Relevant bibliographies by topics / Transition from school to employment

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  1. Journal articles

Academic literature on the topic 'Transition from school to employment'

Author: Grafiati
Published: 10 September 2021
Last updated: 1 February 2022

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Journal articles on the topic "Transition from school to employment"

1

Wehman, Paul, Karen Gibson, Valerie Brooke, and Darlene Unger. "Transition from School to Competitive Employment." Focus on Autism and Other Developmental Disabilities 13, no. 3 (1998): 130–43. http://dx.doi.org/10.1177/108835769801300301.

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2

Raiu, Sergiu-Lucian. "The Emergent Adult: Transition from School to Work." European Review Of Applied Sociology 12, no. 19 (2019): 33–48. http://dx.doi.org/10.1515/eras-2019-0009.

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AbstractThis article approaches the topic of the emerging adulthood with young people in Romania, as well as the beginning of the first work experience. The main aim is to identify the factors of a successful transition from school to independent life. The article examines the social status and the issues the young people in Romania face with regard to the transition from education to employment. The data type longitudinal panel study refers to the cohort of young people born in 1994-1995, the generation which graduated from the 12th or 13th class in 2012. We answer the question „Which are the factors that determine the first work experience for Romanian young people and what does this look like?” Half of the young people have work experience - 50.1%, with 25.2% working at the time they filled in the questionnaires, two years after graduation. Employment is explained to an extent of 1% by gender and area of residence, 4% by factors of social exclusion and 1% by factors related to negative life events. All these factors explain the variance of 6% in the employment of young people. Linear regression analysis (hierarchical) showed that social inclusion factors have the greatest effect on employment, with 4% of employment variance explained by social exclusion factors, while the influence of the demographic variables, factors of social exclusion and factors related to negative life events explain 6% of the youth employment variance.
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Jones-Parkin, Tricia, Faith Thomas, Kelie Hess, and Aubrey Snyder. "Employment First and transition: Utah school-to-work initiative." Journal of Vocational Rehabilitation 54, no. 3 (2021): 265–71. http://dx.doi.org/10.3233/jvr-211135.

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BACKGROUND: Utah’s School-to-Work Initiative is funded by a Partnerships in Integrated Employment Systems Change grant. Our project focuses on building school-level collaborative teams to support transitioning students with the most significant disabilities. Participating students complete work experiences and paid internships leading to permanent competitive integrated employment prior to exit. OBJECTIVE: By integrating two predictors for post-secondary employment, our framework implements customized employment to demonstrate Employment First for students with the most significant disabilities. METHODS: An advisory board evaluated applications and selected Utah secondary schools representing urban, suburban, and rural areas. We provide professional development on transition during biannual community of practice meetings. Subject matter experts provide technical assistance to collaborative teams on implementing customized employment. RESULTS: Eight school districts have collaborative teams that serve nine secondary schools. We braid funding from VR, Medicaid Waiver, and WIOA to support students with significant disabilities obtain competitive integrated employment. Students’ outcomes have been challenged by the lack of employment providers for customized employment, the turnover of staff in agencies, and the limited resources for English language learners. CONCLUSIONS: We have successfully braided funding and collaboratively support 82 students with significant disabilities and families to navigate the adult agency process.
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Certo, Nicholas J., and Richard G. Luecking. "Service Integration and School to Work Transition: Customized Employment as an Outcome for Youth with Significant Disabilities." Journal of Applied Rehabilitation Counseling 37, no. 4 (2006): 29–35. http://dx.doi.org/10.1891/0047-2220.37.4.29.

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This article presents a model of transition service delivery that is designed to produce seamless transition from school to work for youth considered to have significant disability, be candidates for supported employment services, and require considerable job customization in order to maintain successful employment. This model, the Transition Service Integration Model, integrates resources to enable youth to obtain employment prior to school exit, maintain that employment upon school exit, and continue to receive employment support from a community rehabilitation agency that collaborated with school system personnel prior to school exit. This article illustrates the potential of pairing this service integration model with customized employment strategies so that youth with significant disabilities achieve successful employment outcomes.
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Holzbauer, Jerome J. "Disability Harassment of Students in Transition from School to Work: Implications for Rehabilitation Counseling." Journal of Applied Rehabilitation Counseling 35, no. 4 (2004): 3–7. http://dx.doi.org/10.1891/0047-2220.35.4.3.

