BACKGROUND: In July 2014, the Workforce Innovation and Opportunity Act (WIOA) was signed into law, amending the Rehabilitation Act of 1998 and establishing new workforce initiatives for state vocational rehabilitation (VR) agencies. Final regulations were released in July 2016, requiring state VR agencies to fund and coordinate Pre-Employment Transition Services (Pre-ETS). Many state VR agencies have developed policies to define and address the provision of Pre-ETS in their jurisdictions. Given the recent establishment of WIOA and its associated regulations, little is known about state Pre-ETS policies.
OBJECTIVE:The objective of this study was to analyze state Pre-ETS policies for the purpose of understanding the impact of WIOA and Pre-ETS on students and youth with disabilities, as well as on professional practice. METHODS: Content analysis was used to examine 38 state Pre-ETS policies. RESULTS: Results revealed similarities and differences across states with regard to how and to what extent state policies addressed Pre-ETS requirements outlined in federal WIOA policy. CONCLUSION: This paper offers an analysis of state Pre-ETS policies, making recommendations for research, policy, and practice. Findings provided an understanding of how Pre-ETS are operationalized in policy, which forms the basis for how they will be delivered in practice.
BACKGROUND: People with Autism Spectrum Disorder (ASD) have lower employment rates than their peers without disabilities or other disabilities. Clear evidence exists regarding video-based interventions (VBIs) for improving task performance and social communication skills for students with ASD. However, such interventions have rarely been applied in integrated employment settings. OBJECTIVE: This systematic literature review aims to examine the utilization and efficacy of video-based interventions in improving the skills required to secure and maintain a job for youth and adults with ASD. METHODS: A systematic literature review was conducted on peer-reviewed articles on VBIs and ASD from electronic databases (n.d. -2019), an ancestral search of retrieved studies, and a hand search of retrieved journals. RESULTS: Effective approaches were identified from among 19 studies that met the inclusion criteria. Sixteen of the studies focused on teaching job performance skills associated with specific job duties. Only three studies targeted the utility of VBIs to improve job search skills. CONCLUSION: The results indicated that VBIs produce positive results in improving job performance skills. These positive results suggest promising future studies using VBIs to help equip people with ASD with the skills necessary to find and obtain employment.
A systematic review was conducted to understand the extent of empirical support for College and Career Readiness (CCR) frameworks and whether or not students with disabilities (SWD) are included in these frameworks. We identified 26 articles that showed a complex set of domains with both academic and nonacademic skills. Findings showed few studies reported empirical research concerning CCR frameworks for SWD and there was a strong emphasis on college and academic outcomes. Suggestions for future research include studies that further support or identify areas of weakness in proposed CCR frameworks, better clarification of CCR nonacademic skills, and the development of accompanying measures to broaden the understanding of CCR and ultimately inform policy and practice.
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