An ecological approach to understanding barriers to employment for youth with disabilities compared to their typically developing peers: views of youth, employers, and job counselors

Abstract

Clinicians working with youth should promote the development of skills that can lead to improved self-confidence and communication skills for youth. Encourage the development of extracurricular activities and social networking to build these skills and to make contacts for finding employment. Clinicians should support youth with disabilities and their parents in practicing independence skills (such as self-care, self-advocacy and navigating public transportation) they need prior to seeking employment. Vocational rehabilitation professionals should educate youth on how to disclose their condition to a potential employer, how to ask for ask for accommodations and how to market their abilities. Clinicians should help to link youth with disabilities to volunteer opportunities and to employers. Advocate for disability awareness training for employers regarding how to accommodate people with disabilities and the potential they offer in the workplace.

Barriers to and facilitators of employment for people with psychiatric disabilities in Africa: a scoping review

“…family structure and support [23], prevalence of stigmatizing beliefs in the community and existing policy documents [24]. In order to discuss this broad spectrum in a systematic way, the expansion of the bio-psycho-social model by [25] was adopted.…”

Exploring employment readiness through mock job interview and workplace role-play exercises: comparing youth with physical disabilities to their typically developing peers

“…(2) currently enrolled in grade 11 or 12 of an academic/applied or university stream within high school; and (3) currently attending an integrated high school [35]. All participants with disabilities met the following criteria: (1) has a diagnosed physical disability without a significant cognitive impairment;…”

“…These sessions took place in meeting rooms at the pediatric hospital or local community centers. We collected data from December 2012 to November 2013 [35].…”

“…We selected academic/applied stream as an indicator of cognitive and verbal skills to allow for an effective comparison between participants with and without disabilities [35]. We concentrated on integrated schools because youth experiences in special or separate schools would likely influence their opportunities for employment skill acquisition.…”

Where Common Core meets effective transition: You can have a job

“…There is also substantial literature on the common barriers that still prevent everyone with these labels from fully achieving those valued life outcomes (Francis, Gross, Turnbull, & Turnbull, 2014;Lindsay, McDougall, Menna-Dack, Sanford, & Adams, 2014). One major barrier is what we call "The Cliff" -i.e., the reality of transitioning from IDEAmandated services provided by public schools to non-mandated and often severely underfunded adult services (c.f., Riesen, Schultz, Morgan, & Kupferman, 2014).…”