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Preparing students with learning disabilities (LDs) to make the transition into the world of work is considered an essential preparation that high schools can provide. However, existing services are limited for career development preparation, and available programs rely on assessments normed for samples of students without LDs. This study examined the predictability of critical career‐related constructs of dysfunctional career thoughts, career maturity, and vocational identity in high school students with LDs, using a sample of 139 such students. Data analyses were performed using multiple regression and t tests. Results indicate that it is possible to predict important career constructs for students with LDs using standardized instruments, which can inform subsequent interventions.

Purpose The number of students with disabilities pursuing a college education has increased dramatically in recent years (Hall and Belch, 2000; Hitchings et al., 2011; Horn et al., 2006; Retish and Horvath, 2005; Snyder et al., 2016; Stodden et al., 2001), yet, evidence suggests that these students continue to encounter significant challenges and barriers that may have a dramatic effect on their college experience (Madaus and Shaw, 2006; Sniatecki et al., 2015; Stodden et al., 2001). The paper aims to discuss this issue. Design/methodology/approach Positive experiences and aspects of being a college student with a disability have not garnered as much consideration and have received little attention in the professional literature to date. The current study sought to address this gap through examination of positive aspects of disability among 12 undergraduate students. Data were gathered via qualitative interviews. Findings Results included five distinct themes related to students’ experiences: personal growth and self-acceptance; empathy/understanding; advocacy and teaching others; unique relationship experiences and opportunities; and drive/determination/perseverance. Research limitations/implications The implications of these themes and future directions for research on positive aspects of disability are also addressed. Originality/value The results of this study provide support for the social model of disability as a lens to view individuals with disabilities as complete people who, with their impairments, can and do go on to lead positive and meaningful lives.

Organizational tolerance for discrimination against people who identify as transgender is a significant social justice issue affecting all organizations, including substance abuse counseling and human services organizations. Substance abuse counseling and human services organizations promote inclusive practices with people of various gender identities and expressions, yet there may be organizational climate factors that challenge inclusive practice. This exploratory study sought to address that gap by examining perceived organizational tolerance for transphobia within a cross-sectional sample of substance abuse counselor trainees completing an internship in the state of Texas. Overall, counselor trainees reported low tolerance of transphobia within their organizations. Yet, the sample offered insights concerning how people with nonbinary gender identity and expression may be otherwise ostracized within their substance abuse counseling and human services organizations. Discussion about how these experiences can influence practice, policy, education, and research in the substance abuse counseling and human services fields is presented for further consideration.

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