Vocational Development of Persons with Disability

Curnow, Thomas C.

doi:10.1002/j.2161-0045.1989.tb00831.x

Cited by 26 publications

(20 citation statements)

References 23 publications

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“…Many students with disabilities may not have been very active in social or extracurricular activities in their high schools, and they tend to have limited friendships with those who are not disabled (Curnow, 1989). They need to be encouraged to pursue such interests in college, because there are often multiple clubs, groups, and social activities to which they can belong.…”

Section: Group 1: Transition To Further Educationmentioning

confidence: 98%

Transition Groups for High School Students with Disabilities

McEachern

Kenny

2007

The Journal for Specialists in Group Work

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Section: Group 1: Transition To Further Educationmentioning

confidence: 98%

Transition Groups for High School Students with Disabilities

McEachern

Kenny

2007

The Journal for Specialists in Group Work

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“…Humes and Hohenshil [24] noted that these individuals either aim too high or too low in their vocational aspirations and that the lack of experience in social situations and job opportunities limits decision-making abilities. Curnow [10] simply stated that the vocational decisions for individuals with disabilities might present more problems than for individuals without disabilities because of limited social experiences. Curnow also pointed out that inadequate decision-making ability is on of the major problems in career development.…”

Section: Career Development and Exploration During Adolescencementioning

confidence: 99%

Enhancing career exploration, decision making, and problem solving of adolescent girls with disabilities

Lusk

Cook

2009

Journal of Vocational Rehabilitation

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This study investigated the effects of an intervention designed to address the career exploration, decision-making, and problem solving needs of girls with learning disabilities. The sample consisted of 120 9th grade girls with and without disabilities. The intervention group consisted solely of girls with disabilities who participated in an eight-session program over a two-week period. All students completed the Career Maturity Inventory-Revised (CMI-R), which measures career exploration and decisionmaking abilities. They all also completed the Problem Solving Inventory (PSI). At pre-testing, there were statistically significant differences found for girls with disabilities as a whole for these constructs when compared to girls without disabilities. Girls with disabilities who participated in the intervention had significantly better scores at post-testing on the decision-making and problem solving variables. viduals with disabilities such as the Americans with Disabilities Act and the Individuals with Disabilities Education Act (IDEA). However, research still shows that even thought some advancements have been made, the success rate for women in particular when it comes to employment and post-secondary education still lags far behind. Baldwin [1] noted that only 33% of women with disabilities were in the labor force in comparison to 69% of men with disabilities. Also reported was that among women with disabilities who are employed, the average earnings are $3,100 less than women without disabilities, $8,200 less than men with disabilities, and $14,200 less than men without disabilities. According to Jans and Stoddard [26], women with disabilities were more likely to receive need-based services (programs reserved for individuals below a certain income level) such as food stamps, Medicaid, and public and subsidized housing. They also noted that more women that men were living in poverty: 34% of women who reported a work disability lived in poverty compared

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“…In addition, individuals with precareer disabilities may experience segregation, stereotyping, and low expectations (Curnow, 1989). They thus may develop a low career self-efficacy and limit the information that they incorporate.…”

Section: Precareer-onset Disabilitiesmentioning

confidence: 99%

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Beveridge

Craddock

Liesener

et al. 2002

Rehabilitation Counseling Bulletin

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Existing theories of career development have been criticized in the rehabilitation literature for having questionable applicability to persons with disabilities. Given the diversity of disabilities and of persons with disabilities, the authors doubt that a generally applicable theory can be developed. They propose a viable alternative to guide rehabilitation counseling practice: a framework that posits that the career development of individuals (including those with disabilities) at any given point in their lives can be classified into one or more statuses, each of which calls for different interventions. These statuses form the acronym INCOME: Imagining, informing, Choosing, Obtaining, Maintaining, and Exiting.The purpose of this article is to propose a framework for conceptualizing career development that is applicable to persons with disabilities. Conte (1983) pointed out that no existing theory of career development adequately took into consideration the particular needs of persons with disabilities. Consequently, these theories were of questionable use in describing, predicting, or facilitating the career development of persons with disabilities. Both Conte and Curnow (1989) indicated there were three factors in the lives of persons with disabilities (particularly persons with precareer onset disabilities) that rendered existing theories inapplicable to them: (a) limitations in early career exploratory experiences, (b) limited opportunities to develop decision-making abilities, and (c) a negative self-concept resulting from societal attitudes toward persons with disabilities. Over the past: decade, several attempts have been made to create a process model of career development that would address these issues

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Vocational Development of Persons with Disability

Cited by 26 publications

References 23 publications

Transition Groups for High School Students with Disabilities

Transition Groups for High School Students with Disabilities

Enhancing career exploration, decision making, and problem solving of adolescent girls with disabilities

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