Critical Issues in Career Development and Employment Preparation for Adolescents with Disabilities

Morningstar, Mary E.

doi:10.1177/074193259701800506

Cited by 33 publications

(30 citation statements)

References 44 publications

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“…As Morningstar (1997) reported, families were the predominant informal influence on the development of career aspirations for the adolescents with a range of disabilities in her investigation. Grigal and Neubert (2004) point out that little is known about parents' perspectives regarding issues such as transition-planning needs and postschool goals since the IDEA amendments of 1997 were implemented.…”

Section: Research On Educational Aspirationsmentioning

confidence: 67%

Postsecondary Educational Aspirations of High-Functioning Adolescents With Autism Spectrum Disorders and Their Parents

Camarena

Sarigiani

2009

Focus Autism Other Dev Disabl

120

110

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Individual interviews with 21 high-functioning adolescents diagnosed with an autism spectrum disorder and their parents were used to assess postsecondary educational aspirations and thoughts concerning obstacles and resources that shape educational achievement of this group. The results from these semistructured interviews revealed that both the adolescents and their parents have clear postsecondary educational goals but have significant concerns about the readiness of postsecondary institutions to meet the adolescents' needs. The special significance of social challenges and the ways that families frame educational aspirations are noted. Results from this analysis have direct application to both educational and family settings.

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Section: Research On Educational Aspirationsmentioning

confidence: 67%

Postsecondary Educational Aspirations of High-Functioning Adolescents With Autism Spectrum Disorders and Their Parents

Camarena

Sarigiani

2009

Focus Autism Other Dev Disabl

120

110

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“…Another important reinforcing factor is supporting the adolescent to develop skills and engage in real-life experiences. It was positive that the majority of adolescents had engaged in work experience, as it is a key element of successful transition planning (Hendricks and Wehman, 2009;King, Baldwin, Currie, et al, 2005;Lee and Carter, 2012;Lindstrom et al, 2007;Morningstar, 1997). However, many adolescents had not engaged in activities such as career preparation, life skills training, volunteering and part-time work.…”

Section: Discussionmentioning

confidence: 99%

Factors related to successful transition planning for adolescents on the autism spectrum

Hatfield

Ciccarelli

Falkmer

et al. 2017

Research in Spec Educ Needs

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Adolescents on the autism spectrum often have difficulties with the transition from high school to postschool activities. Despite this, little is known about the transition planning processes for this group. This study explored predisposing, reinforcing and enabling factors related to the transition planning processes for adolescents on the autism spectrum in Australia. The PRECEDE model guided a needs assessment, in which descriptive data about transition planning processes were collected via an online questionnaire from adolescents on the autism spectrum, their parents and professionals (N = 162). Predisposing factors included: an individualised and strengths-focused approach, and adolescent motivation, anxiety and insight. Reinforcing factors included: support and guidance, skill development and real-life experiences. Enabling factors were: having a clear plan with a coordinated approach, scheduled meetings and clear formal documentation. Whilst some factors aligned with recommendations for transition planning for adolescents with disabilities in general, there were some autism-specific factors. For example: anxiety, motivation and insight were important predisposing factors, and providing choice and flexibility was an enabling factor.

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“…In many circumstances, once a student leaves school, the primary means of support, guidance, and advocacy falls to the family and the student’s support network (Kim & Morningstar, 2005). Youth with disabilities have described the positive impact their families have played in ensuring successful adult lives after high school, particularly as it pertained to the development of specific career expectations (Lindstrom, Benz, & Doren, 2004; Morningstar, 1997). …”

Section: Recommendations For Future Policy and Practicesmentioning

confidence: 99%

Aligning Transition Services With Secondary Education Reform

Morningstar

Bassett

Kochhar-Bryant

et al. 2012

Career Development and Transition for Exceptional Individuals

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Society has witnessed significant improvements in the lives of students receiving transition services over the past 30 years. The field of transition has developed an array of evidence-based interventions and promising practices, however, secondary school reform efforts have often overlooked these approaches for youth without disabilities. If we are to see improvements in postsecondary outcomes for all youth, reform efforts must begin with active participation of both general and special educators and critical home, school, and community stakeholders. In the Division on Career Development for Exceptional Individuals’ position paper, we discuss the evolution of transition in light of reform efforts in secondary education. We review and identify secondary educational initiatives that embrace transition principles. Finally, recommendations are provided for advancing alignment of transition services with secondary education reforms.

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Critical Issues in Career Development and Employment Preparation for Adolescents with Disabilities

Abstract: The students in the focus groups identified a wide array of careers and occupations as possibilities for their future. In fact, 62 students identified over 95 future careers or Occu-

Cited by 33 publications

References 44 publications

Postsecondary Educational Aspirations of High-Functioning Adolescents With Autism Spectrum Disorders and Their Parents

Postsecondary Educational Aspirations of High-Functioning Adolescents With Autism Spectrum Disorders and Their Parents

Factors related to successful transition planning for adolescents on the autism spectrum

Aligning Transition Services With Secondary Education Reform

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