Journal articles: 'Transition from school to employment'

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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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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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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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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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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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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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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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Dudyrev, Fedor, Olga Romanova, and Pavel Travkin. "Student employment and school-to-work transition: the Russian case." Education + Training 62, no. 4 (2020): 441–57. http://dx.doi.org/10.1108/et-07-2019-0158.

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PurposeThe paradigm of school-to-work transition is changing, with an increasing number of students combining work and study. Furthermore, there exists some mixed evidence for the impact of student employment on future earnings and employment likelihood. The purpose of the present paper is to examine additional evidence that would shed light on the pros and cons of student work as a function of its type (i.e. whether or not it matches the student's field of study). We also discuss practical implications for specialists who facilitate the transition of graduates to the job market.Design/methodology/approachThis is a quantitative study based on the National Statistical Survey of Graduate Employment (SGE) conducted by the Russian Federal State Statistic Service (Rosstat) in 2016. Statistical methods of data analysis were used (logistic regression, Mincer equations). The analysis is based on two dependent variables as follows: data on graduates' employment and their monthly earnings.FindingsWe show that student work is a predictor of higher employment chances for both university and vocational college graduates. Moreover, the highest employment chances are associated with student work that is well-matched to the field of study. As for earnings, the greatest returns are again associated with work related to education. Jobs unrelated to education significantly correlate with earnings only for university graduates.Research limitations/implicationsAn important limitation of the present research is that it estimates the effects of student employment over a rather short-term period by using data on employment just after graduation and only starting salaries. These findings evoke the need for further study of graduate competencies and the process of their acquisition.Practical implicationsOur findings suggest some directions for education development. The results can be used to analyze governmental and other stakeholders' initiatives in the field of vocational and higher education.Social implicationsThe research results can be used by a wide range of stakeholders interested in the employment of graduates as a source of data for designing measures for improving graduates' employability.Originality/valueOur study obtained data on the impact of student work on later employment. Tertiary graduates get returns from all work experience, while VET graduates earn more only if their student employment was consistent with their field of study.

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Burnes, Jennifer J., James E. Martin, Robert Terry, Amber E. McConnell, and Maeghan N. Hennessey. "Predicting Postsecondary Education and Employment Outcomes Using Results From the Transition Assessment and Goal Generator." Career Development and Transition for Exceptional Individuals 41, no. 2 (2017): 111–21. http://dx.doi.org/10.1177/2165143417705353.

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We conducted an exploratory study to investigate the relation between nonacademic behavior constructs measured by the Transition Assessment and Goal Generator (TAGG) and postsecondary education and employment outcomes for 297 high school leavers who completed the TAGG during their high school years. Four of eight TAGG constructs predicted postsecondary educational outcomes: (a) Interacting With Others, (b) Student Involvement in the Individualized Education Program (IEP), (c) Support Community, and (d) Goal Setting and Attainment. Four constructs predicted postsecondary employment outcomes: (a) Employment, (b) Student Involvement in the IEP, (c) Support Community, and (d) Interacting With Others. The addition of student grade point average (GPA) strengthened some of the models. The findings appear to add predictive validity evidence to support use of TAGG results to assist with transition planning.

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Johnson, Stephanie, and Bobbie J. Atkins. "Building Bridges: Transition from School to Work for Youth Who are Disabled." Journal of Applied Rehabilitation Counseling 18, no. 2 (1987): 15–20. http://dx.doi.org/10.1891/0047-2220.18.2.15.

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The purpose of this article is to describe those components of transition necessary for successful employment outcomes of young people with disabilities. The roles and responsibilities of vocational rehabilitation, special education, and vocational education are described. Parent/guardian and employer involvement were discussed as being essential to the transition process. Research is needed to provide background in developing a thorough, sequential, and formalized process of transition from school to work.

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Oţoiu, Adrian, and Emilia Țiţan. "How do Romanian Youths Fare in Their Journey from School to Work?" Proceedings of the International Conference on Applied Statistics 1, no. 1 (2019): 384–97. http://dx.doi.org/10.2478/icas-2019-0033.

