Affiliations: Rehabilitation Research and Training Center (RRTC), Center on Transition Innovations, Virginia Commonwealth University, Richmond, VA, USA
Correspondence:
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Address for correspondence: Stephanie J. Lau, Virginia Commonwealth University, 1314 West Main Street, Box 842011, Richmond, VA 23284-2011, USA. E-mail: [email protected].
Abstract: BACKGROUND:Employment rates for people with disabilities have only slightly changed since the passage of WIOA. As possible reauthorization nears, it is necessary to reassess the provision and coordination of pre-employment transition services (Pre-ETS) to increase employment outcomes for students with disabilities. OBJECTIVE:This article identifies facilitators and barriers to Pre-ETS implementation and provides practical recommendations to align with the original intent of WIOA. METHOD:Researchers used independent samples t-tests to analyze 56 students’ pre and post-test quiz scores following Pre-ETS lessons. Researchers then employed qualitative thematic analysis of research artifacts collected during one phase of a three-year study to gather data on instructors’ experiences of facilitating Pre-ETS services. RESULTS:Results reveal higher student quiz scores reported with a small effect demonstrating increased student knowledge in job exploration (d = 0.312) and workplace readiness (d = 0.275). In addition, five qualitative themes emerged including silos, performative technology, career alienation, absenteeism, and instructional autonomy. CONCLUSION:Findings show increased student knowledge in job exploration and workplace readiness. The study also identifies 1) family engagement, interagency collaboration, and technology as possible barriers to Pre-ETS implementation while 2) instructor autonomy acted as a potential facilitator. Recommendations suggest personnel preparation and training of educators and VR professionals to support improved collaboration.
