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Young, Kirsty; Rooney, Donna – British Journal of Special Education, 2023
This research identifies the soft (employability) skills that key stakeholders view as essential for young people with intellectual disability (ID) to gain and maintain open employment. The study subsequently examined the work experience opportunities for young people with ID to develop these soft skills during their school years. Qualitative data…
Descriptors: High School Students, Intellectual Disability, Skill Development, Soft Skills
Elizabeth Perkins – ProQuest LLC, 2024
Despite completing Career and Technical Education (CTE) programs, Students with Disabilities (SWD) are less likely than their nondisabled peers to secure middle-skill employment related to their training. This discrepancy is due to insufficient support and interagency collaboration to help overcome transitional barriers and build relevant work…
Descriptors: Students with Disabilities, Employment Potential, Equal Opportunities (Jobs), Disability Discrimination
Lee, Deborah; Ramírez, May; Castruita-Rios, Yazmin; Chen, Xiangli; Tansey, Timothy – Rehabilitation Research, Policy, and Education, 2023
Background: Youth with disabilities who have at least one paid work experience during high school are more than twice as likely to be employed after high school. However, barriers exist that limit work opportunities for youth with disabilities and subsequent entry to work as part of their adult lives. Objective: The study identified secondary…
Descriptors: Students with Disabilities, High School Students, Barriers, Equal Opportunities (Jobs)
Uliana Furiv; Michaela Martin – UNESCO International Institute for Educational Planning, 2022
The rapid worldwide expansion of enrolment in higher education (HE) has led to greater diversity among students, with more first-generation learners, HE returnees, and disadvantaged groups. Yet, inequalities in participation persist and have worsened during the COVID-19 pandemic. The implementation of flexible learning pathways (FLPs) can help HE…
Descriptors: College Students, Career Pathways, Education Work Relationship, Transitional Programs
Kocher, Elizabeth – ProQuest LLC, 2022
Individuals with intellectual and developmental disabilities (IDD) experience difficulty with transitioning to competitive integrated employment following high school. Addressing this disparity in transitioning to competitive integrated employment can be supported through a high school transition program with community-based work experiences for…
Descriptors: Students with Disabilities, Transitional Programs, High School Students, Experiential Learning
Duncan, Jill; Punch, Renée – American Annals of the Deaf, 2023
For most young people, social capital plays an important role in transitioning to postsecondary education and employment. For youth who are deaf or hard of hearing (DHH), social capital can mitigate negative effects of challenges they will likely encounter after high school. In phase 2 of a two-phase qualitative study in Australia, we investigated…
Descriptors: Young Adults, Deafness, Adolescents, Social Capital
Milliken, Hannah; Dean, Bonnie Amelia; Eady, Michelle J. – Journal of Teaching and Learning for Graduate Employability, 2021
The first year of university, also known as the first year experience (FYE), is a crucial time for students as they learn a range of new practices that enable them to study and pursue a discipline or profession of interest. The function of this transitionary time however in relation to providing both a successful transition into university as well…
Descriptors: Work Experience, Instructor Coordinators, College Freshmen, Transitional Programs
Farid, Monica; Katz, Karen; Hill, Anna; Patnaik, Ankita – Mathematica, 2022
Youth with disabilities face significant barriers to achieving education and employment outcomes. While substantial research has examined the educational and employment outcomes of youth with disabilities, there has been less research on the context within which these outcomes occur. This study builds on a five-year evaluation of the impact of the…
Descriptors: Work Experience, Students with Disabilities, Barriers, Outcomes of Education
Sanderson, Kelli A.; Bumble, Jennifer L. – Career Development and Transition for Exceptional Individuals, 2023
Given the importance of family participation in transition planning, it is essential to understand the concerns parents have for their children with disabilities so professionals can better address family needs and develop strategies to enhance expectations and improve student outcomes. Using results from a national U.S. survey, we examined the…
Descriptors: Parent Attitudes, Family Involvement, Student Needs, Transitional Programs
Grigal, Meg; Papay, Clare; Wu, Xiaoying – Institute for Community Inclusion, 2021
In mid-March 2020, the emergence of COVID-19 throughout the United States led to programmatic changes at most higher education institutions, including those involved in implementing model demonstration projects known as Transition and Postsecondary Programs for Students with Intellectual Disability (TPSID) projects. This Insight Brief describes…
Descriptors: COVID-19, Pandemics, College Students, Students with Disabilities
Patnaik, Ankita; Harrati, Amal; Musse, Isabel – Mathematica, 2022
Considerable research has examined the personal factors and practices associated with transition-age youth with disabilities achieving higher employment rates and greater self-sufficiency as adults, but there is limited evidence on the longer-term effectiveness of these practices and services. This study examines the role of youth's use of…
Descriptors: Students with Disabilities, Transitional Programs, Work Experience, Welfare Services
Council for Exceptional Children, 2022
This supplementary document supports the Council for Exceptional Children's (CEC) Secondary Transition Position Statement by providing definitions of terms for students and youth with disabilities, as well as definitions related to: (1) Career Development; (2) Employment; (3) Collaborative Systems; (4) Student Skills; and (5) Policy. [For…
Descriptors: Transitional Programs, Students with Disabilities, Definitions, Federal Legislation
Punch, Renée; Duncan, Jill – Deafness & Education International, 2022
Transition from secondary school to postschool life, education, and employment can be difficult for young people who are deaf or hard of hearing (DHH). This population's postschool outcomes, particularly in employment, continue to lag behind those of the general population. The transition education, planning, and practices that these students…
Descriptors: Deafness, Hearing Impairments, Transitional Programs, Secondary School Students
Almalki, Saeed – International Journal of Developmental Disabilities, 2021
Project SEARCH is a unique program for young adults with intellectual disabilities to transition from high school to work. This program teaches individuals with intellectual disabilities (interns) job skills in an inclusive work environment, such as a hospital. The purpose of the study is to understand the involvement and perceptions of supported…
Descriptors: Young Adults, Intellectual Disability, Supported Employment, Job Skills
Clare Papay; Meg Grigal; Alberto Migliore – Institute for Community Inclusion, 2022
Reviews of the transition literature have identified 23 in-school predictors of post-school success for students with disabilities. We sought to identify available variables in the National Longitudinal Transition Study 2012 (NLTS 2012) Phase I dataset that correspond with the 23 in-school predictors of post-school success to better understand…
Descriptors: Special Education, Longitudinal Studies, Students with Disabilities, Transitional Programs
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