DON’T BELIEVE THE
HYPE!
Let’s begin with a very important point of clarification.
Entrepreneurship education is not about undergoing an ‘Aha moment,’ conjuring
up the next best invention, and certainly not about making the millions. “What
is it about then?” - You may ask.
We believe Entrepreneurship Education is about problem
solving, forging relationships, increasing a variety of interests in life,
establishing positive habits such as research, effective communication,
teamwork skills and most importantly, offering a myriad of moments of
“Independence.”
Independence is the key fabric to
Entrepreneurship. Where many of us identify independence with driving a car,
having a job, doing things ‘on your own,’ we identify
independence as a sense of accomplishment, a sense of purpose, and a sensation
of blossoming, regardless if it is on your own, or with the support of others.
IS ENTREPRENEURSHIP
NEW?
The fabric of this nation was built on a sense of
entrepreneurship. Starting in the late 1700’s during the industrial revolution
to more modern day entrepreneurs like farmers, steel workers, carpenters and
engineers. Then there was the 2nd Industrial Revolution known as the
“Technological Revolution” that permeated the 19th century. The past
is a clear picture of self-employment.
WHY IS
ENTREPRENEURSHIP EDUCATION IMPORTANT FOR PERSONS WITH DISABILITIES?
Studies from organizations like Babson College & Junior
Achievement have shown that entrepreneurship benefits everyone involved in the
learning process. This would include, family members, friends and even
professional support. How?
INTERPERSONAL
BENEFITS: Let’s start off with the proven psycho-social benefits of entrepreneurial
learning in which individuals gain self-confidence, acknowledge the value of
self-determination and most importantly, view self-employment as a viable and
achievable means of a sustainable future.
CHALLENGES OF
EMPLOYMENT: Then there is the direct tackling of employment barriers in
which the combination of a shortage of employment and a shortage of employers
willing to invest in the supports needed to provide sustainable employment for
persons with disabilities. Whether it is a person with physical barriers or
developmental barriers, we have found that entrepreneurship continues to shine
the light on the limitations WE place on persons with
disabilities, rather on the limitations we may assume they have.
WORKPLACE READINESS:
Harvard, in a joint study with NFTE, showed beyond doubt, that entrepreneurship
education not only assists the person in a pursuit of independence of
self-employment, but also increases the individuals workplace competency and
overall performance as an employee, because of their deepened knowledge and
appreciation for business in general.
INDEPENDENCE: Then,
finally, there is this wonderful element of entrepreneurship called
‘Independence.’ What is it? What does it look like? How do you promote it?
Measure it? Qualify it?
Here is the challenge in answering those questions based on
our measurements today. We continue to inject our own understanding and
perception of what independence is on those who may have a different definition
of independence.
HERE’S AN
ILLUSTRATION
Let me challenge you for a moment.
A young adult man, with profound autism, has limited
interaction with family members and shows limited interest in things the family
can relate to other than his inexplicable affinity for folding clothes. So how
does entrepreneurship help this young man?
The family has taken interest in his attraction to folding
clothes and thus allow him to fold clothes for the family. That is great! But
what if, what if only, we were to explore a business model that would allow him
to continue to do what he does, but then offer the other elements to life that entrepreneurship
can bring to the table. So, where do we begin?
THE K.I.S.S. (Keep It
Simple Simon) of ENTREPRENEURSHIP EDUCATION
The family starts a small “Laundr-o-mat” business out of
their garage. They involve this young man in the design of the logo, flyers and
website, where he expresses input. He is introduced to sales, pricing, learns a
short script to sell his services (30 Second Elevator Pitch) and finally owns
his own business that is titled in his name. They sell services only to their
local community by having him walk with family members and friends passing out
flyers he helped design. Neighbors drop off the clothing to their house, meet
this young man they had never met before. Now this very special young man is
folding clothing for others in his community. Regardless of the vastness of the
interaction, he is for the first time, meeting other individuals in his
community, on his terms, and somewhere, somehow, he understands that he is an
intrinsic part of the community.
Now, clearly this young man cannot run the business entirely
on his own. The support that needs to be planned for, and put in place, is a
critical piece of providing a sustainable entrepreneurial experience. This is
where we draw the line between the idea of independence shared by most, and the
‘opportunities for independence’ that we cherish as part of entrepreneurship
education.
One can easily assume independence is beyond a person, simply
because they cannot do things entirely on their own, but by assuming that one
can be independent, that opportunity is not removed from an individual. We
always assume any individual wants, desires, and can experience independence.
Now, my final
question: How do YOU define Independence?
We aren’t the only ones who believe in Entrepreneurship:
Check out some references:
www.ja.org/
http://www.nfte.com/sites/default/files/harvard-nfte_study_01-02_full_report.pdf
www.microsociety.org
http://www.nfib.com/foundations/yef/
http://www.nfte.com/what
http://www.start-up-usa.org