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Abstract The paper attempts to present a comprehensive picture of the main characteristics of Romanian university-educated youths in their journey to employment. The persisting demographic decline and significant labor shortages point out to the importance of having an effective transition from school to work (as reflected in several Europe 2020 policy targets) so that youth and young adult cohorts are able to contribute to the Romanian economy to the full extent of their abilities. Analysis of the latest data available reveals that Romanian university graduates’ path to employment often involves a complete switch from study to work. Despite a lack of previous work experience, they enjoy high employment rates, relatively long job tenure that starts on, or shortly after, graduation, and have jobs that match their education. They also tend to be proactive in their job search and over 90% are not willing to change residence in order to start employment. Inactivity patterns that consider both work and education, and early leavers from education show significant fluctuations during the economic cycle. Results indicate the strong and weak areas with respect to labor market integration of youths and young adults, and can provide a starting point for policies to optimize their successful integration. It also points out to potential research areas to address key aspects of transitions from school to work that may clarify unsolved issues and guide effective policy interventions.

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Martin, James E., John H. Oliphint, and Greg R. Weisenstein. "ChoiceMaker: Transitioning Self-Determined Youth." Rural Special Education Quarterly 13, no. 1 (1994): 16–23. http://dx.doi.org/10.1177/875687059401300104.

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Individuals who are successful are self-determined. Unfortunately, too many youths with disabilities are not self-determined. Many individuals with disabilities exit our schools faced with a quality of life that looks quite different from their non-handicapped peers. Transition activities must be based on students' needs, preferences, and interests. School based transition planning should be directed toward employment outcomes. Students need opportunities to learn their vocational preferences, interests and skills relative to the available job market. By using a Self-Directed Employment Model, students will empower themselves to make and implement their own decisions. The Self-Directed Employment approach teaches students to choose a job that matches their interests and skills, and facilitates on-the-job self-management skills. Participating students systematically complete a three phase structured vocational curriculum as they progress through a choose, manage, evaluate, and adjust model. To help make a successful transition from school to work, the Individualized Education Plan needs to reflect student interests. The authors of this article describe the Self-Directed Employment model as a method to teach student self-determination.

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WOLFER, LOREEN T., and PHYLLIS MOEN. "Staying in School." Journal of Family Issues 17, no. 4 (1996): 540–60. http://dx.doi.org/10.1177/019251396017004006.

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Most research examining the influences of maternal employment focuses on the mother and the child at only one stage of the child's life. By contrast, this study examines how temporal and status aspects of mothers' jobs during daughters' early childhood (aged 0 to 6), preadolescence (aged 7 to 12), and adolescence (aged 13 to 18) affect a key transition: the rate that daughters leave school. The sample consists of 246 White and 188 Black daughters aged 18 to 23 in 1990, drawing on data from both mothers and daughters from the 1968-1990 waves of the Panel Study of Income Dynamics. Findings suggest that part-time maternal employment during any point in childhood increases the likelihood that Black, but not White, daughters will remain in school. Maternal employment characteristics have little influence in determining whether White daughters remain in school.

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Sinclair, James, Deanne Unruh, and Kim Kelly. "Relationships Matter: The Role Transition Specialists Play in Youth’s Reentry From the Juvenile Justice System." Career Development and Transition for Exceptional Individuals 44, no. 1 (2020): 4–16. http://dx.doi.org/10.1177/2165143420948838.

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Increasing engagement to school, employment, and community are strong predictors of reducing recidivism for youth involved in the juvenile justice system. This study examined what occurs at reentry upon leaving a youth correctional setting. This study comprised of qualitative semi-structured interviews of transition specialists (TSs; n = 7) and young offenders ( n = 8) who participated in a 4-year reentry project in the Pacific Northwest. A total of 21 (13 TS and eight youth) interviews were thematically coded. Findings from this study included the important role of the TS in supporting a youth’s school, family, and community reentry. Key themes are described around the services to support employment, school engagement, and independent living during a youth’s reentry into a school setting.

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D'alonzo, Bruno J., and Gerard Giordano. "Strategies for Developing Rural Transition Programs." Rural Special Education Quarterly 13, no. 1 (1994): 37–45. http://dx.doi.org/10.1177/875687059401300107.

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Transition is a process that can encompass the life-span of individuals with disabilities. Through the transition from high-school to community living and employment is critical for persons in rural areas, there are essential stages, such as prevocational training and the dissemination of career information, that should precede transition. Because limited resources can restrict prevocational training in rural areas, strategies for developing prevocational skills in school can be supplemented with community and home-based activities. Strategies for disseminating information about careers and employment in rural areas and philosophies which can be the basis for organizing transition programs are reviewed as well.

