TY - JOUR
T1 - Participation of Students With Intellectual Disability in Community-Based Work Experiences
T2 - A Scoping Review
AU - Rooney-Kron, Magen
AU - Dymond, Stacy K.
N1 - The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This study was supported in part by funding from the U.S. Department of Education, Office of SpecialEducation Programs (H325D130034). The views or opinions presented in this manuscript are solely those of the authors and do not necessarily represent the views of the funding agency.
PY - 2022/6
Y1 - 2022/6
N2 - The purpose of this scoping review was to examine the literature about the participation of students with intellectual disability in community-based work experiences (CBWEs). We analyzed 54 original research articles written in English, conducted in the United States, and published between 1975 and 2020 in peer-reviewed journals. We identified study characteristics (e.g., research design, participants, data sources, and CBWEs) and the focus of each study. Studies focused on five areas: descriptions of student participation in CBWEs, correlates of student participation in CBWEs, relations between student participation in CBWEs and post-CBWEs outcomes, descriptions of transition programs that include CBWEs, and descriptions of stakeholders’ perceptions of student participation in CBWEs. Implications for how teachers plan CBWEs and how researchers can address gaps in the literature are discussed.
AB - The purpose of this scoping review was to examine the literature about the participation of students with intellectual disability in community-based work experiences (CBWEs). We analyzed 54 original research articles written in English, conducted in the United States, and published between 1975 and 2020 in peer-reviewed journals. We identified study characteristics (e.g., research design, participants, data sources, and CBWEs) and the focus of each study. Studies focused on five areas: descriptions of student participation in CBWEs, correlates of student participation in CBWEs, relations between student participation in CBWEs and post-CBWEs outcomes, descriptions of transition programs that include CBWEs, and descriptions of stakeholders’ perceptions of student participation in CBWEs. Implications for how teachers plan CBWEs and how researchers can address gaps in the literature are discussed.
KW - and transition
KW - community-based work experiences
KW - intellectual disability
KW - work experiences
UR - http://www.scopus.com/inward/record.url?scp=85129801158&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85129801158&partnerID=8YFLogxK
U2 - 10.1177/15407969221093378
DO - 10.1177/15407969221093378
M3 - Article
AN - SCOPUS:85129801158
SN - 1540-7969
VL - 47
SP - 90
EP - 110
JO - Research and Practice for Persons with Severe Disabilities
JF - Research and Practice for Persons with Severe Disabilities
IS - 2
ER -