“It's Not Just About a Paycheck”: Perspectives on Employment Preparation of Students With Intellectual Disability in Federally Funded Higher Education Programs

Domin, Daria; Taylor, Andrew; Haines, Kelly; Papay, Clare; Grigal, Meg

doi:10.1352/1934-9556-58.4.328

Cited by 7 publications

(5 citation statements)

References 17 publications

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“…This includes job skills development, career training, and guidance to help them integrate into the work environment, (Malkani, 2021;Connaughton & Cline, 2021) . Support services are also important to provide assistance to students with special needs or particular challenges, ensuring that they have adequate support to succeed in their careers (Domin et al, 2020).The effectiveness of this program can be evaluated through the assessment of the student's job performance after the end of the program, the employment rate, and their level of satisfaction with the support received .…”

Section: Discussionmentioning

confidence: 99%

Career Transition for Special Needs Students: A Significant Systematic Literature Review

Mokhtar,

Zaharudin,

Ghazali

2024

IJARPED

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Transitioning from special education to post-school life presents unique challenges for students with disabilities. It is a phase marked by increased independence, decision-making, and the pursuit of further employment. However, students with disabilities often face barriers that can impede a smooth transition, including limited access to comprehensive transition programs and insufficient support in navigating this critical period. This systematic literature review explores the landscape of transition programs designed to bridge the gap between special education and post-school life. This study used the PRISMA approach. The systematic search of academic data using Scopus and Web of Science provides a comprehensive selection of studies, reviews, and articles related to the transition program for special education students. After applying advanced searching, the final data identifies three themes: 1) best practices for facilitating successful career transitions, 2) challenges faced by both teachers and parents in ensuring program success, and 3) the overall effectiveness of transition programs and support services. In conclusion, the systematic literature review highlights the importance of transition programs for special education students as a means to bridge the gap between their educational experience and the realities of adult life. By addressing the critical need for effective transition programs, educators, policymakers, and stakeholders can contribute to the improved post-school outcomes and overall well-being of students with disabilities. This review underscores the necessity for ongoing research and the development of evidence-based practices in the field of special education transition programs.

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Section: Discussionmentioning

confidence: 99%

Career Transition for Special Needs Students: A Significant Systematic Literature Review

Mokhtar,

Zaharudin,

Ghazali

2024

IJARPED

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“…Previous publications have described the employment outcomes and the historical and philosophical nature of inclusive post-secondary education models (pse) available for students with id who transition from receiving services from their local school system under idea to two-and four-year public or private colleges and universities (Domin et al 2020;Grigal et al 2019;Hart 6 et al 2010). Grigal et al (2019) provided an overview of tpsid programs and essential statistical data concerning the demographics, course enrollment, employment, and engagement of students with id served by higher education institutions nationwide during the 2018-2019 academic year.…”

Section: Inclusive Postsecondary Education Models For Students With I...mentioning

confidence: 99%

The Soaring Eagle Academy: the Inception of a Comprehensive Post-Secondary Transition Program for Individuals with Intellectual Disability in Southwest Florida

Halpern

Carothers

Aydın

2022

J. Disabil. Stud. Educ.

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Higher education institutions committed to values of diversity, inclusion, and equity offer programs and practices that support individuals of diverse populations, including those with disabilities. Passage of the Higher Education Opportunity Act in the United States expanded access to individuals with intellectual disabilities (id) wishing to pursue higher education in Comprehensive Transition Programs (ctp s). Despite previous publications addressing the benefits of establishing such programs, little has been found regarding steps to develop these programs. Thus, this paper describes the case of the inception of the Soaring Eagle Academy (sea), a ctp for students with id in a Southwest Florida university, United States. Multiple data sources were collected and analyzed with content analysis. The findings emphasized the importance of having a collaborative team empowered and supported by the university administration to create a life-changing program that would impact students with id, their families, the campus culture, and the community. Recommendations for future research are included.

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“…Another growing aspect of emerging research is focused on documenting the impact PSE experiences have on the employment status of students with ID while they are enrolled in college, and after they complete their college learning [13,27,33,39,49,50]. Given the historically poor employment outcomes experienced by people with ID, these studies serve two important purposes.…”

Section: Inclusive Higher Education Research Policy and Fundingmentioning

confidence: 99%

Advancing Access to Higher Education for Students with Intellectual Disability in the United States

2021

Self Cite

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Due to changes in legislation and policy in the United States, higher education has become more available to people with intellectual disability (ID). Currently, over 6000 students with ID are enrolled in 310 colleges and universities. In the past decade, the federal government has invested over 100 million dollars in a model demonstration program aimed at institutions of higher education to create, expand, or enhance high-quality, inclusive higher education experiences to support positive outcomes for individuals with ID. This article will describe the impetus and impact of this funding as well as related changes in policy and practice. With the emergence of these opportunities, a field of research has emerged, offering new knowledge about what higher education can offer to students with ID as well as the positive impact these students have on their peers, professors, and campus communities. We have also begun to see documentation of more long-term impacts of higher education on students’ employment, independent living outcomes, and life satisfaction. By describing these policy, practice, and research developments, this article will provide readers with a better understanding of the background, current status, and future needs of the field of inclusive higher education for people with ID in the United States and potential takeaways for similar stakeholders in other countries.

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“It's Not Just About a Paycheck”: Perspectives on Employment Preparation of Students With Intellectual Disability in Federally Funded Higher Education Programs

Cited by 7 publications

References 17 publications

Career Transition for Special Needs Students: A Significant Systematic Literature Review

Career Transition for Special Needs Students: A Significant Systematic Literature Review

The Soaring Eagle Academy: the Inception of a Comprehensive Post-Secondary Transition Program for Individuals with Intellectual Disability in Southwest Florida

Advancing Access to Higher Education for Students with Intellectual Disability in the United States

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