WEBVTT

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[ Yelling and cheering ]

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<v Susanna> "That was out."

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<v Lajos> "Good call, Susanna."

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<v Narrator> Susanna has a cool job.

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<v Coach> "Step up, step up!"

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<v Narrator> She loves sports.

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All sports.

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<v Susanna> Yes, I'm a very, very big fan of sports.

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I like football, especially.

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<v Narrator> So this job is a natural.

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Susanna's a referee

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for kid's soccer.

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<v Ref> "Offsides."

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<v Susanna> It's always fun to catch them offsides, like, "Yes, I got you!"

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<v Narrator> She's learning a lot of stuff, too.

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Like about money.

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<v Susanna> I didn't know that you actually, seriously had to fill out

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a tax thing.

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I was like, I'm only 16, and they're like, well, it's

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for our records, and you know, legally you do have a job,

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and I'm like, oh, okay, well whatever.

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<v Narrator> And Susanna's picking up all those "real world"

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skills that everybody needs for success...like being on time.

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<v Susanna> Oh, definitely.

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You should probably show up a

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good fifteen minutes, half an hour before the game, just so

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you can check nets and check equipment and talk with the

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coaches.

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I need three feet on the sideline, so I don't kill

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anybody while I'm going for it.

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<v Ref> "Keep everybody, like, three yards off the line for her, okay?"

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<v Coach> "Okay"

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<v Susanna> I think that it's important that you respect the

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players and the players should respect you back.

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<v Narrator> So why is this important?

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Because: if you're

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in high school, you're seriously close to being an adult,

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and it's time to be making some plans.

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<v Susanna> "Nice game."

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<v Pam> What am I interested in, what do I like to do,

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what kinds of things, you know, really get me jiving; and then

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we try to help them see how what really makes them click is

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connected to careers, and how they can have their career be

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something that they really enjoy, instead of just being

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something that you do to earn money.

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<v Narrator> And while school is very important, education alone

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won't cut it in the job market.

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You'll need some "hands on"

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experience to jump start your career.

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<v Joel> It gives you a head start.

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When you get here, it's not

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going to take you so long to ramp up that learning curve,

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you're going to be halfway there, you're going to be ready

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to go running, you know, from the start.

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<v Phone rings> <v Stuart> "Wanderer's Mail Service."

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<v Narrator> There are lots of ways to get that running start; your

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job is to focus on what works best for you, and then map out

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a path.

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One way to start is to try job shadowing, where you

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arrange to visit a business and follow someone around for a day.

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<v Pam> It's a really great way for them to explore careers,

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find out if they want to pursue it further; and then the next step

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would then be for them maybe to do an internship once they get

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much more focused and narrowed down in their field of choice.

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<v Narrator> Internships are work-based learning opportunities.

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They're arranged between schools, employers, and students,

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and they generally last for one quarter or for the summer.

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Ali, a student at Mountlake Terrace High School, spent

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several weeks as a summer intern at Boeing.

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<v Ali> The reason I especially wanted it is because they work

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with airplanes, and I was very interested in airplanes,

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you know, how they make them and fly this huge thing.

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<v Music>

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<v Narrator> Like other internships, Boeing's program offers planned

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learning activities and an opportunity to experience work firsthand.

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<v Stephen> We've looked at bringing students in, doing some

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manufacturing skills, the blueprints, the tool familiarization;

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we also are very key on teambuilding, we're key on

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problem solving; we also start to take academics and relate

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it to the world of work, which is a very important part.

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<v Narrator> For Ali, the internship gave him a chance to practice

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disclosing his disability and asking for accommodations.

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<v Ali> When first they told me that I'm going to get this internship,

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I asked them, how would, you know, accommodations, and,

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you know, how it is for the wheelchair disabled person and

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they said it's pretty accessible.

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It's full, you know, of airplanes,

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and cars can go in that huge company, so yeah, it was pretty

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accessible.

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And the people there were very friendly.

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<v Narrator> Sometimes, internships lead to job offers.

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<v Steve> Having students come and get excited, and look at the type

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of things that manufacturing has to offer, that instills that

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work ethic in them.

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And they want to come out and do it.

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I've had managers say, look, I'd like 500 kids just like this one.

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And this is fantastic.

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Bring them all in, because they're

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doing such a wonderful job.

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<v Music>

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<v Narrator> Now, if you're going to be the one they notice,

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you'll have to make a good impression right from the beginning.

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Raleigh, an athlete and honor student who has a learning disability,

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has had a number of successful job interviews.

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<v Raleigh> Make sure you wear a shirt and tie, or if you don't have

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a shirt and tie, just make yourself presentable, you know?

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And always have a positive attitude when you go in to look

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for a job, you know, make sure you have your resume or whatever

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with you, you know, with everything in it; and just come

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at a respectable way to your, you know, your boss man or

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whoever you're going to see.

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<v Alarm clock>

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<v Narrator> Raleigh's a senior at Rogers High School in Spokane.

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He spent a whole summer getting up at 4:30 in the morning, so

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that he could get to his job at Agilent Technologies.

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He says it was definitely worth it.

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<v Raleigh> It was a pretty fun and cool experience for me, 'cause,

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for one, I never did anything like that, and I thought it was

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pretty cool; everybody was, you know, what I'm saying, you know,

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quite polite to me; and I made a lot of friends and stuff like that.

