Strategies for Improving Career Services for Postsecondary Students With Disabilities

Roessler, Richard T.; Hennessey, Mary; Rumrill, Phillip D.

doi:10.1177/08857288070300030501

Cited by 11 publications

(6 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…College students with disabilities are afforded protections under multiple pieces of legislation including the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act of 1973 (Mowbray et al, 2006; Roessler, Hennessey, & Rumrill, 2007). Legislation requires that colleges and universities provide reasonable accommodations to qualified students with disabilities.…”

Section: Meeting the Needs Of College Students With Disabilitiesmentioning

confidence: 99%

Mental health and professional help-seeking among college students with disabilities.

Coduti¹,

Hayes²,

Locke

et al. 2016

Rehabilitation Psychology

View full text Add to dashboard Cite

show abstract

Section: Meeting the Needs Of College Students With Disabilitiesmentioning

confidence: 99%

Mental health and professional help-seeking among college students with disabilities.

Coduti¹,

Hayes²,

Locke

et al. 2016

Rehabilitation Psychology

View full text Add to dashboard Cite

show abstract

“…Similarly, SWD in a training program reported that self-advocacy skills are important for their transition to STEM majors and careers (Izzo et al, 2011). Roessler et al (2007) recommended college career services to provide formal self-advocacy training programs for SWD to gain disability employment knowledge, develop strategies to request reasonable accommodations, and infuse self-advocacy into daily activities.…”

Section: Resultsmentioning

confidence: 99%

“…More integration between college career services and student disability services is crucial to providing SWD with career supports that are more tailored to their unique needs. Collaboration between professionals in disability services and career services, government agencies (e.g., State-Federal Vocational Rehabilitation Services), and other key stakeholders is needed (Aune & Kroeger, 1997; Mask & DePountis, 2018; Roessler et al, 2007). Student disability services play a vital role in SWD’s college adjustment and academic achievement (Chiu et al, 2019) as it is a primary source for SWD to request academic accommodations and other support services.…”

Section: Implications For Practicementioning

confidence: 99%

Career Development of College Students With Disabilities: A Scoping Review

Liu,

Chiu,

Guennouni

et al. 2024

Journal of Career Development

View full text Add to dashboard Cite

Despite the significant increase in college students with disabilities (SWD) enrolled in higher education over the past few decades, they face unique challenges in pursuing their career goals and have a much lower employment rate than those without disabilities. To date, no review study has been systematically conducted to examine SWD’ career needs and factors that influence their career outcomes. Therefore, the purpose of this scoping review is to explore salient career development issues among SWD through the lens of Social Cognitive Career Theory (SCCT). Following Joanna Briggs Institute’s scoping review methodology, we included 48 studies in this review. Applying SCCT as the theoretical framework, we generated five themes from the scoping review: (a) targeted career outcomes, (b) self-efficacy beliefs and outcome expectations, (c) person inputs, (d) learning experiences, and (e) contextual influences. Implications for practice and research are discussed.

show abstract

“…Despite the mandate to schools to provide reasonable accommodations stated in both Section 504 of the Rehabilitation Act and in the Americans with Disabilities Act, limited resources and lack of specific guidelines has led to wide variations in the types of supports available on college campuses for vocational rehabilitation consumers with disabilities (Sharpe, Johnson, Izzo, & Murray, 2005). This potentially impacts the level of educational engagement, program completion rates, and future employment for students with disabilities (Roessler, Hennessey, & Rumrill, 2007). Collaboration between college disability coordinators, rehabilitation providers, and secondary schools is crucial for the successful employment of college students with disabilities (Lindstrom, Flannery, Benz, Olszewksi, & Slovic, 2009).…”

Section: Discussionmentioning

confidence: 99%

Impact of Parental Welfare Participation

Karpur

Nazarov

Brewer

et al. 2014

Career Development and Transition for Exceptional Individuals

View full text Add to dashboard Cite

Pursuing postsecondary education is one of the most important human capital investments signaling higher worker productivity leading to improved employment, especially in the contemporary knowledge-based U.S. economy (Dunn, 2013). Despite the devastating impact of the Great Recession of 2007 on the overall job market, individuals with a college degree were less likely to lose their current jobs and were more likely to find new jobs, highlighting the mitigating role of postsecondary education during adverse labor market conditions (Carnevale, Jayasundera, & Cheah, 2013). Postsecondary education offers similar advantages, as well as protections from economic shocks for youth with disabilities as they transition from school to work (Kaye, 2010). In the midst of the Great Recession, Fogg, Harrington, and McMahon (2010) reported that nearly 60% of individuals with disabilities who had a postsecondary education degree were employed, compared with a 34% employment rate for their peers with just a high school degree. Utilizing a prospective cohort of young vocational rehabilitation consumers, Flannery, Yovanoff, Benz, and Kato (2008) demonstrated that participating in short-term college training improved their likelihood of employment and higher wages, compared with their peers who did not participate in college training. Furthermore, Madaus (2006) demonstrated in a follow-up post-college study that youth with disabilities were employed at the rate of their peers without disabilities and earned salaries, including benefits, that are equivalent to any non-disabled worker in the United States. These young adults also had higher levels of satisfaction with their employment compared with their peers with disabilities nationally (Madaus, Zhao, & Ruban, 2008). Data from the National Longitudinal Transition Study-2 (NLTS2) confirmed that a higher proportion of youth with disabilities were pursuing postsecondary education in 2005 compared with findings from its last iteration conducted in the 1990s (Wagner, Newman, Cameto, Garza, & Levine, 2005). Despite these encouraging trends and policy/program supports from initiatives such as the reauthorization of the Higher Education Opportunity Act (HOEA), youth with disabilities are 7% less likely to pursue postsecondary education, compared with their peers without disabilities, 8 years after exiting secondary school (Newman et al., 2011). Several individual-and program-level factors have been described as predictors for successful enrollment in postsecondary education for youth with disabilities. At the individual-level, the type and severity of disability is correlated with the likelihood of enrollment in postsecondary 522093C DEXXX10.

show abstract

Strategies for Improving Career Services for Postsecondary Students With Disabilities

Cited by 11 publications

References 11 publications

Mental health and professional help-seeking among college students with disabilities.

Mental health and professional help-seeking among college students with disabilities.

Career Development of College Students With Disabilities: A Scoping Review

Impact of Parental Welfare Participation

Contact Info

Product

Resources

About