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

Moriña, Anabel; Biagiotti, Gilda

doi:10.1016/j.ijedudev.2022.102647

Cited by 16 publications

(7 citation statements)

References 49 publications

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“…Noteworthy, it has been found that up to 75% of students do not disclose their disabilities due to fears about how they would be perceived and stigmatised and a concern over the course policies and procedures involved in that process of declaration (Dollinger et al, 2022). Similar findings have been found across the literature (Gatto et al, 2021;Moriña & Biagiotti, 2022;Nolan et al, 2015).…”

Section: Employability Challenges With a Disabilitysupporting

confidence: 70%

“…Cultural, physical and attitudinal challenges have been reported in the literature for those with a disability or those working part-time (Moriña & Biagiotti, 2022). These range from a lack of understanding or appreciation of the impact of this on individuals, which was also reflected in the current study.…”

Section: Culture and Attitudesmentioning

confidence: 82%

“…It is suggested that the post-Covid economic and labour market changes have resulted in those with a disability being presented with even more serious challenges to securing sustainable employmentcommon factors predisposing poor employment outcomes for those with disability are debt and housing uncertainty, which has been exacerbated post covid, and more likely to face marginalisation and vulnerability (Olney, 2021). In their recent systematic review, Moriña and Biagiotti (2022) listed the challenges that individuals who have a disability face within the workplace. Challenges included architectural, attitudinal, management and resources/processes (knowing how to ask for help, what to ask help with and how to cope with the challenges that are faced).…”

Section: Employability Challenges With a Disabilitymentioning

confidence: 99%

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Equity and employability: A study into the challenges faced by healthcare learners with a disability and/or learners pursuing part-time work

Taylor,

Chandler,

Jong

2023

JTLGE

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An increasing amount of evidence suggests that learners within Higher Education (HE), and graduates, are struggling with their transition into the workplace. With the increased prominence of workplace learning requirements, these challenges are becoming more evident for learners during HE studies. This study aimed to identify the challenges faced by learners and graduates transitioning into the healthcare workforce, and the challenges experienced by key groups such as healthcare employers and other influencers within HE. The key focus was on disability, part-time work and transitions into the workplace. Thirty-two individuals participated in an online survey focused on equity and employability. Questions were both quantitative and qualitative in nature. Participants were learners, graduates, academics, career advisory staff, and employers. Thematic analysis of the qualitative data identified eight themes. Challenges identified by participants included work-life balance, stigma and stereotypes, organisational and individual empowerment, navigating additional administrations tasks, information and signposting, consistency in language and messaging, advocacy, and exemplars for guidance. The study highlights the responsibilities of all involved with HE provision, and the importance of collaboration with employers to inform, educate and advocate for all learners to maximize employability opportunities and enhance transitions into employment. Policy and practice in this area should quality assure the robustness of the support, aiming to meet individual needs, including education to empower and facilitate individual agency, as well as reviewing the visibility and accessibility of resources.

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Section: Employability Challenges With a Disabilitysupporting

confidence: 70%

Section: Culture and Attitudesmentioning

confidence: 82%

Section: Employability Challenges With a Disabilitymentioning

confidence: 99%

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Equity and employability: A study into the challenges faced by healthcare learners with a disability and/or learners pursuing part-time work

Taylor,

Chandler,

Jong

2023

JTLGE

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“…Providing services based on need, rather than disability diagnosis is recommended, and neurodiversity-affirming mental health support services are particularly important ( McVey et al, 2021 ; Chapman and Botha, 2022 ; Petty et al, 2023 ). Finally, investment in transition support programmes into and out of university can impact retention of, and graduate outcomes for, neurodivergent students ( Moriño and Biagiotti, 2022 ).…”

Section: What Would Compassionate Pedagogy For Neurodivergent Student...mentioning

confidence: 99%

“…Nonetheless, the current disappointing reality for the majority of neurodivergent students is to expect lower likelihood of graduating, accessing postgraduate education, finding appropriate employment that matches their skills and abilities, and enjoying stability in employment ( Scott et al, 2015 ; Gordon and Fabiano, 2019 ; Moriño and Biagiotti, 2022 ). Success in employment builds on an accumulation of positive past experiences, in education and previous employment.…”

Section: Employability and Post-universitymentioning

confidence: 99%

Compassionate pedagogy for neurodiversity in higher education: A conceptual analysis

Hamilton

Petty

2023

Front. Psychol.

