Online Poster Session
Asynchronous Session
Beyond Graduation - Improving the Employment Outcomes for Students with Disabilities: Understanding Perspectives of Educational Practitioners in a Utah School District View Digital Media
Poster Session Indu Garg
Students with disabilities face significant barriers in accessing employment opportunities compared to their peers without disabilities. Educational practitioners play a crucial role in preparing students for post-school transitions. Understanding their perspectives is essential to developing strategies that enhance employment outcomes for students with disabilities. This study examines the insights of educational practitioners regarding employment opportunities for students with disabilities as they transition from high school to the workforce. Conducted as part of a multi-year design-based research project with a Utah school district, the study draws from discussions in a co-design meeting held in December 2023. During this meeting, practitioners shared their aspirations for students’ employment success and the strategies needed to support them. Two broad themes emerged from educators regarding the need to support students from different perspectives: (1) The role of educators, which includes preparing students for employment by fostering essential skills (e.g., accountability, adaptability, growth mindset), expanding career exploration opportunities, and integrating hands-on learning experiences; and (2)The role of employers, which involves developing equitable and supportive work environments by promoting acceptance, fostering inclusion, bridging the understanding gap, and ensuring sustainable pay and career advancement. Findings highlight the need for a collaborative approach, where educators equip students with essential workforce skills while employers take active steps to create inclusive and equitable workplace practices. By aligning efforts in education and employment, students with disabilities can have greater access to meaningful career opportunities.
Addressing Socioeconomic Achievement Gaps Through Intercultural Capital: A Study of the Philippines based on the 2018 PISA Dataset
Poster Session Yuchieh Wu
My study examines the impacts of multilingual and multicultural education in the Philippines through the lens of the 2013 Mother Tongue-Based Multilingual Education (MTB-MLE) policy. Using the 2018 Programme for International Student Assessment (PISA) data, my research investigates the socioeconomic achievement gap in English reading proficiency, focusing on how cultural and linguistic diversity shapes educational outcomes. By introducing the concept of intercultural capital, encompassing both embodied values (e.g., respect for diversity) and institutionalized practices (e.g., inclusive school policies), I explore how schools leverage multicultural education to bridge systemic inequities. The conference’s commitment to exploring human differences and diversity aligns directly with my focus on how multilingual and multicultural approaches can address disparities in education. My research traverses disciplinary boundaries, combining insights from educational policy, sociology, and global assessment data to offer a comprehensive view of diversity in educational settings. My work contributes to the goal of fostering interdisciplinary and cross-cultural dialogues by highlighting the transformative potential of linguistic and cultural inclusion in addressing systemic inequities. I look forward to the opportunity to engage with fellow scholars and contribute to the broader discourse on diversity in education and its implications for equity and access.
