blind or visually impaired practice job skills in the classroom fosters independence, responsibility, and readiness for future employment. Incorporating chores and structured responsibilities into classroom routines prepares students to contribute meaningfully at home, in school, and in the broader community. Although instruction in these tasks may take more time and require patience, the long-term benefits are profound—students become more confident, organized, and prepared for real-world job settings. ​

Why Incorporate Classroom Jobs?

  • Builds foundational work habits (e.g., task initiation, follow-through, and responsibility)
  • Promotes independence and confidence
  • Encourages pride in contributing to a shared space
  • Lays the groundwork for workplace communication and expectations
  • Provides hands-on experiences with real objects—especially important for students with visual impairments

​Examples of Classroom Chores

  • Hanging up coats and organizing cubbies​
  • Distributing or collecting materials
  • Sorting and recycling classroom items
  • Filing, collating, or alphabetizing papers
  • Cleaning tables or sweeping floors
  • Watering plants or feeding classroom pets
  • Sharpening pencils or restocking supplies
Create a Classroom Chore Chart with rotating responsibilities. Use tactile symbols, large print, or braille to ensure accessibility for all students.

​Job Skills Development Strategies

Role-Playing & Dramatic Scenarios
Encourage students to role-play jobs they’ve observed or practiced. This helps them:
  • Explore different work roles and responsibilities
  • Understand appropriate workplace communication
  • Practice interactions with “coworkers,” “managers,” or “customers”
Dramatic play enhances self-expression, builds social confidence, and prepares students for real-life job scenarios.
Measuring and Recording Mastery
Have students track their progress in specific tasks (e.g., paper sorting, filing, or labeling).
  • Create a Skills Mastery Log where students record tasks they’ve learned
  • Encourage them to reflect on improvements in speed, accuracy, or independence
  • This documentation can serve as a future resume builder and supports a sense of pride in accomplishment
Setting Personal Improvement Goals
Guide students to set individual goals for improvement:
  • Example: “I want to finish sorting materials 5 minutes faster by next week.”
  • Discuss the importance of efficiency, accuracy, and professionalism
  • Provide feedback and strategies to build self-monitoring and a growth mindset
Ensuring an Inclusive Approach
  • Adapt all tasks using tactile, auditory, or high-contrast cues
  • Use assistive tools (e.g., bump dots, talking timers, braille labels) where needed
  • Ensure that every student, regardless of vision level, can access, understand, and complete assigned tasks
  • Reinforce safe, independent travel around the room using consistent layouts and O&M strategies
​Integrating job skills into the classroom isn't just about teaching chores—it’s about building habits, confidence, and real-world readiness. When students with visual impairments are given consistent opportunities to take ownership of tasks and reflect on their growth, they gain essential tools for future independence and employment success.

ECC Instruction

Teaching the ECC
Thematic units
Compensatory Skills
Concept Development Functional Skills
Alternative Communication Emergent Literacy Braille Slate & Stylus
Tactile Graphics Nemeth Braille Code
Access Classes Cranmer Abacus Organization & Study Skills Time Management Listening Skills Instruction 
VI Assistive Technology
Social Skills
Self Determination
Sensory Efficiency
Independent Living
Orientation & Mobility
Recreation & Leisure
Career & Vocational