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<v Bill> It's a win for the students and for the company.

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We like to find the best and brightest and have them come work for us

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during the summers, and hopefully convert them when they graduate,

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and if they do, then they've already got that summer

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experience where they can hit the ground running right after

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they start working for us.

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<v Narrator> Besides that valuable job experience, you'll also learn

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some time management skills- something every student can use.

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<v Tynesha> If it's something I want to do bad enough, I make sure

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I have time to do it.

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Like for instance, I wanted to go to school and work.

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So therefore I worked out a schedule to where

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I can go to school part time and work part time.

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<v Pam> Once they're 16, research has shown that students who

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work about 12 to 15 hours a week actually do better in school,

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and I think it's because of time management.

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They don't have from 3 until 9 o'clock at night just to be footloose and fancy free.

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They have to go to work from say 3:30 to 7, and so

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when they get home they only have two hours to get their

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homework done, so they actually sit down and do their

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homework instead of thinking oh, I'll get to it, I'll get to it,

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I'll get to it, and then they don't.

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<v Narrator> So where do you start?

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The best place is the Career

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Center at your school, or if there isn't one, then the

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guidance or counseling center.

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<v Pam> My advice to students about their career center is,

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the career information specialist needs to become their best friend.

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<v Pam> "You will already receive some credit for some of these

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classes with your internship at Boeing that you did this last summer."

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<v Narrator> All found his internship through the career center, and

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that's how Raleigh got his job, too.

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But you have to use the

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resources there to make it happen.

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<v Deb> We get new information all the time, so I suggest they try

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and stop at least once a month; we have tons of resources they

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can go through; they can get on the computer; we have different

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assessments they can take; scholarship information; military;

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apprenticeship programs; plus I have a lot of information on

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helping them find a job, what they need to do, how to get

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together their resumes, things like that.

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<v Narrator> You can also search the Internet for resources,

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either at school, at the library, or at home.

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If you have a disability, you may need an accommodation in

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order to do your job effectively.

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Ty, for example, needs to reach

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files that are over her head.

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<v Tynesha> Actually, in the interview they didn't say anything at all.

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They didn't even bring it up at all.

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It was during the orientation,

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when she mentioned about high shelves, she said, "We will order

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you a step stool.

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But I don't ever, ever, ever, ever want to

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catch you on a chair."

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So, and they did, they actually had me

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a step stool there by my second day of work.

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<v Narrator> Disclosing your disability is your choice.

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But if

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you're going to need an accommodation to get the job

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done, it's your responsibility to request it.

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If you're not sure

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how to talk to an employer about your disability or about

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accommodations, your school counselor can give you some ideas.

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<v Pam> That's part of my role, too, not only to educate the employers

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and the business people about students with disabilities and how

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to work with them, but to also help students learn how to talk to

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business people to self-advocate so that they can make those kinds

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of accommodations available for themselves.

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<v Narrator> Check out community resources, too.

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Ty found her first

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job through the Department of Vocational Rehabilitation.

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It was with a theatre group, and she discovered that she loves acting.

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<v Tynesha> "Showtime!"

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<v Tynesha> I plan to take some more drama classes and eventually

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get a master's degree in performance production, 'cause I

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love to write, and I love to direct things a lot.

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<v Tynesha> "This is dog."

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<v Narrator> Right now, Ty is studying to be a sign language

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interpreter, with plans for a second master's degree in

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education.

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Her job at the Hearing, Speech and Deafness Center is

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giving her some great work experience at the same time.

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<v Pam> Well, she gets to be here and actually sign with deaf

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staff, and I think that we've seen really good possibilities.

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<v Narrator> Don't forget your parents, either.

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They may be your

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best resource.

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After all, they've been working for years.

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<v Melinda> What does it mean to be on time for work and what

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is a lunch hour and how do you take a break

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and how do you get prepared to talk to your boss about

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a day off, you have something that you need to do

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and you can't come in to work...because...it's so important

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to maintain your job.

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It's hard to get one, but you also have to

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work to keep it.

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And so we talked about that a lot.

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<v Patrick> My mom always asked, and sometimes I didn't want

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her help, and she still asked, and we got in some arguments,

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but in the end it all came out; 'cause whenever I needed help,

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I could just go, hey mom, help me out.

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And then she'd help me out.

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And to this day, she still helps me out with a lot of

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stuff.

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It's nice.

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<v Players> "Yeah, yeah, yeah!"

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<v Narrator> If you're willing to listen, you can learn a lot.

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Susanna's stepdad was a professional soccer player, and

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he's been a big help.

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<v Lajos> There are lots of tips, so...I've got a little bit better

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experience than she has, and I'm trying to do and help her

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out because it's neat.

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And everybody wants to do the best,

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so as a referee, I can tell her what are the tricks, what you

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should do and what you should not do.

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<v Music>

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<v Narrator> Okay, now it's time to get started.

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Make your plans,

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gather your resources, and go.

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If you'd like a road map, you can

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use the CAREERS acronym, developed by the DO-IT program

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at the University of Washington.

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C is for Careers. Think about what interests you. Be imaginative, then narrow it down.

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<v Narrator> And remember, it's your life.

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It's time to start

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deciding what you want to do with it, and make that happen.

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<v Tynesha> I suggest you should always reach for your goals.

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And don't ever let anybody stop you, no matter what.

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'Cause you can do whatever you want if you put your mind to it.