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Blackorby, Jose, and Mary Wagner. "Longitudinal Postschool Outcomes of Youth with Disabilities: Findings from the National Longitudinal Transition Study." Exceptional Children 62, no. 5 (1996): 399–413. http://dx.doi.org/10.1177/001440299606200502.

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This article describes findings from the National Longitudinal Transition Study (NLTS) of Special Education Students regarding trends in the employment, wages, postsecondary education, and residential independence of youth with disabilities in their first 5 years after high school. Data from the NLTS indicated strong gains in all four outcome areas over time. In all areas, however, youth with disabilities continued to lag behind their peers in the general population. Several differences between youth in certain disability categories were found regarding employment, postsecondary education, and movement toward independence over time. Longitudinal outcomes also differed widely by gender, ethnicity, and high school completion status.

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Wehman, Paul, Valerie Brooke, and Kathe Wittig. "Social Security Work Incentives: Achieving Career Goals for Transition Aged Youth with Significant Disabilities." Journal of Applied Rehabilitation Counseling 29, no. 4 (1998): 18–24. http://dx.doi.org/10.1891/0047-2220.29.4.18.

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Designing and implementing high quality transition programs to assist young adults with significant disabilities in moving from public schools to the world of competitive employment is one of the critical issues facing the educational system. The unemployment rate of young people leaving the school system is unacceptable. This paper illustrates how Social Security Work Incentives can be used to assist young people to achieve their dreams of community integrated competitive employment. Roles, responsibilities, and best practices are presented to aid transition stakeholders.

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Wehman, Paul, John Kregel, and John Seyfarth. "Transition from School to Work for Individuals with Severe Handicaps: A Follow-Up Study." Journal of the Association for Persons with Severe Handicaps 10, no. 3 (1985): 132–36. http://dx.doi.org/10.1177/154079698501000302.

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The present study assessed the employment status of 117 transition age young adults with moderate, severe, or profound mental retardation in Virginia. Data were collected by trained interviewers on variables related to employment level, wages earned, types of jobs, assistance available in job identification, and so forth. The findings of this study indicated high unemployment rates of almost 88%, with only 14 of the 117 persons holding competitive jobs in nonsheltered work environments. Wage accumulation was very limited. Implications of these results and other similar studies for future programming are then discussed.

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Cmar, Jennifer L., Michele C. McDonnall, and Kasey M. Markoski. "In-School Predictors of Postschool Employment for Youth Who Are Deaf-Blind." Career Development and Transition for Exceptional Individuals 41, no. 4 (2017): 223–33. http://dx.doi.org/10.1177/2165143417736057.

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Youth with deaf-blindness have difficulty transitioning to adulthood and experience poor employment outcomes, yet research on this population is limited. To identify predictors of postschool employment outcomes for transition-age youth who are deaf-blind, we conducted multiple logistic regression analyses using data from Waves 1 through 5 of the National Longitudinal Transition Study–2. Significant predictors of postschool employment were paid high school work experiences and parent expectations. Significant predictors of continuous employment were number of additional disabilities, vocational education services, and parent expectations. Implications for practice include educating parents about employment options early in youths’ lives, encouraging youth to obtain early work experiences, and ensuring that youth have access to vocational education services.

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Storey, Keith. "Vocational Options for Persons with Severe Handicaps: Implications for Counselors." Journal of Applied Rehabilitation Counseling 18, no. 3 (1987): 39–41. http://dx.doi.org/10.1891/0047-2220.18.3.39.

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Vocational programs for persons with severe handicaps are changing to focus on competitive employment options. These options include supported work models, work crews, and enclaves. Rehabilitation counselors can play an important role in successful employment through coordinating transition from school to adult service systems and becoming part of a program that includes a functional curriculum, integrated schools, and a community-based service delivery.

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Ferfolja, Tania. "Making the Transition into the First Year of Teaching: Lessons from the Classmates Initiative." Australian Journal of Education 52, no. 3 (2008): 242–56. http://dx.doi.org/10.1177/000494410805200303.

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Based on research into the University of Western Sydney's new secondary teacher education initiative, Classmates, this paper argues that first-year-out teachers placed in disadvantaged schools may be better prepared to deal with the needs of their students if three conditions are met: firstly, their practicum experience is focused on mainly one site, and this experience is continuous and well-supported; that their initial employment as a teacher is undertaken in their practicum school, possibly in a casual capacity; finally, that their inception year of full-time, permanent teaching occurs in a school in which they have undertaken their practicum. This paper purports that these approaches could grow a strong cohort of relatively confident new teachers and potentially reduce their individual stress while providing them the time and space to develop their pedagogical skills and institutional understandings within an economical framework. Additionally, such an approach could provide greater support for school faculties and school communities.

