Preparing Youth for the World of Work: Educator Perspectives on Pre-Employment Transition Services

Carter, Erik W.; Awsumb, Jessica M.; Schutz, Michele A.; McMillan, Elise D.

doi:10.1177/2165143420938663

Cited by 40 publications

(55 citation statements)

References 35 publications

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“…Researchers have identified low parental support and expectations as job-seeking barriers for youths with disabilities (Carter et al, 2020; Lindsay et al, 2015). However, lack of parental support was not a prominent barrier for our sample, although participants’ perceived parental support for job-seeking was not exceptionally high.…”

Section: Discussionmentioning

confidence: 99%

“…Job-seeking barriers for persons with visual impairments identified in previous studies included discrimination or negative employer attitudes (Antonelli et al, 2018; Crudden & McBroom, 1999; O’Day, 1999; Shaw et al, 2007; Silverman et al, 2019); lack of transportation (Antonelli et al, 2018; Crudden & McBroom, 1999; O’Day, 1999; Silverman et al, 2019); and inaccessibility (Grussenmeyer et al, 2017; Shaw et al, 2007; Silverman et al, 2019). Although only one study focused on youths with visual impairments (Shaw et al, 2007), job-seeking barriers for youths with other disabilities may apply to this population, including lack of support and low expectations of family members (Carter et al, 2020; Lindsay et al, 2015); poor social skills or limited connections (Carter et al, 2020; Lindsay et al, 2015); and lack of motivation or employment skills (Carter et al, 2020).…”

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confidence: 99%

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Job-Search Activities, Job-Seeking Barriers, and Work Experiences of Transition-Age Youths With Visual Impairments

Cmar

Steverson

2021

Journal of Visual Impairment & Blindness

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Introduction: The purpose of this study was to describe the job-seeking and work experiences of transition-age youths with visual impairments. Methods: We analyzed follow-up data from a quasi-experimental study of a job-search intervention conducted from 2016 to 2019. Participants were 88 youths with visual impairments from three states; approximately half received the job-search intervention, and the other half served as a comparison group. Measures included job-search activities and outcomes, job-seeking barriers, volunteer and work experiences, and parental support for job-seeking. Results: Commonly reported job-search activities were preparing or revising resumes, talking to people about jobs, submitting applications, and submitting resumes, but most participants performed these activities infrequently. Many job-seekers encountered barriers during their job search, and few searches resulted in paid employment. Participants generally reported moderate levels of preparation to handle job-seeking barriers and parental support for job-seeking. Intervention and comparison participants had similar results on most measures, with few exceptions. Discussion: When youths actively search for a job but do not find one, their motivation to continue job-seeking may be reduced, particularly if their preparedness to overcome job-seeking barriers is low. Although many participants had some engagement in volunteer or work activities, short-term work experiences were the most common—and perhaps most misunderstood—work activity. Implications for practitioners: Youths with visual impairments may benefit from feedback on their job-seeking approach, application materials, and interview skills so they can make changes and determine how to focus or refocus their efforts. In addition to offering feedback, service providers can provide ongoing support to youth job-seekers and encourage them to persist in their job search. Explicit discussions about different types of work activities may help transition-age youths understand how short-term work experiences differ from paid jobs.

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

Job-Search Activities, Job-Seeking Barriers, and Work Experiences of Transition-Age Youths With Visual Impairments

Cmar

Steverson

2021

Journal of Visual Impairment & Blindness

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“…Adolescence is when individuals begin to enter a transitional period from the education phase to the industrial world or the advanced education level. Preparing students for the transition period is an essential role that schools should do (Carter et al, 2020;Johnson et al, 2020;Lau et al, 2019). Career development for an individual aged 16-24 belongs to the exploration stage (Munawir et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

“…Education for children with special needs at Vocational high school is supposed to be the inclusive education model (Qvortrup & Qvortrup, 2018). Career guidance programs in inclusive schools for children with special needs should focus on encouraging the career decision of children with special needs and providing opportunities for skills development, job training and providing information about jobs to help children with special needs in achieving their potential (Carter et al, 2020;Chun et al, 2016;Majoko, 2019).…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of the Career Guidance Module to Improve Career Maturity for Children with Special Needs in Inclusive Vocational High Schools

Wati

Gunarhadi

Asrowi

2021

JPP

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This research is conducted based on children with special needs in Vocational High Schools, which has no good career maturity. Moreover, there are no basic career materials for children with special needs in the Vocational High Schools in Surakarta. Therefore, this research aims to develop the teaching materials in the form of a career guidance module to improve career maturity for children with special needs in the Inclusive Vocational High Schools in Surakarta. The method used in this research is Research and Development (RnD) research. The data analysis technique used in this research is the categorization formula. The research finding showed that the developed module had been appropriately stated to be used according to the test result by both experts and practitioners' validators. Meanwhile, the effectiveness test result showed a score improvement of children with special needs compared to the previous pre-tests and post-tests.

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“…Yet, schools often struggle to meaningfully engage the people and programs within their local community that could be drawn upon to support transitions for students with disabilities (e.g., Carter, Awsumb, et al., 2020; Hirano et al., 2018). Educators lament their lack of time and limited awareness of potential partners.…”

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confidence: 99%

Strengthening Transition Partnerships Through Community Conversation Events

Schutz

Carter

Gajjar

et al. 2021

TEACHING Exceptional Children

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Strong collaborations are critical to successful youth transitions. Preparing students with disabilities for life after high school requires extensive partnerships within and beyond the school. However, transition educators often struggle to meaningfully engage the people and programs that exist within their local community. A community conversation event is a practical, fun, and effective way for districts to capture fresh perspectives and identify innovative, local solutions to persistent challenges in transition education. The purpose of this article is to highlight the key steps for planning for a community conversation, implementing the event, and using information gathered to inform improvements to transition programming. We draw from our work supporting 10 Tennessee school districts who hosted their own community conversations to reflect upon and improve their transition practices. We provide resources, materials, and tips for school districts to implement a successful event that leads to improvements in transition programming and student outcomes.

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Preparing Youth for the World of Work: Educator Perspectives on Pre-Employment Transition Services

Cited by 40 publications

References 35 publications

Job-Search Activities, Job-Seeking Barriers, and Work Experiences of Transition-Age Youths With Visual Impairments

Job-Search Activities, Job-Seeking Barriers, and Work Experiences of Transition-Age Youths With Visual Impairments

The Effectiveness of the Career Guidance Module to Improve Career Maturity for Children with Special Needs in Inclusive Vocational High Schools

Strengthening Transition Partnerships Through Community Conversation Events

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