Preparing Students for Postsecondary Education

Hong, Barbara S. S.; Ivy, W. Fred; Gonzalez, Humberto; Ehrensberger, Wendy

doi:10.1177/004005990704000104

Cited by 22 publications

(18 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In the online learning environment, it is difficult for the instructor to identify if any students have disabilities. Most institutions have a disabilities services department, but the student must take the initiative to activate services, which then are approved and professors are notified of needs pertaining to individual students (Hong, Ivy, Gonzalez, & Ehrensberger, 2007). Reaching out to professors on the student's behalf does not help lessen potential barriers within online course unless the student takes the initiative to introduce and identify themselves as a students within the class needing accommodations.…”

Section: Online Learning and Individuals With Disabilitiesmentioning

confidence: 99%

Assessing Accessibility: Are Online Courses Better Than Face-to-Face Instruction At Providing Access to Course Content for Students with Disabilities?

Massengale

Vasquez

2016

JoSoTL

View full text Add to dashboard Cite

Delivering course material in a manner that is accessible to all students including those with disabilities is important in the online environment. This article presents an analysis focusing on the accessibility of six courses presented through the Webcourses platform. Six professors volunteered one course for analysis. The tool use for analyzing the courses was the WAVE tool bar. Analysis of course was completed individually, but results were reported across courses. Overall results indicated 13 types of challenges and of these 5 were the most prevalent across courses. The author discusses a brief history of distance education, the tool used for analysis, challenges that were identified within course and offers suggestion of how to minimize those challenges. Within the methodology, screen shots of the WAVE tool bar are provided. Visual analysis of the frequency of the 13 challenges is provided. Implications of the WAVE tool are shared with future research directions.

show abstract

Section: Online Learning and Individuals With Disabilitiesmentioning

confidence: 99%

Assessing Accessibility: Are Online Courses Better Than Face-to-Face Instruction At Providing Access to Course Content for Students with Disabilities?

Massengale

Vasquez

2016

JoSoTL

View full text Add to dashboard Cite

show abstract

“…To successfully navigate this system, young adults with disabilities must practice positive communication skills and advocate for themselves in an active, ongoing manner [35]. Counselors should promote these self-advocacy skills as well as encouraging consumers to access campus disability services to obtain needed accommodations and support.…”

Section: Obtaining Postsecondary Education/trainingmentioning

confidence: 99%

Navigating the early career years: Barriers and strategies for young adults with disabilities

Lindstrom

Kahn

Lindsey³

2013

Journal of Vocational Rehabilitation

View full text Add to dashboard Cite

BACKGROUND: Young adults with disabilities in their early career years face limited access to high wage/high skill jobs, barriers in the workplace, and inadequate opportunities for career retention and advancement. OBJECTIVE: The purpose of this literature review was to examine the process of career development for young adults with disabilities entering the workforce and document strategies for vocational rehabilitation counselors to facilitate career advancement. MATERIALS AND METHODS: A literature search was conducted using the online databases Academic Search Premier, ERIC, and PsychInfo. Key words for the search included the terms: disabilities, emerging adulthood, young adults, career advancement, vocational development, and early career. Articles included in this review met the following criteria: (a) published in peer reviewed journals in or after the year 2000, (b) findings addressed either processes, barriers, or strategies for emerging adults with disabilities entering the workforce. RESULTS: Major barriers to career advancement include: a) lack of work experience and restricted aspirations, b) sporadic patterns of early employment, c) limited access to postsecondary education and training, and d) discrimination and prejudice in the workforce. Strategies to enhance early career development included: a) developing individual attributes and skills, b) broadening the range of careers explored, c) creating initial work experience opportunities, d) obtaining postsecondary education/training, e) providing supports to facilitate advancement on the job, and f) advocating for changes in the workplace. CONCLUSIONS: Using an ecological framework to impact individual skills, create training opportunities, and enhance work place environments, rehabilitation counselors can help young adults with disabilities gain equal access to career options and ultimately achieve economic independence and stability.programs and improving post-school employment outcomes, young adults with disabilities in their early career years are more likely to be unemployed, underemployed, or living below the poverty line than their non-disabled peers [9,55].As young people with disabilities gain vocational skills and prepare to enter the workforce, they face an increasingly competitive labor market. In 2011, unemployment rates for young adults with disabilities ages 16 to 24 were 13 to 16% higher than for those without disabilities [9]. Individuals with disabilities are also more likely to be living in poverty and less likely to live

show abstract

“…To counter students' negative thoughts, offer attribution training to teach students to understand the events and actions that contribute to their success and failure on tests (Hong, Ivy, Gonzalez, & Ehrensberger, 2007). Through attribution training, students learn to engage in positive attributions that credit their successful test performance to their effort (e.g., "I worked hard studying for this test"), ability (e.g., "I learned the material"), and other factors within themselves (Merlone & Moran, 2008).…”

Section: Offer Attribution Trainingmentioning

confidence: 99%

Addressing Test Anxiety

Salend¹

2011

TEACHING Exceptional Children

View full text Add to dashboard Cite

Preparing Students for Postsecondary Education

Cited by 22 publications

References 3 publications

Assessing Accessibility: Are Online Courses Better Than Face-to-Face Instruction At Providing Access to Course Content for Students with Disabilities?

Assessing Accessibility: Are Online Courses Better Than Face-to-Face Instruction At Providing Access to Course Content for Students with Disabilities?

Navigating the early career years: Barriers and strategies for young adults with disabilities

Addressing Test Anxiety

Contact Info

Product

Resources

About