A sequential mixed methods study, featuring a quantitative survey and qualitative interviews, was conducted to explore barriers faced by PSE program staff when facilitating work experience engagements. Findings include the identification of common barriers to facilitating paid work experience for students in PSE programs as being: (a) transportation issues, (b) employer perceptions of the abilities of people with disabilities, (c) inadequate number of staff hours to support students in the workplace, and (d) finding time in the students’ schedule.
Employment Supports
Looking for a job can sometimes feel overwhelming and frustrating. There are some key strategies that can make the process easier and get you a job offer faster. Research has shown that careful planning, using your networks, and successful negotiation with employers can assist individuals with disabilities to find and maintain good jobs, with good pay. Watch this webinar to learn more about these techniques, hear success stories, and get your questions answered.
Project
National Coordinating Center
Virtual Internships and Job Coaching
Due to the COVID-19 pandemic, in-person internships and job coaching for students with intellectual and other developmental disabilities across the nation has been greatly impacted. This webinar will feature three panelists, Alyssa Danielle Parks, LMSW, Benjamin Dell, (they/them/their), and Tami Johnson, who have expertise in virtual internships and job coaching. They will each share their experiences, top advice, and resources.
Objectives:
In addition to academic programming, Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSID) have a directive to ensure that enrolled students with intellectual disability (ID) are prepared for gainful employment. One study found students with ID who obtained a paid job while enrolled in a college or university program were almost 15 times more likely to have a paid job at exit than those who did not obtain a paid job while enrolled (Grigal, Papay, Smith, Hart, & Verbeck, 2018).
Project
National Coordinating Center
Through secondary analyses of quantitative data obtained from the Think College National Coordinating Center database from the first cohort (2010-2015) of model demonstration sites in Florida, this study examined components of the postsecondary education programs for students with intellectual disabilities that are correlated with employment upon program exit.
Project
National Coordinating Center
Students with intellectual disability (ID) are increasingly attending postsecondary education institutions and acquiring work experiences while completing their studies. One of the main motivations for students with ID to seek higher education is to broaden and increase their chance for finding fulfilling, paid employment in their communities.
Project
National Coordinating Center
Featuring information on over a dozen newsletters that provide subscribers with information on webinars, trainings, research, strategies, curricula, and many other valuable resources. Links to sign up for each newsletter are provided. Compiled by Lauren Perry of University of South Alabama in July, 2020.
Project
National Coordinating Center
This practical guide includes strategies that work to support students with intellectual disability (ID) who are looking for employment opportunities. The strategies shared in this How to Think College publication were shared with the authors by staff and faculty at six different postsecondary programs for students with ID, and align with the Think College Standards for Inclusive Higher Education; a chart is included to show the alignment.
Project
National Coordinating Center
This webinar, hosted by the National Technical Assistance Center on Transition (NTACT), provided information for employment and VR professionals, educators, and families to: discuss collaboration strategies to develop and/or maintain engagement between families, education, vocational rehabilitation and other agency partners in the delivery of work-based learning opportunities for students with disabilities; identify resources, supports and tools related to the implementation of one of the five required pre-employment transition services, work-based learning experiences, that can be utilized
Employment Preparation and Work Based Learning Experiences in a Virtual World
Collaboration between education, vocational rehabilitation and other agency partners has long been viewed as important in improving outcomes for students with disabilities and is especially essential in the implementation of WIOA and IDEA and related Pre-Employment Transition Services. One of the key factors in successful post-secondary employment outcomes for students with disabilities is participation in early work-based learning experiences.