就业前过渡和职业康复服务:佛蒙特州以工作为基础的学习计划的应对经验

IF 1.2 Q3 REHABILITATION
Todd Honeycutt, Marlena Luhr, Emily Harrison, P. Sevak
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引用次数: 0

摘要

背景:各州的职业康复(VR)机构为高中生提供就业前过渡服务(pre-ETS)和其他 VR 服务,但文献中并没有记录个人特征或不同服务在使用就业前过渡服务方面的差异。目的:我们描述了高中生在如何使用佛蒙特州职业康复机构提供的服务方面存在的差异,以及一项强调基于工作的学习体验的示范计划对这种使用的影响。方法:本研究采用描述性的方法来探讨青少年在参加示范项目两年后的预ETS 和 VR 服务及结果的模式。研究将获得示范服务的青少年(治疗组)与使用常规服务的青少年(对照组)进行了比较。结果:在对照组的所有青少年中,一半以上的青少年在 24 个月内只使用了预ETS 服务,约四分之一的青少年使用了 VR 服务,其余的青少年没有使用任何 VR 机构提供的服务。相比之下,几乎所有治疗组的青少年都使用了一些职业康复服务,其中大多数(59%)同时使用了职业康复服务和预ETS。对照组中使用预ETS 和 VR 服务的青少年与未使用这些服务的青少年在性别、残疾类型、就业和接受服务的特征方面存在差异;治疗组青少年在这些方面的差异较小。收入结果并没有以一致或可解释的方式发生变化。结论:研究结果表明,旨在促进以工作为基础的学习经验的干预措施如何增加了预ETS 和 VR 的使用,并减少了服务使用方面的亚群体差异。职业康复管理者可以考虑收集可能符合条件的学生的信息,以增加获得和使用服务的机会。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Pre-employment transition and vocational rehabilitation services: Experiences in response to Vermont’s work-based learning program
BACKGROUND: State vocational rehabilitation (VR) agencies offer pre-employment transition services (pre-ETS) and other VR services to high school students, but the literature has not documented differences in pre-ETS use by individual characteristics or across individual services. OBJECTIVE: We describe variation in how high school students used services from the Vermont VR agency and how a demonstration program emphasizing work-based learning experiences affected that use. METHOD: The study uses a descriptive approach to explore patterns in youth’s pre-ETS and VR services and outcomes two years after enrolling in a demonstration program. It compares youth with access to demonstration services (the treatment group) to those using usual services (the control group). RESULTS: Among all control group youth, more than half only used pre-ETS during a 24-month period, while about one-quarter used VR services and the remainder used no services from the VR agency. In contrast, nearly all treatment group youth used some VR services, with a majority (59 percent) using both VR services and pre-ETS. Control group youth who used pre-ETS and VR services differed from those who did not use these services by gender, disability type, employment, and service receipt characteristics; treatment group youth had fewer such differences. Earnings outcomes did not vary in consistent or interpretable ways. CONCLUSION: The findings demonstrate how an intervention designed to promote work-based learning experiences increased pre-ETS and VR use and decreased subgroup differences in service utilization. VR administrators might consider collecting information on potentially eligible students to increase access to and use of services.
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来源期刊
CiteScore
1.70
自引率
33.30%
发文量
45
期刊介绍: The 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.
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