Changing the message: Employment as a means out of poverty

Nye-Lengerman, Kelly; Nord, Derek

doi:10.3233/jvr-160794

Cited by 12 publications

(5 citation statements)

References 14 publications

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“…Under or unemployment are often results of inadequate career development, especially for those with disabilities (Luecking & Fabian, 2000;Oertle & O'Leary, 2017). These circumstances, in turn, often lead to lives of poverty (Anderson et al, 2017;Nye-Lengerman & Nord, 2016;Oertle & O'Leary, 2017).…”

Section: Status Of Assessment For Adolescents With Disabilitiesmentioning

confidence: 99%

VECAP Volume 17, Number 1

2022

VECAP Journal

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Journal offers a diverse set of projects aimed at advancing knowledge and practices of vocational evaluation and career assessment. Each of the articles in this issue relate to the provision of services to specialized populations. While general information regarding vocational evaluation and career assessment is helpful, the articles in this issue contribute to providing readers with specific information that can be applied uniquely to different populations.First, Dr. Jennifer McDougal and her team provide practical guidance related to the provision of vocational evaluation services to individuals who are deaf and hard of hearing, blind and low vision, deafblind, homeless, older adults, speakers of other languages, youth in transition or have a substance use disorder. Their case study approach is highly effective for addressing the complex considerations required to address the needs of each population. Second, Dr. Bridget Green and her team provide an in-depth discussion regarding age appropriate and meaningful assessment among transition age population. Their connections between executive function and assessment provide readers with insights that can be applied to work with this population. Finally, Lindsay Chute provides a practical discussion regarding working with individuals on the autism spectrum. Lindsay Chute was a 2020 VECAP Student Literary Contest winner and we are proud to feature her article in this issue.

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Section: Status Of Assessment For Adolescents With Disabilitiesmentioning

confidence: 99%

VECAP Volume 17, Number 1

2022

VECAP Journal

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“…Employment is an important factor in enhancing individual and household financial empowerment and well-being, as well as building social capital, self-efficacy, and inclusion in the community for individuals with disabilities (Brucker, 2015;Nye-Lengerman & Nord, 2016;Potts, 2005;Regenold et al, 1999). Competitive employment is beneficial, and engaging youth with disabilities in work during high school is one of the key predictors increasing the likelihood of postschool employment success into adulthood (E. W. Carter et al, 2010Carter et al, , 2012).…”

Section: Rehabilitation Counselors and Educators Journalmentioning

confidence: 99%

Connecting Youth Receiving SSI to Transition Services: The Role and Perspective of Family Advocates

Anderson

Brinck

Trainor

et al. 2021

Rehabilitation Counselors and Educators Journal

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Students and youth receiving Supplemental Security Income (SSI) often encounter challenges during the transition process due to the added complexities of family poverty, health conditions, and systemic inequities (Hemmeter, 2014; Honeycutt & Livermore, 2018; Wittenburg & Loprest, 2007). Through the multiple phases of recruitment and enrollment in the Wisconsin Promoting the Readiness of Minors in Supplemental Security Income (WI PROMISE) demonstration project, youth and families were more likely to engage with those with similar lived experiences in their home communities. As a result, integrating a new position of family advocate or navigator into the transition process for youth receiving SSI benefits may be beneficial in helping youth and their families successfully navigate the transition process and increase engagement in vocational rehabilitation (VR) services. This study investigated WI PROMISE family advocates’ views of their supportive role, families’ strengths and needs, and challenges that emerged as they supported families during the transition process. Results indicated three key themes: (a) the importance of building trust and raising expectations; (b) effective partnership, accountability, and teamwork across systems; and (c) peer-based roles as coach, mentor, problem solver, and navigator.

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“…Por otra parte, la obtención de una titulación universitaria aumenta las oportunidades laborales y de acceso a un puesto de trabajo. De esta manera, las instancias sociopolíticas y las universidades deben desarrollar mecanismos en la universidad para que la brecha entre estudiantes con y sin discapacidad se reduzca frente a la inserción sociolaboral (Nye-Lengerman & Nord, 2016). La colaboración entre universidad y tejido social y empresarial favorece la implementación de estrategias encaminadas a la consecución de puestos de trabajo (Jordán & Verdugo, 2014).…”

Section: La Tutorización Durante La Formación Universitariaunclassified

“…On the other hand, earning a university degree increases job opportunities and access to work. Therefore, the socio-political institutions and universities should develop mechanisms at university to lower the gap in job placement between students with and without disabilities (Nye- Lengerman & Nord, 2016). Cooperation between university and society and business fosters the implementation of strategies aimed at securing jobs (Jordán & Verdugo, 2014).…”

Section: Tutoring During University Educationmentioning

confidence: 99%

Tutoring students with disabilities at the university (La tutorización de los estudiantes con discapacidad en la universidad)

Sanahuja-Gavaldà

Muñoz-Moreno

Gairín

2020

Culture and Education

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University is a place of knowledge and education that is highly appropriate for easing the transition into society and the labour world in a highly technical, specialized society that needs the full involvement of everyone. Our objective is to explore the role that tutoring students with disabilities at university plays in the process towards an inclusive university. Tutoring during admission and continuation at university can facilitate the transition from the paradigm of integration to the paradigm of inclusion, allowing students their inalienable right to belong to the group and not be excluded because of their disability. It is also essential in achieving the objectives inherent to universities and attaining more normalized societies. The incorporation of students with disabilities at university, even if they account for a small percentage of students, is irreversible, positive and on the upswing thanks to the efforts from institutional, academic and associative spheres. The resistance to inclusive universities may mostly come from erroneous conceptualizations and attitudes more than from objective conditions (norms, structures, economic resources, etc.) and explicit discriminatory processes.

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Changing the message: Employment as a means out of poverty

Cited by 12 publications

References 14 publications

VECAP Volume 17, Number 1

VECAP Volume 17, Number 1

Connecting Youth Receiving SSI to Transition Services: The Role and Perspective of Family Advocates

Tutoring students with disabilities at the university (La tutorización de los estudiantes con discapacidad en la universidad)

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