Job Development

Through secondary analyses of data obtained from the Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSID) National Coordinating Center database of model demonstration sites in Florida, this study examined components of inclusive postsecondary education programs for students with intellectual disabilities correlated with employment upon program exit. Inclusive coursework was found to have the strongest correlation with the post-school outcome of paid, competitive employment upon exit.

Access to paid employment while in college for students with ID is critical to preparing students to enter careers upon graduation. Inclusive college program staff play a vital role in students obtaining paid jobs during college. While assisting students to get a job is one of the first steps to a successful employment experience, it is not the last. Support doesn’t stop once the student gets a job. The next step is to effectively support students on the job site. This includes supporting employers, which may require staff to learn new skills.

Paid employment is important in college. Janai, an alumni of the ACE-IT in College program at Virginia Commonwealth University, and her employment partners share about the impact of partnership on employment outcomes. Janai had partnerships that supported her and provided opportunities for growth and development. Learn how quality partnerships were foundational to Janai achieving her goals and dream of teaching.

One of the main goals for students attending college is to provide opportunities for career exploration and ultimately, to secure paid work. One way to do that is through apprenticeships. In this brief, you will learn about the key components of apprenticeships, the reasons why apprenticeships are a promising practice in inclusive postsecondary education (IPSE), and the steps to develop registered apprenticeship programs. Information about the Early Childhood Education pilot apprenticeship program at Next Steps at Vanderbilt is shared as an example of the use of apprenticeships in IPSE.

Employment is one of the most significant markers of independence and success for a person. One’s ability to secure and maintain employment in a paid position can have a significant impact on their overall quality of life, community participation, financial self-sufficiency, and pathway to a long-lasting career. Unfortunately, the paid employment rate for youth and adults with a disability remains markedly lower than their peers without a disability.

This channel features video resources and recorded webinars on topics related to postsecondary education for students with intellectual disability, produced by Think College National Coordinating Center. Topics include academic support, credentials, campus housing, family engagement, program development, and more. 

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.

Volunteer work, internships, and unpaid job exploration can be effective strategies for individuals with disabilities looking to gain work-related experience, as well as assessments and training at places of business. However, such activities must be undertaken carefully, with a clear understanding of the purpose of these activities. All parties must know what is permitted from a legal perspective, as well as practical considerations regarding the appropriate use of volunteer and unpaid work experiences.

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).