Affiliations: [a]
Department of Special Education, Vanderbilt University, Nashville, TN, USA
| [b]
Department of Educational Psychology, Baylor University, Waco, TX, USA
Correspondence:
[*]
Address for correspondence: Jessica M. Awsumb, Department of Special Education, Vanderbilt University, 110 Magnolia Circle, Office 205, Nashville, TN 37212, USA. Tel.: +1 (615) 343 3416; E-mail: [email protected].
Abstract: BACKGROUND:Pre-employment transition services (Pre-ETS) are designed to build upon school-based transition services to support students with disabilities in developing skills to meet their post-school goals around competitive integrated employment. OBJECTIVE:This study examines Pre-ETS providers’ experiences assisting students with disabilities in developing skills for transition through Pre-ETS activities. METHOD:Through an electronic survey, the insights of 96 providers of Pre-ETS were examined in relation to the planning, delivery, and impact of different activities. RESULTS:A lack of consistency in the process of planning Pre-ETS instruction exists across providers, though most report individualizing at the student or group level. Additionally, providers report using multiple methods to plan Pre-ETS delivery focused largely on Pre-ETS curriculum and transition websites. The types of services and activities implemented and the reported impact of each varies across providers. CONCLUSION:We offer recommendations focused on policy and practice for Pre-ETS providers to support students with disabilities as they transition into competitive integrated employment.
Keywords: Transition, students with disabilities, vocational rehabilitation
