TY - JOUR
T1 - Pathways to paid work for youth with severe disabilities
T2 - Perspectives on strategies for success
AU - Schutz, Michele A.
AU - Schwartzman, Ben
AU - Awsumb, Jessica M.
AU - Burgess, Leah
AU - Carter, Erik W.
AU - Taylor, Julie Lounds
N1 - Support for this research was provided by a grant from the National Institute on Disability, Independent Living, and Rehabilitation Research (#90RTEM0002), a center within the Administration for Community Living (ACL), U.S. Department of Health and Human Services (HHS); and with support from the Vocational Rehabilitation Technical Assistance Center for Quality Employment (Grant Number: H264K200003) from the U.S. Department of Education. However, the contents do not necessarily represent the policy of the U.S. Department of Education or U.S. Department of Health and Human Services, and you should not assume endorsement by the Federal government.
PY - 2023
Y1 - 2023
N2 - BACKGROUND: Paid work during high school serves as a steppingstone to postsecondary employment for young adults with severe disabilities. Yet, youth with significant cognitive impairments rarely have the opportunity to experience paid work during high school. OBJECTIVE: The purpose of this study was to identify the range of facilitators that promote paid employment for youth with severe disabilities during high school. METHODS: We conducted individual and focus group interviews with 74 special educators, adult agency providers, school district leaders, parents of youth with severe disabilities, and local employers. RESULTS: Participants discussed 36 facilitators spanning nine major categories: Collaboration, training and information, attitudes and mindsets, supports for youth, youth work experiences, knowledge and skill instruction, staffing, individualization, and transportation. We identified similarities and differences in the factors emphasized by each of the five stakeholder groups. CONCLUSION: Renewed attention should be focused on key practices and partnerships needed to facilitate community-based work experiences for youth with severe disabilities prior to graduation.
AB - BACKGROUND: Paid work during high school serves as a steppingstone to postsecondary employment for young adults with severe disabilities. Yet, youth with significant cognitive impairments rarely have the opportunity to experience paid work during high school. OBJECTIVE: The purpose of this study was to identify the range of facilitators that promote paid employment for youth with severe disabilities during high school. METHODS: We conducted individual and focus group interviews with 74 special educators, adult agency providers, school district leaders, parents of youth with severe disabilities, and local employers. RESULTS: Participants discussed 36 facilitators spanning nine major categories: Collaboration, training and information, attitudes and mindsets, supports for youth, youth work experiences, knowledge and skill instruction, staffing, individualization, and transportation. We identified similarities and differences in the factors emphasized by each of the five stakeholder groups. CONCLUSION: Renewed attention should be focused on key practices and partnerships needed to facilitate community-based work experiences for youth with severe disabilities prior to graduation.
KW - Paid employment
KW - autism
KW - facilitators to employment
KW - intellectual disability
KW - transition
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U2 - 10.3233/JVR-221221
DO - 10.3233/JVR-221221
M3 - Article
AN - SCOPUS:85147578018
SN - 1052-2263
VL - 58
SP - 11
EP - 26
JO - Journal of Vocational Rehabilitation
JF - Journal of Vocational Rehabilitation
IS - 1
ER -