Employment

Pratt, Carlos W.; Gill, Kenneth J.; Barrett, Nora M.; Roberts, Melissa M.

doi:10.1016/b978-0-12-387002-5.00010-x

Cited by 2 publications

(3 citation statements)

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“…The value of being employed even at the undergraduate level was appreciated and in particular, some graduates felt that being employed during college stood to them when they were transitioning to employment. Pratt et al (2014) maintain that building work-related experiences supports students in their transition to employment, by giving them the opportunity to gain confidence and develop a sense of purpose and a role.…”

Section: Discussionmentioning

confidence: 99%

“…The barriers to employment for those with disabilities are numerous (Pratt et al 2014). They can be identified as residing within the individual or within society (Robdale 2008).…”

Section: Barriers To Employment For Those With a Disabilitymentioning

confidence: 99%

“…Within the individual, the barriers can be the disability itself; level of education; the cyclical nature of their condition; medication; cognitive deficits; and lack of work experiences (AHEAD 2008;Robdale 2008;Kim and Williams 2012). Societal barriers include the benefits trap (Pratt et al 2014); prejudice; fear and discrimination (Boardman 2003); accessibility issues and low expectations for disabled people (Smith 2003). In addition, employers can be lacking in knowledge and understanding of disability issues.…”

Section: Barriers To Employment For Those With a Disabilitymentioning

confidence: 99%

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The transition to employment: the perspectives of students and graduates with disabilities

Nolan

Gleeson

2016

Scandinavian Journal of Disability Research

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Education and employment are basic human rights and during the past decade in Ireland, the number of students with disabilities progressing through universities has dramatically increased as a result of improved support (AHEAD 2012. Survey on the Participation Rates of Students with Disabilities in Higher Education for the Academic Year 2011/2012. AHEAD). However, embarking on the transition from college to employment can be fraught with challenges (Fichten, S. Jorgensen, A. Havel, M. Barile, V. Ferraro, M. È. Landry, D. Fiset, et al. 2012, "What happens after graduation? Outcomes, employment, and recommendations of recent junior/community college graduates with and without disabilities.". Disability and Rehabilitation 34 (11): 917-924). Therefore, this qualitative study aimed to explore the perspectives and needs of students and graduates with disabilities as they transition from college to employment. Semi-structured interviews were employed to hear the voices of thirteen students and nine graduates. Content analysis guided data analysis. Five themes were identified in the student group and four in the graduate group. This study concluded that students and graduates with disabilities need support in transitioning into the world of work and higher education institutions need to listen to the voices of students in developing and refining career-related resources.

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Section: Discussionmentioning

confidence: 99%

“…The barriers to employment for those with disabilities are numerous (Pratt et al 2014). They can be identified as residing within the individual or within society (Robdale 2008).…”

Section: Barriers To Employment For Those With a Disabilitymentioning

confidence: 99%

Section: Barriers To Employment For Those With a Disabilitymentioning

confidence: 99%

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The transition to employment: the perspectives of students and graduates with disabilities

Nolan

Gleeson

2016

Scandinavian Journal of Disability Research

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Transition Program from School to Employment in Youths with Intellectual Disability: Evaluation of the Irish Pilot Study E-IDEAS

Traina¹,

Mannion²,

Leader

2021

Developmental Neurorehabilitation

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Aim:The purpose of this pilot was to evaluate the effectiveness of the E-IDEAS curriculum, specifically designed for workplace inclusion of youths with intellectual disabilities (ID) and aimed to transfer social, communication, independent living and employment skills. Method: The curriculum was attended by 5 participants, and it was provided concurrently with five different work-placements across a period of six months. Two assessment tools were used to demonstrate the acquisition of such skills and an evidence-base improvement of their quality of life. Pre and postintervention standardized assessments were also taken for measuring the improvement in quality of life (through the San Martín Scale) and adaptive behavior (through the Vineland-II Adaptive Behavior Scale). Results: The data collected showed increases in the acquisition of such skills. Evidence of maintenance and generalization were also demonstrated. Conclusion: Implications for practice and further research are discussed.

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Employment

Cited by 2 publications

References 0 publications

The transition to employment: the perspectives of students and graduates with disabilities

The transition to employment: the perspectives of students and graduates with disabilities

Transition Program from School to Employment in Youths with Intellectual Disability: Evaluation of the Irish Pilot Study E-IDEAS

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