The Career Development Needs of College Students with Learning Disabilities: In Their Own Words

Abstract

The career development and disability knowledge of 97 students with learning disabilities from three postsecondary institutions in the Midwest was examined through semi-structured interviews. Students with disabilities who were eligible for services while in high school generally did not engage in transition planning as required by federal law. Their career development activities were limited despite having unique career needs. The majority of students had difficulty describing their disability and its impact on their career exploration and planning. For students with learning disabilities at the postsecondary level, career development services should be provided, including training in self-advocacy and career exploration in the first two years. Instruction in career self-management skills should be ongoing.

employment or economic success: the experience of individuals with disabilities in transition from school to work

“…Although these findings were similar to those reported in previous research studies, additional research is needed to further advance the career development of young students with disabilities in stages of transition . Students with disabilities may benefit from different career and interests exploration opportunities, even if they have little or no occupational experience (Hitchings et al ., 1998) . Like the participants of this study, students with disabilities who participate in transition programs emphasizing interest-job matching can experience positive employment outcomes, although that may not necessarily translate to higher economic outcomes .…”

“…This process of career education should not only provide students with the traditional likes and dislikes of a job but also look more into personal characteristics and maturity as key factors influencing career choice (Holland, 1997) . Hitchings, Luzzo, Retish, Horvath, and Ristow (1998) stated that education, counseling, and transition specialists, along with the parents of students with disabilities, should be proactive in promoting a wide variety of careers for these students in transitioning stages . This transition process is one that may present many challenges for students with and without disabilities .…”

Difficulties in making career decisions in students with mild intellectual disability and their typically developing peers

“…Aktivnosti istraživanja i izbora zanimanja često su ograničene za osobe sa LIO u osnovnoj školi, jer se dosta vremena utroši na akademsku remedijaciju umesto na pripreme za izbor zanimanja (profesionalna orijentacija ili usmeravanje) i profesionalno informisanje (Luzzo, Hitchings, Retish & Shoemaker, 1999). Kao rezultat toga, oni nisu svesni koja sve zanimanja postoje, šta znači pojam karijera (zanimanje, radno mesto, obuka), nisu razvili veštinu donošenja profesionalnih odluka i sposobnost rešavanja problema (Hitchings et al, 2001;Stang et al, 2009). Rezultati našeg istraživanja potvrđuju da su osobe sa LIO u nepovoljnijem položaju kada je u pitanju izbor zanimanja i razvoj karijere od učenika TR (Humes & Hosenshil, 1984;Ochs & Roessler, 2004).…”

Factors Related to Early Termination From Work for Youth With Disabilities

“…Once youth with disabilities exit high school, they are typically referred to adult service agencies that have not collaborated with special education programs to design a "seamless" transition for these young adults (Certo, et al, 2003;Hasazi, Furney, & DeStefano, 1999). Other barriers to successful post-school planning include not having the opportunity to discuss post-school plans with professionals, not being involved in the Individualized Education Plan (IEP) process, and not receiving career development services that assist in transition (Hitchings, et al, 2001;Hitchings, Retish, & Horvath, 2005;Janiga & Costenbader, 2002).…”