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The neurodiversity paradigm challenges pathologising accounts of neurodevelopmental differences, including autism, attention deficit disorder (ADHD), dyslexia, developmental language disorder (DLD) and others. From a neurodiversity perspective, these differences in the way people perceive, learn about and interact with the world are conceptualised as naturally occurring cognitive variation, akin to biodiversity in the natural environment, which may bring unique strengths and challenges for individuals. An implication of this approach is that interventions designed to create contexts in which neurodivergent people can thrive are needed, in addition to those that seek to ameliorate individual-level difficulties. In this conceptual review, we consider how higher education can offer a context in which cognitive diversity can be noticed, welcomed and accepted with warmth. In universities, neurodiversity is one dimension of difference within an increasingly diverse student population, which overlaps – but is not synonymous – with disability. We argue that improving experience and outcomes for neurodivergent students should be a priority for universities aiming to produce graduates equipped to tackle the complex problems of contemporary society. Drawing on the foundational principles of compassion-focused psychological therapies, we consider how compassion can be enacted within interpersonal interaction, curriculum design, and leadership culture in universities. We apply the insights of double empathy theory to the problem of overcoming barriers of difference in the classroom. Finally, we make recommendations for Universal Design for Learning (UDL) and strengths-based pedagogical approaches, which create a fit-for-purpose educational environment for the widest possible range of learners. This realignment with the neurodiversity paradigm offers an antidote to bolt-on provisions for students who differ from the neuro-normative, and might enable neurodivergent thinkers to flourish within and beyond higher education.

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Career Guidance and Employment Issues for Neurodivergent Individuals: A Scoping Review and Stakeholder Consultation

Bölte,

Carpini,

Black

et al. 2024

Human Resource Management

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Growing recognition of neurodivergence amongst individuals poses challenges for career counselors and human resource practitioners when advising, guiding, and supporting the careers of this diverse group. Despite the potential for neurodivergent individuals to contribute to organizations, career guidance for these individuals is a relatively new area. We conducted a multidisciplinary project comprising a scoping review and stakeholder consultation to generate evidence‐based recommendations for identifying and supporting career paths that lead to positive employment outcomes for neurodivergent individuals. The scoping review included 78 articles on career guidance and associated employment issues (e.g., facilitators and barriers to employment) for neurodivergent individuals, while stakeholders, including neurodivergent individuals, counselors, and others, provided insights into their employment experiences. Our scoping review yielded nine themes: career guidance practice, predictors of employment, employment interventions, different forms of employment, work barriers and facilitators, strengths and challenges, person‐job fit, occupation and industry fit, and employment outcomes. The stakeholder consultations complemented the scholarly themes. Results were interpreted using the Stone and Colella theoretical model of factors influencing the treatment of people with disabilities. The model was extended across educational and work contexts, and to include the nature of occupations and industries. Building on this project and our overarching theoretical model, we map a future research agenda for the study of careers amongst neurodivergent individuals. Specifically, we highlight persistent methodological limitations of the literature before turning to theoretical implications across career stages. We conclude with practical implications for career counselors and human resource practitioners. Ultimately, our review calls for researchers and practitioners to help promote sustainable, high‐quality, and fulfilling careers for neurodivergent individuals.

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

Cited by 16 publications

References 49 publications

Equity and employability: A study into the challenges faced by healthcare learners with a disability and/or learners pursuing part-time work

Equity and employability: A study into the challenges faced by healthcare learners with a disability and/or learners pursuing part-time work

Compassionate pedagogy for neurodiversity in higher education: A conceptual analysis

Career Guidance and Employment Issues for Neurodivergent Individuals: A Scoping Review and Stakeholder Consultation

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