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Ivzori, Yonat, Dalia Sachs, Shunit Reiter, and Naomi Schreuer. "Transition to Employment Program (SUPER) for Youth at Risk: A Conceptual and Practical Model." International Journal of Environmental Research and Public Health 17, no. 11 (2020): 3904. http://dx.doi.org/10.3390/ijerph17113904.

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This article describes the development, implementation, and evaluation of the transdisciplinary “Successful Pathways to Employment for youth at Risk” (SUPER) program to raise the transition readiness of youth at risk (YAR) from school into participation in adults’ responsibilities and employment. More than 10% of adolescents are at risk of dropping out of school following poor academic attainments. Schools appraise academic merit but do not develop relevant educational programs to prepare youth to transition into adult working life. The SUPER program addresses a range of knowledge and skills required for this transition. Sixty YAR from three high schools participated in the 18-week SUPER program. Comparing the pre- and postintervention results revealed that the students’ engagement with responsibilities, objective knowledge about the work world, and self-rated self-advocacy skills improved as did their supervisor-rated work performance capacity. This study confirms the contribution of the SUPER model. Its concepts, tools, principles, and community labor-market involvement through workplace internships were effective and could apply in other contexts. The SUPER model provides evidence-based knowledge translation that can bring conceptual and practical changes towards successful transition and participation of YAR in adult working roles.

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Reitzle, Matthias, and Rainer K. Silbereisen. "The timing of adolescents' school-to-work transition in the course of social change: The example of German unification 1An earlier version of this paper was presented as part of the symposium “Übergang von der Schule in den Beruf [School-to-work transition]” (Chair: Dr. Jutta Heckhausen) at the 7th Tagung Pädagogische Psychologie [Meeting of Educational Psychology], September 13-16,1999, Fribourg, Switzerland. Data of the presented studies were taken from the research project “Antecedents and consequences of variations in the timing of development” (supported by the German Research Council: Si 296/14-1,2,3,4; principal investigator: Prof. Dr. R. K. Silbereisen). We would like to thank all the participants of our studies." Swiss Journal of Psychology 59, no. 4 (2000): 240–55. http://dx.doi.org/10.1024//1421-0185.59.4.240.

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The school-to-work transition has become more and more individualized over the last decades in the Federal Republic of Germany as in other Western industrialized countries. As compared to the 1950s and 1960s, the current educational system in Germany offers a greater variety of school tracks, apprenticeships, and training programs and provides a greater permeability between schools and programs. German unification offers a unique opportunity to study the influence of social and economic change on the individualization of the school-to-work transition, because change processes, resembling those over the last decades in the West, have been going on in the East in a time-lapse camera fashion. Using retrospective data on transitions gathered from Eastern and Western young adults from vocationally-oriented school tracks in 1991 (representing pre-unification conditions) and 1996, three different studies on the timing of key events in the school-to-work transition are presented. In the first study, aimed at the prediction of interindividual timing variability in transitions, the ages upon completion of training and financial self-support in the East were determined by structural factors such as the age at completion of school which, in turn, could only be predicted by the age at entry into elementary school. In contrast, age variability in the West was also influenced by person and family background variables. In the second study, it could be demonstrated that age variability with regard to completion of school and achievement of financial self-support had markedly increased among younger cohorts of Easterners assessed in 1996 reflecting an increased variety of educational opportunities and labor market obstacles on the pathway to employment. In the third study, two factors, namely prolonged education and unemployment as reflections of institutional and economic change in the East were identified which partly explained the increase in the average age at which Eastern young adults achieved financial independence. All three studies aimed at building a link between properties of the institutional and economic macro-contexts and the ages at key transitions into employment representing comprehensive chronological outcomes. Between these poles, however, there are a multitude of transitional pathways and patterns as well as personality and family factors operating on these patterns. A further inquiry into these psychological factors and mechanisms is a valuable research goal for the future.

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Sitlington, Patricia L., and Alan R. Frank. "Rural vs. Urban: Does it Affect the Transition of Individuals with Disabilities?" Rural Special Education Quarterly 13, no. 1 (1994): 9–15. http://dx.doi.org/10.1177/875687059401300103.

