Journal of Vocational Rehabilitation - Volume 6, issue 3
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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: An increasing number of students with disabilities are participating in higher education. However, campus disability services and support structures vary widely. In order to better understand this variation, legal requirements for college accessibility were reviewed. A continuum describing various levels of college support services was described. Specific kinds of services and accommodations to promote equal access of individuals with disabilities in transition planning through college graduation were examined. The importance of making the right match between the individual needs of a student with a disability and the specific services and supports of college campuses was emphasized.
Keywords: Students with disabilities, Campus support services, Equal access
Abstract: This article presents an argument that transition teams must actively work with students with disabilities to promote their success in postsecondary education. Successful transition planning for postsecondary education extends beyond meeting the academic requirements for admission. Planning efforts must also include direct skills instruction in self-advocacy, independent living, decision making, and working with students to identify career goals. Three primary areas of consideration stand out when creating a plan which promotes independence and responsibility within students as they prepare for postsecondary education: exploring postsecondary education environments, identifying skills needed by students for a successful transition, and identifying the family's role…in promoting the skills of self-advocacy and independence.
Keywords: Postsecondary education, Transition, IEP transition planning, Self-determination, Self-advocacy, Career planning, Adolescents with disabilities
Abstract: Increasingly, students who are deaf and hard of hearing are attending colleges and universities that may not operate ‘special program of services’ for these students. This article contains a discussion of suggested guidelines that may assist Directors of Disability Services in meeting the individual support needs of students in their school of choice.
Keywords: Postsecondary education, Students who are deaf and hard of hearing, Choice, Support service guidelines
Abstract: The Learning Disability Program at California State University, Northridge, Zvi, Jennifer, and Axelrod, Lee. The Learning Disability Program at California State University, Northridge is based on strategy rather than a remedial model. Students are assisted in circumventing or compensating for their learning disability through a variety of strategies; assistive technology is emphasized. Support services provided through the Program include: testing accomodations, tutors, priority regristration, diagnostic testing, Program computer lab, specialized counseling, and a disability career conselor.
Keywords: Learning disabilities, University, Support services
Abstract: Students with disabilities are entering colleges and universities at increasing rates. With their admission, these students highlight the moral and legal obligations of postsecondary settings to provide full access and accommodation. It is not enough for postsecondary settings to merely admit disabled students. The successful participation of these students will, in part, be measured by the nature of the supports, services and opportunities that are provided. Access and accommodation should not be limited to physical structures or the removal of barriers, but must include providing the opportunities to develop social environments that are supportive, are peer directed, and encourage the…growth and development of a sense of empowerment. Students with disabilities also bring with them an emerging and growing distinct community and culture. It is important that services and programs for students with disabilities be administered, directed and principally staffed by individuals with disabilities.
Abstract: Increasing numbers of individuals with disabilities are securing advanced educational opportunities beyond high school. Yet earning a college degree does not guarantee employment. This article describes a comprehensive transition model designed to enhance employment opportunities for individuals with disabilities as they graduate from post-secondary settings. The model incorporates individualized career planning, the identification of learner accommodations, work experience prior to graduation, direct placement assistance, and follow-up support after graduation.
Keywords: Transition, Post-secondary, Employment, Students with disabilities
Abstract: An Integrated Employment Survey was developed in order to gather data concerning incentives and disincentives to systems change from executive directors of agencies in New Jersey which provide employment and vocational training services to persons with severe disabilities. The results of the questionnaire suggest that most agencies have developed a small degree of supported employment services as an add-on, appendage service rather than the agency shifting a large amount of resources to comprehensively engage in integrated employment services. The most commonly identified incentive to systems change was the commitment of the agency's executive director to supported employment, while the most…commonly identified disincentive to systems change was the attitudes of parents and family members of the worker with disabilities.
Keywords: Supported employment, Systems change, Agency leadership, Conversion, Integrated employment, Severe disabilities, Role of families, Disability funding sources, Disability policy
Abstract: This article addresses the critical impact of the TJTC program on employment opportunities for persons with significant disabilities. The primary intent of TJTC has been to provide employment incentives for the private sector to provide job opportunities for specific groups that are structurally unemployed and result in: (1) a reduction in structural unemployment; (2) employment opportunities to the disadvantaged; (3) employers to seek out and hire the disadvantaged; (4) cost effective outcomes for taxpayers and society; (5) improved income, training, and retention for the TJTC employee. This written testimony to the committee on ways and means, House of Representatives, highlights:…• The vital importance of TJTC on employment opportunity for persons with disabilities; • Research and experience that indicate that intent of TJTC have been meet or exceeded for the TJTC disabled target groups; and • Cost effective recommendations to make TJTC even more effective for persons with disabilities and employers in the future.
Keywords: Social security, Income, Severe disabilities, Government incentives, Job development, Cost benefit