Pursuing Graduation: Differences in Work Experience Supports for Young SSI Recipients Pursuing Diplomas or Certificates

IF 1.6 3区教育学 Q2 EDUCATION, SPECIAL

Career Development and Transition for Exceptional Individuals Pub Date : 2021-02-19 DOI:10.1177/2165143421989409

Mari S. Guillermo, M. Tucker, V. Corona, F. R. McFarlane, Ron Jacobs

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引用次数: 3

Abstract

Students with Individualized Education Programs (IEPs) or Section 504 Plans may earn a diploma or a certificate of completion when leaving secondary education. This study examined differences in career- and work-based learning services and work experiences of students who earned a high school diploma or a certificate of completion upon exiting high school. Case service data of 969 students with disabilities were analyzed. Results suggested groups differed in the number and types of career- and work-based services, work experiences, post-high school expectations, and work-related concerns expressed by parents. Differences between groups were observed by types of career and work experiences. Significantly greater proportions of diploma-earners expressed expectations to work and attend college. Parents of both groups expressed concerns about their youth losing Supplemental Security Income (SSI) benefits and about their youths’ safety and ability to work independently. Limitations and implications for research, policy, and practice are provided.

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追求毕业：年轻SSI获得者追求文凭或证书的工作经验支持差异

参加个性化教育计划(IEPs)或第504节计划的学生在离开中学教育时可以获得文凭或完成证书。本研究考察了在高中毕业时获得高中文凭或结业证书的学生在职业和工作基础学习服务和工作经历方面的差异。对969名残疾学生的个案服务数据进行分析。结果表明，不同群体在职业和工作基础服务的数量和类型、工作经历、高中毕业后的期望以及父母表达的与工作相关的担忧方面存在差异。通过职业类型和工作经历观察各组之间的差异。获得文凭的人希望工作和上大学的比例明显更高。这两个群体的父母都对他们的孩子失去补充安全收入(SSI)以及他们的孩子的安全和独立工作的能力表示担忧。提供了研究、政策和实践的局限性和启示。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Career Development and Transition for Exceptional Individuals Multiple-

CiteScore

5.40

自引率

15.20%

发文量

期刊介绍： Career Development and Transition for Exceptional Individuals specializes in the fields of secondary education, transition, and career development for persons with documented disabilities and special needs. CDTEI focuses on the life roles of individuals as students, workers, consumers, family members, and citizens. Articles cover qualitative and quantitative research, scholarly reviews, and program descriptions and evaluations. Published by the Hammill Institute on Disabilities and SAGE in association with the Division on Career Development and Transition of The Council for Exceptional Children.