Providing technical assistance to inclusive postsecondary education programs on paid employment experiences of college students with intellectual and developmental disabilities: A case study
Affiliations: [a] Rehabilitation Research and Training Center (RRTC) on Employment of Transition-Age Youth with Disabilities, Virginia Commonwealth University, Richmond, VA, USA
| [b] Counseling, Educational Psychology, and Special Education Department, Michigan State University, East Lansing, MI, USA
| [c] Inclusive Digital Expression and Literacy (IDEAL), Georgia State University, Atlanta, GA, USA
Correspondence:
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Address for correspondence: Susan McKelvey, Rehabilitation Research and Training Center (RRTC) on Employment of Transition-Age Youth with Disabilities, Virginia Commonwealth University, Richmond, VA, USA. E-mail: [email protected].
Note: [1] Elizabeth Evans Getzel has retired.
Abstract: BACKGROUND:Students with intellectual and developmental disabilities lag behind their peers without disabilities when it comes to participation in college and employment. In response to this, researchers at Virginia Commonwealth University (VCU) created an online, six-week course for staff who work with students with disabilities in inclusive postsecondary education (IPSE) programs. OBJECTIVE:To create a course and technical assistance (TA) based on implementing supported employment strategies through VCU’s ACE-IT in College model, using evidence-based employment practices. The course and TA were developed to increase the skills of IPSE program staff, as well as increase the number of paid internship opportunities for the students in their programs. METHODS:VCU staff offered a six-week training program, followed by yearlong technical assistance to college and university staff who implement inclusive postsecondary education programs. The researchers conducted a case study of one program and followed them through the course and their TA activities. Data examined were: facilitated discussion board responses, needs assessment results, meeting notes and case study notes, as well as goals and strategies they developed. RESULTS:Results indicate a need for more staff and funding, as well as university buy-in. The fidelity of implementation allowed researchers to make slight adjustments for future TA participants. CONCLUSION:One participating program emerged as a case study site, and results indicate a need for more staff and funding. Detailed descriptions and technical assistant support strategies are provided, as well as implications for further research.
