Waging a Living: Career Development and Long-Term Employment Outcomes for Young Adults with Disabilities

Abstract

E mployment is one important marker of adult success in our society. In addition to providing financial security, stable employment allows individuals to be self-sufficient and contributes to an overall sense of self-esteem and personal satisfaction (Szymanski, Enright, Hershenson, & Ettinger, 2003). However, the literature suggests that the benefits accrued from securing fulfilling employment have gone largely unrealized by people with disabilities (National Organization on Disability, 2004; U.S. Bureau of Labor Statistics, 2010). Overall employment rates for individuals with disabilities continue to fall behind those without disabilities, contributing to the persistently high poverty rates for this population (Foley, Marrone, & Simon, 2002;O'Day & Foley, 2008).Limited employment opportunities and lack of financial stability are also a reality for many young adults with disabilities. Although overall employment rates have risen over time, occupational outcomes for young adults with disabilities still lag behind those without disabilities 423

The Issues in Implementing Transition Program for Special Needs Students

“…This reflects the impact of the transition program as it has improved the students' self-confident. The program also has educated prospective employers that special needs students are able to function if they are given suitable training program and a chance to gain working experience in real workplaces as supported by findings from Lindstrom et al (2011). The changes in the students' attitudes, especially increased confidence in social interactions has gained the parents' assistance and supports in assuring the success of the transition process from school to workplace.…”

“…While other school peers will continue to pursue studies at post-secondary education or even venture into workforce, the special needs students might just end up at home, even though some of these students have basic learning skills and capable to be trained in acquiring some vocational skills. This scenario is also discussed by Lindstrom, Doren and Miesch (2011) as they claimed that these young adults often struggled with disability and other personal barriers, yet some of them can be transitioned into work force or postsecondary training.…”

“…Not only the teachers have to undertake various responsibilities in transition implementation but the parents also should take part in this program to help and support their children to succeed in the program especially during internships. Family supports and positive expectations are needed not only in preparing students for work placement, but also gaining work skills through school to-work transition (Lindstrom et al, 2011).…”

“…There are various factors that can impede the effectiveness of transition programs, but Lindstrom, Doren and Miesch (2011) found that working experiences, transition services and family supports and expectations, played critical roles in the success of transition from school to career development. The students must be given an opportunity to work during high school, in order to possess critical work skills and behaviour such as teamwork, responsibility and work ethics.…”

“…The students need to know how to cope with the constant changes and demands of the work environment. Positive interactions with colleagues in the workplace can help establish valuable mentoring relationship and ultimately lead to career advancement (Lindstrom et al, 2011).…”