Journal of Vocational Rehabilitation - Volume 8, issue 2
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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: The National Transition Study of Individuals with Severe Disabilities Leaving School (NTSSD) investigated the status and community adjustment of 398 young adults with severe disabilities from across five states representative of the four US Census Bureau regions: Northeast, North Central, South, and West. Subjects in this study had been out of high school from 1 to 4 years in 1993. Data collection instruments included a 100-item post-school outcome survey and the Inventory for Client and Agency Planning (ICAP) (Bruin inks et al., 1986). Results are reported in terms of subjects' school experiences/completion, employment and daytime activities, current living arrangements, family…and friends, community involvement, financial independence, personal choice, family needs and support, and waiting for services. In addition to the descriptive findings, group comparisons were made on selected variables, examining whether there were significant differences associated with gender, level of mental retardation, years out of school, and community size.
Keywords: Transition, Post-school follow-up, Severe disability(s), Young adult(s)
Abstract: The level of job satisfaction of 236 workers with disabilities was examined, Workers expressed moderately positive general job satisfaction. Personal characteristics, experiences and job/employer characteristics were examined as predictors of job satisfaction. Sex, school background, vocational training, disability category and length of employment in present position were related to variability in job satisfaction. The relationship between job satisfaction and other aspects of transition is also explored.
Keywords: Job satisfaction, Transition, Attitudes, Work experience, Competitive employment
Abstract: Although best practice literature centering on the transition of students with disabilities has highlighted the need for holistic planning, few educators have addressed the socio-sexual concerns of students with disabilities in transition plans. Given that appropriate sex education may increase the probability of successful adult adjustment of students with disabilities, efforts must be made to address socio-sexual issues. A particularly appropriate time to address such concerns is during transition planning when educators are preparing students with disabilities to undertake adult roles. The purpose of the current study was to examine educators' perceptions of sex education curricula for students with moderate…to severe disabilities and apply these findings to create a strategy for infusing socio-sexual issues into existing curricula and individualized transition plans. The inclusion of socio-sexual concerns in transition encompassed strategies for assuring success of a sex education program, identification of curricular components, methods of modifying the curriculum, and team members involved in programming.
Keywords: Transition, Sex education, Socio-sexual training, Holistic transition planning, Quality of life, Adult adjustment
Abstract: There is increasing recognition and acceptance that successful transition of youth with disabilities from school experiences occurs when they acquire and are able to demonstrate skills and behaviors related to several typical adult life activities including lifelong learning, home living, community participation, recreation participation, as well as work. Finding meaningful employment upon graduation continues to be a central theme of transition planning efforts within secondary schools. However, increasing research, as well as anecdotal reports from educators, families, and students themselves have highlighted the need to take a more broad-based approach to transition planning so that students are learning skills (e.g.…social, self-determination) which may be used in a variety of non-vocational, as well as vocational environments. Federal education law now requires transition planning which supports these broad-based initiatives. This article presents a rationale and support for implementing comprehensive therapeutic recreation services within school settings to help students learn skills which may be used in both vocational and non-vocational environments, thus facilitating a quality transition to adulthood. The principle goals of therapeutic recreation services are identified followed by a model framework and six ‘action steps’ transition planners and key stakeholders can take to facilitate successful transition to community recreation environments. A case study is highlighted which illustrates the implementation of a functional leisure education program for two young adults with developmental disabilities. Key points that transition planners should consider when providing community recreation programming are listed and discussed to conclude this article.
Keywords: Community recreation, Developmental disability, Leisure education, Therapeutic recreation, Transition
Abstract: Transition services have been defined in both IDEA and the Rehabilitation Act Amendments of 1992. While much has been written about IDEA, the present article briefly reviews a sample of recent transition literature which indicates little has been written about the role of the 1992 Rehabilitation Act Amendments on transition from school to work. Therefore, this article provides stakeholders/advocates with a description of key provisions of the 1992 Amendments which impact directly on the transition process.
Abstract: The purpose of this article is to provide a program description of an interdisciplinary graduate training program at Kent State University. The program, the Transition Coordinator Training Program, trains graduate students from Special Education, Vocational Education, and Rehabilitation Counseling in an integrated curriculum format through field-based experiences. Through partnership arrangements, graduate students have opportunity to work with youths with disabilities and their families, policy makers, and professionals from the three discipline areas. The results are qualified leaders and practitioners who are versed at interdisciplinary communication and strategies; state-of-the-art models and practices for inclusion of persons with disabilities in schools, communities,…and jobs; the development of collaborative relationships among service providers; and advocacy at the federal, state, and local levels. Collaborative processes and organizational components are emphasized in order to highlight the integrated and interdisciplinary aspects of the program.
Keywords: Transition, Program description, Graduate training program, Disabilities
Abstract: Secondary schools, by law and practice, are given primary responsibility for establishing collaborative efforts to plan and implement transition services. While design, implementation, and evaluation of transition services have evolved over a decade, this article discusses several critical issues for which continuing efforts are needed. These issues include the design of an appropriately balanced curriculum, provision of self-determination instruction, involvement of family members, and collaboration within active interagency teams.