Ethan met with his VR counselor, who completed the following Initial Contact Report. For the sake of this exercise, let's assume the counselor briefed Ethan on the VR program, his rights, responsibilities, and remedies.

Initial Contact Report

Ethan, a 14-year-old freshman, was referred to VR by Coach Boudreaux of Belmont High. His mom, Shelly, accompanied Ethan to his appointment today. Ethan presented himself politely but anxiously; he frequently looked toward his mom and rubbed his hands on his pant legs. When asked if he felt anxious, he said, "I'm not really sure why Coach suggested I come here today." His mom explained that the coach suggested VR after Ethan shared his struggles in school. Upon hearing this report, Ethan rolled his eyes and said, "Mom, I can read." With gentle prompting from mom, he admitted that it is difficult for him.

Reading his ambivalence, the counselor assured Ethan that vocational rehabilitation helps many students and that the program is geared toward helping him achieve his school and work goals. She also let him know that any information shared is confidential.

Reported Disability and Impediment to Employment

When asked to describe how his disability interferes with school, Ethan reported, "I dunno; I guess it just takes me longer to read and understand stuff." He added, "the letters kind of jump or scramble, and I'm never sure if I'm reading it correctly." With some encouragement, Ethan shared a story about going to a restaurant with his dad and seeing a sign that said: "Hummingbirds $5." When he brought the sign to his dad's attention, his dad told him it said: "Hamburgers $5." Ethan was both disappointed and embarrassed. He feels he can't trust what he's reading.

When asked if he would feel confident independently completing a job application or would prefer help, he hesitantly indicated he'd prefer help. Even though Ethan is articulate, he struggles with getting his thoughts on paper. He finds it very frustrating.

When asked if he prefers a manual or hands-on demonstration to learn a new task, Ethan chose demonstration or a manual with diagrams. He stated, "If I have a picture, I'm good to go."

Drawing from her understanding of learning disabilities, the counselor asks questions to identify how Ethan's learning disability might prevent him from preparing for, getting, or keeping a job.

Education History

Ethan has struggled in school. He has acquired only 5 of the 24 credits he needs to graduate; he failed his English class and has been assigned a tutor to help him catch up. Up till now, Ethan was able to get by in classes. His freshman year has been challenging. He still struggles with note-taking in class but refuses to ask another student for notes. Ethan doesn't want to discuss his learning difficulties with anyone ever. Ethan is slated to graduate on May 30, 2020.

Work History

Ethan has no competitive work history. He does, however, mow the lawn and help his dad work on the family's vehicle and motocross bikes.

Support System

Ethan is close to his mom and dad, Shelly and Dan, and has a solid posse of friends with whom he's grown up. Also, he reports that his track coach, Coach Boudreaux, is very supportive of him; Ethan thinks of him as somebody he can go to for encouragement and advice. It was the coach who encouraged Ethan to complete a learning evaluation and work with Vocational Rehabilitation.

Reported Interests, Abilities, and Preferences

When asked to describe any interests or hobbies, Ethan reported that he enjoys running on the high school track team and competeing in motocross bike races. When he's not racing, Ethan spends much of his free time working on his motocross bike. "He's a real motorhead," says his mom, "he can take apart or put together anything." Ethan agreed that he has a knack for repairing bikes and indicated that he'd like to own and operate a motorcycle sales and repair shop. Ethan's mom shook her head at that idea and said, "Ethan, you're good at computers, too. Dad and I would like you to consider additional occupations. What about being a hardware technician like dad?" Ethan rolled his eyes at that suggestion, stating, "I might be good at it, but I don't think I'd like that job."

Pre-ETS Trail to Success Checklist: By asking strategic questions, the counselor has gathered essential information regarding Ethan's education status, his support team, his interests, abilities, and preferences. Input and save the information collected so far on Ethan's Pre-ETS Checklist. Hint: There are two boxes to be checked and nine information fields to be completed.