Journal of Vocational Rehabilitation - Volume 16, issue 3,4
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Journal of Vocational Rehabilitation will provide a forum for discussion and dissemination of information about the major areas that constitute vocational rehabilitation.
Periodically, there will be topics that are directed either to specific themes such as long-term care or different disability groups such as those with psychiatric impairment. Often a guest editor who is an expert in the given area will provide leadership on a specific topic issue. However, all articles received directly or submitted for a special issue are welcome for peer review. The emphasis will be on publishing rehabilitation articles that have immediate application for helping rehabilitation counselors, psychologists and other professionals in providing direct services to people with disabilities.
Original research articles, review articles, program descriptions, and case studies will be considered for publication. Ideas for special topical issues are welcomed as well.
Abstract: Massachusetts youth with significant disabilities, ages 18 to 22, have new opportunities to enter postsecondary education and employment options while still under the auspices of their local school districts. This article describes how an interagency partnership of adult service agencies, the Community Based Employment Services (CBES) program, was utilized by high school-based Youth Support Teams (YSTs) to develop a new individual support model of collaborative funding for transition-aged youth. Section 1 of this article presents…the rationale for using an individual support model of service delivery and describes the six-step process that supports the vision of participating youth. Section 2 discusses the development and main components of the CBES partnership.
Keywords: postsecondary outcomes, interagency partnerships, and individual support model
Abstract: Providing opportunities for individuals with mental retardation and other significant disabilities to participate in educational, vocational, and recreational activities on college campuses has been a topic of interest among educators and adult service providers for the past 30 years. We reviewed the literature on post-secondary programs and supports for these individuals to (a) identify a philosophical basis for providing such opportunities, (b) identify practices, and (c) summarize research on the efficacy of these efforts. The…literature from the 1970's to 1990's provided descriptions of programs or advocated for the inclusion of adults with mental retardation on college campuses in position papers. Limited empirical data supported the efficacy of these programs. The literature during the 1990's shifted to providing post-secondary programs or individual supports to students with mental retardation and other significant disabilities, ages 18--22, who were still enrolled in public schools. Implications for emerging trends, research and program evaluation, and replication of practices are discussed.
Keywords: transition, post-secondary education, people with significant disabilities
Abstract: A 20/20 analysis was conducted with data obtained from a national survey to study institutional characteristics of support services that reflect high and low levels of capacity based on supports and accommodations available to students with disabilities. In this analysis, 2-year and 4-year public and private institutions (N = 259) were partitioned into two groups representing High Capacity and Low Capacity institutions. The analysis examined issues related to institution size, disability types of students served,…staff-to-student ratios, and other elements of services that reflect "capacity". The purpose of 20/20 analysis is to "look to the margins" of programs to better understand the nature and range of supports which are currently provided to students. Results of this study indicate that High Capacity institutions provide significantly more supports and accommodations to a more diverse range of students with disabilities, even with staff-to-student ratios about the same or higher than Low Capacity institutions. Also, supporting other research conducted in this area, large, public institutions were found to reflect a greater level of capacity than small, private institutions.
Abstract: Postsecondary education and employment outcomes for students with mild disabilities are disappointing. This article describes an innovative approach to preparing high school students with mild disabilities for challenging careers in high tech industries, called High School High Tech (HSHT). Following a brief overview of the HSHT model and Iowa's program, the authors offer a seven-step process for establishing effective transition efforts. The article concludes with a description of the results of Iowa's HSHT…program over the past three years, and recommendations for program enhancements based on Iowa's findings. The information presented here is intended to assist education and rehabilitation professionals in helping students make informed, high tech career choices and enter postsecondary education programs that further prepare them for challenging, financially rewarding high tech careers.
Keywords: transition to postsecondary education, career education
Abstract: As a result of current legislation and labor market trends, the number of students with disabilities has risen to 17% students attending postsecondary education programs . It is well documented that students with disabilities often experience limited access to and success within postsecondary education programs, which subsequently limits their employment. Understanding the educational supports and accommodations needed by students with disabilities to progress and succeed in postsecondary programs appears to be of…critical importance. To address this need, the National Center for the Study of Postsecondary Educational Supports (NCSPES) at the University of Hawaii at Manoa completed a national survey of educational support provision. The focus of this study was on the provision of targeted (types of supports & frequency of provision) educational supports for students with disabilities. Survey methods and statistical analyses were used to describe the range and nature of educational supports provided for students with disabilities. Specific areas of support provision were explored, including the role of assistive technology, special learning centers, and the transfer of supports from educational settings to employment. The findings provide a national foundation of information regarding the provision of educational supports for students with disabilities in a diverse range of postsecondary education settings.
Keywords: postsecondary education, educational support services, higher education, student with disability, assistive technology, survey, frequency of provision
Abstract: To improve the graduation rate of students with disabilities who attend colleges and universities, a response strategy consisting of four components is advocated: self-determination and self-advocacy curriculum developed to build life skills, faculty committed to increasing cultural capital for all students and sustaining environments where positive postsecondary experiences flourish; a range of related services; and a coordinated system of supports that is student-centered and delivered in the classroom.
Keywords: persistence and retention of students with disabilities, postsecondary education, cultural capital, cultural empowerment, self-determination/self-advocacy
Abstract: Many young people entering the workforce are not well prepared to meet the demands of a dynamic work environment. Students with disabilities benefit from work-based learning activities as much as, if not more than, their non-disabled peers. Unfortunately, many school-to-work programs in high school and cooperative education and internship programs in college do not fully include students with disabilities, a group that represents an increasing proportion of today's school population. The University of Washington conducted…a three-year project to help students with disabilities head toward successful careers by using a holistic and collaborative approach. Besides the students served, the team includes staff from precollege and postsecondary educational institutions, parents, mentors, employers, and community service providers. A post-work-experience survey was developed to answer the question "What impact do work-based learning experiences have on career-related attitudes, knowledge, and skills for students with disabilities?" Participants reported considerable benefit from their work-based learning experiences. They gained motivation to work toward a career, learned about careers and the workplace, gained job-related skills, learned to work with supervisors and co-workers, and developed accommodation strategies.
Keywords: disability, work, careers, internships, technology, college, parents, mentors, Internet
Abstract: Many issues pertaining to identifying and documenting university students with learning disabilities (LD) have been discussed in the professional literature or litigated. This article documents the eligibility procedures and student assessment results of a project for identifying and providing learning strategies services to students with LD at a large midwestern public university. Many legal issues are relevant in the discussion and evaluation of this project, including the use of standardized procedures for…establishing disability status. This project used standardized procedures such as eligibility rules and cut-off scores for making eligibility decisions, thus reducing the nagging inconsistencies and subjectivity associated with nonstandardized assessments and clinical judgements about LD. Students found eligible for the project showed academic skill deficits as low as the fourth grade level, with the average skill level being eighth grade. All students seeking services but determined not eligible showed proficient academic skills. Data from a sample of students not seeking project services gave insight to the skills of "typical", skill proficient college students, thus providing an index by which to judge skill deficiency.
Keywords: post secondary learning disabilities, assessment of adult learning disabilities, legal issues in college and university disability services