The purpose of this study is twofold: (a) to examine the relationship between individual factors and rehabilitation outcomes of transition youth with disabilities receiving state vocational rehabilitation services and (b) to determine the contextual effects of state unemployment rate on the employment outcomes of transition youth and its potential interactions with personal and service factors. Hierarchical generalized linear modeling was used to analyze Rehabilitation Services Administration Case Service Report (RSA-911) data for fiscal year 2013. Results show that state unemployment rates were found to moderate the relationships between some demographic and service variables and successful competitive employment. These results indicate the importance of contextual variables, such as state unemployment rates, and their impact on the predictive strength of specific personal and service variables on employment outcomes of youth with disabilities. Implications for vocational rehabilitation services and policy, and future research are discussed.
Purpose: To examine the experiences of international rehabilitation counseling graduates who had returned to their home countries or had moved to other countries to work. The study focused on their perceptions of the effectiveness of the training they had received in the United States.Method: A qualitative methodology was used to conduct the study. There were 5 participants interviewed, and data from interviews were analyzed and coded.Results: 6 themes emerged from data analysis: (a) lack of training programs in home countries, (b) support received from faculty members, (c) level of satisfaction with curriculum, (d) classroom experiences, (e) opportunities offered by the training program, and (f) difficulties applying the U.S. training to other countries.Conclusion: The study indicated that the participants had varied perceptions about the effectiveness of the training they had received in the United States. Implications for training international rehabilitation counseling students are discussed.
This article presents a systematic, pedagogical approach to infusing multicultural interaction across curricula using the interaction for learning framework (ILF; Arkoudis et al., 2013) as a tool for exploring bias and, ultimately, promoting multicultural competence in counselor education programs. The authors provide educators with a description of the course curricula, instructional methods, student learning outcomes, and challenges from application of the ILF in a master's‐level assessment course in rehabilitation counseling.Este artículo presenta un enfoque pedagógico sistemático en la inclusión de interacciones multiculturales en múltiples planes de estudios usando el marco de interacción para el aprendizaje (ILF por sus siglas en inglés; Arkoudis et al., 2013) como herramienta para explorar sesgos y, a largo plazo, promover la competencia multicultural en los programas de educación de consejeros. Los autores proporcionan a los educadores una descripción de los planes de estudios, métodos didácticos, resultados del aprendizaje de los alumnos y retos derivados de la aplicación del ILF en un curso de evaluación de nivel máster en consejería en rehabilitación.
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