Improved career services in postsecondary education are needed if students with disabilities are to experience greater success in acquiring and maintaining employment following college graduation. In this study, postsecondary students with disabilities, faculty members, and student personnel professionals responded to results from a student survey that identified the strengths and weaknesses in career services at colleges and universities. In a series of focus groups, these stakeholders recommended 114 specific strategies clustering in the following five categories of an action agenda: (a) information, (b) research, (c) services and curriculum, (d) self-advocacy and self-determination, and (e) involvement of key stakeholders.
A comparison of Americans with Disabilities Act (ADA) Title I case resolutions by the Equal Employment Opportunity Commission (EEOC) involving people who are visually impaired with those involving all other people with disabilities between 1993 and 2002 revealed that people who are visually impaired are more likely than are other complainants to receive settlement benefits from their employers, to withdraw their complaints after they receive benefits without intercession from the EEOC, and to receive administrative closures. In addition, they are less likely than other complainants to have charges resolved by the issuance of a right-to-sue letter from the EEOC and to receive other closures.
Students with disabilities are enrolling in and completing higher education at unprecedented rates. However, in comparison to their peers without disabilities, they are not receiving comparable benefits from their education (e.g. full-time jobs, employment commensurate with their education). Because of their specialized knowledge and skills, rehabilitation educators are in unique positions to take the lead in providing guidance to their colleagues regarding how to better prepare students with disabilities to prosper in postsecondary education and the world of work. The purpose of this paper is to introduce the faculty learning community (FLC) as a vehicle that can be used to achieve this end. The authors recommend strategies for developing, implementing, and evaluating faculty learning communities that promote full inclusion of students with disabilities on college and university campuses
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