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Specialized Competency

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Area Introduction

This section of Para Elink will address the transition that youth with disabilities experience going from a school-based setting, to work and individual living.  One key aspect includes work-based learning (WBL), which provides both career and technical education for youth with disabilities.  Transition education is structured into each student’s Individual Education Plan (IEP), which is suppossed to address the specific services that will help them make the transition from school to adult life.  Paraprofessionals placed in a work-based learning settings often take on the role of job coach.

When you have completed this Area you will have a better perspective about the importance and overall role of a job coach.  It is best to start with the first unit and work through each unit in consecutive order. As you do so, you will notice that topics resurface throughout the curriculum.


Key to Specialized Competency Codes
Competency types  

Example: JC-S4
JC–>Job coach specialized competency area

S4–>Skill four
Ability to appropriately support and recognize when to reduce direct support.


Job Coach (Knowledge-Based)
JC-K1 Knowledge and Understanding of Career and Technical Education Programs and Terminology.
JC-K2 Knowledge and understanding of the Americans with Disabilities Act (ADA), Individuals with Disabilities Education Act (IDEA), confidentiality, vulnerable adult status, and mandated reporter responsibilities.
JC-K3 Knowledge of how specific disabilities impact the work and classroom environments
JC-K4 Knowledge and understanding of a student’s individual goals and objectives, and the need for support in the classroom and on the job.
JC-K5 Knowledge of the child labor laws, Occupational Safety and Health administration (OSHA), safety, harassment issues, material handling and Minnesota Employee Worker Rights.
JC-K6 Knowledge of how Career and Technical Education Programs can achieve student’s goals and objectives.
JC-K7 Knowledge of evaluation strategies to provide the team with information useful to the development of related goals and objectives.
JC-K8 Knowledge of Community Resources.
Job Coach (Skill-Based)
JC-S1 Ability to provide instruction and support of work-related behaviors, job seeking skills, and job specific skills in school or at a community site
JC-S2 Ability to conduct a task analysis, gather data, document progress and prepare detailed notes.
JC-S3 Ability to facilitate and support critical thinking/decision making skills and promote self-advocacy.
JC-S4 Ability to appropriately support and recognize when to reduce direct support.
JC-S5 Ability to demonstrate, model, and teach appropriate behaviors.
JC-S6 Ability to develop and implement accommodations and natural supports in work and classroom settings.
JC-S7 Ability to work collaboratively with team members.
JC-S8 Ability to enhance Public relations with employers and community.
JC-S9 Ability to foster appropriate working relationships at the work site.
JC-S10 Ability to access tools, technology and adaptation devices.
JC-S11 Ability to understand and implement appropriate communication links.
JC-S12 Ability to recognize emergency situations and implement appropriate procedures.


pdf iconpdf     text iconrtf

Your facilitator may ask you to turn in a written copy of the area review, in which case you can use either the pdf or rtf file. If your facilitator wants you to submit an electronic file, download the rtf file and open it in a Word Processor.


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