Degree completion and employment outcomes among graduates with disabilities

Huber, Mary J.; Oswald, Gina; Webb, Thomas L.; Avila-John, Alan

doi:10.3233/jvr-160826

Cited by 10 publications

(12 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Nowadays, graduate employability is often considered a yardstick of the effectiveness of educational institutions, highlighting the issue of whether or not disadvantaged students are realizing the same benefits from Higher Education as their peers [8]. Given that employment rates for disabled people [90], including disabled graduates [9], are consistently lower than those for nondisabled people and given that people with disabilities continue to face multiple barriers in finding and keeping jobs, to investigate the resources which may sustain and promote their transition to work is all the more relevant.…”

Section: Discussionmentioning

confidence: 99%

“…Employment rate of disabled people in the country in 2015 was only 49.5%, compared to 63.3% of the nondisabled population [7]. Nearly 84% of nondisabled college graduates find employment soon after graduating, compared to 53% of disabled graduates [9]. While a university education provides students with knowledge and enhanced skills that will assist them in the workforce, it appears that many educated disabled persons will not obtain the jobs they desire upon graduation [10].…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Employability of Disabled Graduates: Resources for a Sustainable Employment

2019

View full text Add to dashboard Cite

In the frame of the psychology of sustainability, this research aims at exploring how the related concepts of risk factors, protective factors, and resilience might inform our understanding of the postgraduate outcomes of disabled youth. The number of disabled students is growing steadily, nevertheless, relatively little is known about the employment experiences and skill development of disabled youth. Following the positive primary preventive approach, this explorative research investigates the role of resilience and employability resources both in preventing perceived negative impact of disability on the employment opportunities and promoting the perception of employability. Fifty disabled students responded to an online questionnaire and their responses were compared to those of a nondisabled sample (N = 190). Motivations and meanings associated with entry into the workplace are equivalent in the two groups, but perceived impact of disability is a risk factor that hinders perceived employability. Resilience resources and soft skills show their effectiveness in reducing perceived disability impact and improving perceived employability, but between group comparison shows differences in the set of available resources. Overall, results provide insights for implementing actions to promote sustainable employment in order to foster a positive, sustainable organizational development. Author Contributions: Conceptualization and Methodology: M.E.M. and E.M.; Investigation: E.M.; Formal Analysis: E.M. and M.N.; Writing-Original Draft Preparation and Reviewing: M.E.M. and M.N.; Editing: M.N.; Supervision: M.E.M. Funding: This research received no external funding. Conflicts of Interest:The authors declare no conflict of interest.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Employability of Disabled Graduates: Resources for a Sustainable Employment

2019

View full text Add to dashboard Cite

show abstract

“…In the works that addressed this issue, university success was defined as a complex, multifaceted, subjective and dynamic concept that depended on multiple factors (Russak and Hellwing, 2019). Furthermore, the work of Huber et al (2016) and Lizotte (2018) highlighted that graduates with disabilities did not always agree on the definition of success or on the factors leading to it. While some defined it as a process of self-acceptance, recognising disability as a component of self-image rather than a limitation, others described it as dependent on external factors (Nolan and Gleeson, 2017).…”

Section: The University Generates Success and Inclusive Spacesmentioning

confidence: 99%

Inclusion at university, transition to employment and employability of graduates with disabilities: A systematic review

Moriña

Biagiotti

2022

International Journal of Educational Development

View full text Add to dashboard Cite

“…Internationally, the use of assistive technology in this group of students has been studied, for example by Huber et al (2016) and Remington and Pellicano (2019), identifying the most advantageous academic adaptations: extra time for exams, learning materials in different formats and greater autonomy. Nisbet (2020) and Kisanga and Kisanga (2020) focused their studies on the barriers that limit full participation in higher education, such as high reading demands, group work and the inability to participate in some activities (Lourens & Swartz 2020; Papadopoulos & Koutsoklenis, 2019; Reed & Curtis, 2019) as well as the impact on academic performance (Kelly & Smith, 2011; Richarson, 2015).…”

Section: Ict and Visual Impairment In Higher Educationmentioning

confidence: 99%

Impact of ICT on university students with visual impairment

Rueda¹,

Batanero²,

Fernández‐Cerero³

2022

British J Special Edu

View full text Add to dashboard Cite

Information and communication technology (ICT) are creating new horizons in the educational responses to students who have a disability in higher education. This study aims to provide the academic community with an overview of the research pertaining to ICT as a support for students with low vision or blindness. Data were obtained through a systematic literature review, covering the period from 2010 to 2021, in four relevant scientific and academic databases. The sample consists of 17 studies. A descriptive and quantitative methodology was used. The most significant bibliometric data are presented, and through bibliometric maps, a method based on co-word analysis, clustering techniques and visualization techniques were applied to determine the fields of study and research. The results indicate that research on ICT and visual impairment in higher education remains scarce and focuses on the educational needs of students with visual impairment in accessing and transitioning to higher education.

show abstract

Degree completion and employment outcomes among graduates with disabilities

Cited by 10 publications

References 9 publications

Employability of Disabled Graduates: Resources for a Sustainable Employment

Employability of Disabled Graduates: Resources for a Sustainable Employment

Inclusion at university, transition to employment and employability of graduates with disabilities: A systematic review

Impact of ICT on university students with visual impairment

Contact Info

Product

Resources

About