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Correct Answer: competitive employment
the question inquires about the long-term transition goal of a student engaged in specific activities aimed at enhancing employability. these activities include "filling out employment applications," "interviewing skills," and "workplace etiquette." the options given for the student's possible long-term transition goal are competitive employment, employment in a sheltered workshop, post-secondary training, and activities of daily living. we need to assess which of these options aligns best with the activities the student is involved in.
competitive employment: this option suggests that the student aims to secure a job in the open labor market, where positions are available to the general public and typically involve competing with other job applicants. the skills the student is developing - such as completing job applications, mastering interviewing techniques, and understanding proper behavior at work - are directly tailored to navigating the competitive job market effectively. these skills are essential for anyone looking to obtain and retain employment in a diverse and dynamic environment, where professional interactions and formal procedures are the norms.
employment in a sheltered workshop: while employment in a sheltered workshop also involves work, it differs significantly from competitive employment. sheltered workshops are controlled settings designed to provide employment opportunities for individuals with disabilities, where the work environment and tasks are adapted to their needs. the focus on competitive employment skills such as filling out applications, interviewing, and etiquette may not be as critical in such settings, as these workshops often do not require formal application processes typical of the competitive job market.
post-secondary training: although post-secondary training can be part of preparing for competitive employment, the direct skills of filling out job applications, interviewing, and workplace etiquette are more about immediate job readiness rather than preparing for further academic or vocational education. post-secondary environments typically focus on academic skills, technical knowledge, and vocational training rather than the practical aspects of job application processes.
activities of daily living: these refer to the everyday tasks and skills required for personal independence and functioning, such as eating, dressing, and managing personal hygiene. the skills involved in transition activities like application writing, interviewing, and workplace etiquette do not directly correlate with the basic self-care and daily living skills. they are instead oriented towards professional employment settings.
therefore, based on the alignment of the student’s transition activities with the skills needed in the competitive job market, the most likely long-term transition goal for this student is competitive employment. these activities prepare the student to face the typical demands and expectations of the general workforce, indicating a clear focus on entering and succeeding in a competitive employment environment.
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