Abstract
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.
Details
Presentation Type
Theme
Education and Learning Worlds of Differences
KEYWORDS
Disability Employment, Post-School Transition, Educator Perspective
