Aim To compare long‐term psychosocial and functional outcomes of young adults with uncomplicated childhood‐onset epilepsy (COE) to population norm controls utilizing a controlled prospective cohort study. Method Psychosocial and functional outcomes were assessed at 10‐year follow‐up. Fifty‐three young adults (27 males, 26 females) with COE (n=21 remission; 18y 1mo–30y 9mo; mean age 23y 4mo [SD 3y 4mo]; mean age of epilepsy onset 12y [SD 3y 2mo]) were compared to 55 (23 males, 32 females) first‐degree cousin controls (18y 5mo–29y 8mo; mean age 23y 6mo [SD 3y]). Seizure remission status and baseline comorbidities (attention‐deficit/hyperactivity disorder [ADHD], depressive disorders, anxiety disorders, and academic problems) were examined as possible risk factors for significant differences in functional outcomes. Results Poorer functional outcomes, indicated by patient rated cognition and overall disability, were evident among young adults with epilepsy compared to controls (all p<0.05). These difficulties were due to baseline comorbid ADHD and academic problems. Remission status was not related to measured cognition and overall disability. Interpretation Psychosocial outcomes of young adults with COE were similar to controls. In contrast, functional outcomes were worse in epilepsy across cognition and overall disability. Baseline comorbid ADHD and academic problems were identified as risk factors at 10‐year follow‐up suggesting that these early recognized comorbidities at or near diagnosis have long‐term impacts. What this paper adds Young adults with childhood‐onset epilepsy (COE) and controls have similar psychosocial outcomes 10 years after diagnosis. Young adults with COE report greater limitations in cognition and overall disability than controls. Baseline presence of attention‐deficit/hyperactivity disorder and academic problems significantly affect cognitive and overall disability scores.

In a global society experiencing an increasing shortage of qualified workers and the recognition that individuals with autism spectrum disorder (ASD) can be effective employees, there is an uptick in private sector initiatives to address employment needs through the recruitment of workers with ASD. A case study methodology with consensual qualitative research analysis was used to gain a rich understanding of employment of people with ASD at a medium-sized clothier in collaboration with a service provider for people with ASD. Perceptions of implementation and effectiveness were collected. Results suggest the hiring of people with ASD was positively perceived by employees. Components of this success included changes to the physical work environment, diversity training specific to individuals with disabilities, and a company climate of engaging and supporting employees with ASD. This research suggests that the collaborative initiative may prove a meaningful model for other companies interested in employing people with ASD.

Purpose:To test a meditation model of the relationship between core self-evaluations (CSE) and job satisfaction in employed individuals with disabilities.Method:A quantitative descriptive design using Hayes’s (2012) PROCESS macro for SPSS and multiple regression analysis. Two-hundred fifty-nine employed persons with disabilities were recruited from Amazon Mechanical Turk to participate in the study.Results:Support from supervisors, work engagement, wage, and job stress were found to partially mediate the relationship between CSE and job satisfaction. The direct effect of CSE on job satisfaction was still significant after controlling for the effects of all mediators.Conclusions:CSE affected job satisfaction in persons with disabilities, both directly and through improved supervisory support, greater engagement in work, increased pay, and decreased job stress. Implications of the results on rehabilitation counseling practice to improve job satisfaction in clients with disabilities are discussed.

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BackgroundGraduate studies in rehabilitation counseling present a variety of social, academic, and professional demands. To date, previous research has largely neglected the role that relationships among students that can help in addressing these demands.ObjectiveThe present exploratory study examined how relationships formed during a Master's Rehabilitation Counseling Education (RCE) specialization program enhanced the experience of participants both during their studies and following graduation.MethodsA total of 33 graduates of a cohort-based, Cognitive Disabilities Certificate (CDC) program were asked to reflect on the impacts of relationship-building on their experiences as students as well as their post-CDC professional development. Results were examined through phenomenological qualitative data analysis.ResultsParticipant responses revealed relationships as cohort members formed during graduate studies enhanced their student experience with facilitating camaraderie, enhancing learning, promoting student success, and providing employment leads. With regard to professional development, participants indicated their cohort-based relationships enhanced professional development, provided resources, and facilitated professional collaboration.ConclusionThe benefits of cohort-based relationship building that began during graduate education extended beyond into the professional careers of participants. More use of cohort-based instruction in RCE programs may be more likely to facilitate productive and supportive relationships.

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I've learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.-Carl W. Buehner One of the most central, constant, and marginalizing discrepancies between people with and without disabilities is the opportunity to work. Unemployment rates are nearly two and a half times higher for people with disabilities than for people without disabilities (U.S. Bureau of Labor Statistics, 2017), a dismal discrepancy that has become the norm (Stapleton & Burkhauser, 2003). Among the reasons for this discrepancy, many center on social aspects of the workplace. Literature and legislation acknowledge that people with disabilities seeking to gain or keep employment experience numerous social hazards as the result of both real deficits (

Racially and ethnically diverse youth with disabilities receiving Supplemental Security Income (SSI) benefits were randomly assigned to usual services, including available school and vocational rehabilitation (VR) transition services, or enhanced case management and transition services through the Wisconsin Promoting Readiness of Minors in SSI (PROMISE) federal demonstration grant. A hierarchical logistic regression analysis demonstrated increased age, being African American, having a psychiatric disability, and transition services predicted higher youth employment rates. However, enhanced PROMISE transition services were no longer significant in the presence of VR services, suggesting the effect of enhanced services was mediated by increasing engagement in VR. Limitations and implications are discussed regarding the relationship between school and state VR transition services and postsecondary competitive integrated employment outcomes.