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Disability harassment of students in special education may have a significant impact on their transition from school to work. Risk factors could include not attending school, not seeking employment, and dropping out of the workforce if they experience harassment again early on in their work history. Background information includes an analogy to sexual harassment and two definitions of disability harassment. Several egregious legal accounts from schools and the workplace, along with research findings on the prevalence of work-related disability harassment of eligible clients of a state vocational rehabilitation agency are presented. Data reports from federal agencies monitoring public schools and places of employment indicate a trend of greater frequency of filed complaints of disability harassment. Important points to remember regarding this issue are discussed. Finally, specific and practical implications for rehabilitation counselors are mentioned to help break the silence on this insidious problem for young people with disabilities in transition.
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6

Hart Barnett, Juliet E., and Robert Crippen. "Eight Steps to School-Based Employment Training for Adolescents with Autism Spectrum Disorder and Intellectual Disability." Physical Disabilities: Education and Related Services 33, no. 2 (2014): 1–15. http://dx.doi.org/10.14434/pders.v33i2.5186.

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Despite the transition requirements mandated by IDEA, and a growing body of research supporting effective transition planning for learners with autism spectrum disorders and intellectual disability, current national surveys of transition from school to work document dismal employment outcomes for adults with significant disabilities who frequently are without employment or are under-employed. Enrollment in vocational or employment-related programs in high schooi improves post secondary employment attainment for students with disabilities. Using a restaurant organized and delivered by students with ASD and ID at their local high school as a model, the following describes eight, research-based, practical steps for teachers seeking to develop and implement high-quality, inclusive employment training programs for their students with disabilities. Implementing these steps will assist teachers in preparing students to assume post-secondary, meaningful integrated employment opportunities that are associated with greater economic self-sufficiency, social and community inclusion, and overall personal life satisfaction.
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7

Lincove, Jane Arnold, Nathan Barrett, and Katharine O. Strunk. "Lessons From Hurricane Katrina: The Employment Effects of the Mass Dismissal of New Orleans Teachers." Educational Researcher 47, no. 3 (2018): 191–203. http://dx.doi.org/10.3102/0013189x18759542.

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In the aftermath of Hurricane Katrina, the Orleans Parish school district fired over 4,000 public school teachers as the city underwent a transition to a market-based system of charter schools. Using administrative data, we examine whether and how these teachers returned to public school employment and teaching. We estimate that school reform and dismissal substantially increased teacher exit from the district and the state relative to similar teachers in other parishes that suffered hurricane damage. Dismissed teachers who returned were more likely to be Black and locally trained, but new hiring through alternative certification programs led to a substantial demographic shift. A teacher population that had been highly experienced and more than 70% Black shifted through new hiring at charter schools. Implications for other districts considering teacher employment reforms are discussed.
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8

Morgan, Robert L., Charles L. Salzberg, Stephen C. Moore, and Cary A. McSweyn. "Transition from School to Employment: What Rehabilitation Professionals Consider Important for Individuals with Developmental Disabilities." Journal of Applied Rehabilitation Counseling 26, no. 3 (1995): 36–41. http://dx.doi.org/10.1891/0047-2220.26.3.36.

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We mailed a survey questionnaire to directors of employment training programs in six states providing rehabilitation services to individuals with developmental disabilities. We sought information on (a) activities considered important in the process of transition from school to employment, (b) persons participating on the interdisciplinary team who planned the transition and the person primarily responsible, and (c) transition-related goals identified in individual program plans. Our findings indicated that “matching skills to jobs” was considered the most important activity; that different professionals were designated as participants and persons responsible for transition; and that numerous transition-related goals were identified.
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9

Spruill, Jo Anna, and Matthew Kallio. "Transition Practices and Employment Outcomes in Rural Wisconsin." Rural Special Education Quarterly 13, no. 3 (1994): 3–10. http://dx.doi.org/10.1177/875687059401300302.

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Two research studies were carried out in rural locations in the state of Wisconsin. The first study was a survey of secondary transition and vocational education practices in fifteen small school districts. The second study was a survey of employment outcomes of former students with mild disabilities from the same districts. Strengths and weaknesses in service delivery were identified and discussed in response to student outcomes. This article concludes with recommended activities that teachers can implement to meet student transitional needs.
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10

Wehman, Paul, Adam P. Sima, Jessica Ketchum, Michael D. West, Fong Chan, and Richard Luecking. "Predictors of Successful Transition from School to Employment for Youth with Disabilities." Journal of Occupational Rehabilitation 25, no. 2 (2014): 323–34. http://dx.doi.org/10.1007/s10926-014-9541-6.

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