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The authors of this study compared the adult adjustment of a statewide random sample of 399 graduates and dropouts from high schools in rural areas with the adjustment of a statewide random sample of 541 of their counterparts from high schools in urban areas. These individuals were classified as learning disabled, behaviorally disordered, or mentally disabled. Information is provided on their employment, fringe benefits, living arrangements, and postsecondary education one and three years out of school. An overall composite delineating the level of successful adjustment of these individuals three years after leaving school is also provided.

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Zick, Cathleen D., Ken R. Smith, Barbara B. Brown, Jessie X. Fan, and Lori Kowaleski-Jones. "Physical Activity During the Transition from Adolescence to Adulthood." Journal of Physical Activity and Health 4, no. 2 (2007): 125–37. http://dx.doi.org/10.1123/jpah.4.2.125.

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Background:We examine how age, life course roles, and contextual variables relate to both the composition and the overall level of physical activity in late adolescence and early adulthood.Methods:Data on respondents age 15 to 29 y in the 2003 American Time Use Survey are used to estimate multivariate logistic regressions that assess what factors are associated with meeting the recommended level of physical activity.Results:The proportion of respondents who do 30 min or more of team sports declines over the 15 to 29 y age range even after controlling for life course and contextual covariates. Parenthood, employment status, and school enrollment have selective effects on the odds of meeting physical activity recommendations.Conclusions:Given the declines in team sports activities, schools and public health officials should consider the potential benefits of promoting other options such as cardiovascular activities, strength training activities, and/or active transportation.

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West, Michael, Adam Sima, Paul Wehman, Fong Chan, and Richard Luecking. "Students at High Risk of Poor School-to-Work Outcomes: Mitigating Factors." Rehabilitation Research, Policy, and Education 32, no. 2 (2018): 78–88. http://dx.doi.org/10.1891/2168-6653.32.2.78.

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Objective:The specific aim of this study was to use data from the National Longitudinal Transition Study-2 (NLTS-2) to examine modifiable factors that were related to competitive employment acquisition for students who were at high risk of poor school-to-work outcomes.Design:Quantitative descriptive design using path analysis.Participants:580 students were identified as at risk of poor school-to-work outcomes through a prior study.Results:Logistic regression models indicate that the modifiable factors most closely related to employment were higher expectations for competitive employment on the part of the parents, higher levels of self-advocacy, and participation in some type of postsecondary education and training.Conclusion:Our findings indicated that postsecondary education and psychosocial interventions aimed at changing parental expectations and enhancing students’ self-advocacy, self-efficacy should be considered for transition-age youth at risk of poor post-high school employment outcomes.

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Ardianingsih, Eramayu, Nyoman Sridana, and H. A. Hari Witono. "Performance of the Head of State Elementary School in Implementing Health Protocols During the Covid-19 Transition." International Journal of Multicultural and Multireligious Understanding 8, no. 7 (2021): 167. http://dx.doi.org/10.18415/ijmmu.v8i7.2737.

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This study aims to determine the performance of the Principal of State Elementary Schools in Narmada Subdistrict in implementing health protocols in the transition period of COVID-19, by conducting a survey of teachers, taking into account gender variables, staffing status, employment period, certification status. This research uses quantitative approach with survey method. The research population is 98 public elementary school teachers who are taken from 2 teachers each 1 low grade teacher and 1 high grade teacher from 49 public elementary schools in Narmada Subdistrict, West Lombok Regency, Indonesia. The minimum sample was determined by 86 people with random sampling techniques. The principal's performance data was collected by conducting a survey of teachers using questionnaires distributed online using google form. The results showed that there was no significant difference to the performance of the principal of the State Elementary School in Narmada Subdistrict, West Lombok Regency, West Nusa Tengara, Indonesia in the application of health protocols in the transition period of COVID-19 from the results of a survey of four varied, namely from gender differences, employment status and teacher certification status.

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Absor, Muh Ulil, and Iwu Utomo. "PATTERN AND DETERMINANT OF SUCCESSFUL SCHOOL TO WORK TRANSITION OF YOUNG PEOPLE IN ISLAMIC DEVELOPING COUNTRIES: EVIDENCE FROM EGYPT, JORDAN AND BANGLADESH." Analisa: Journal of Social Science and Religion 2, no. 01 (2017): 1. http://dx.doi.org/10.18784/analisa.v2i01.423.

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This study considers the impact of conservative cultures, by comparing the patterns and determinants of the successful school-to-work transition of young people in Egypt, Jordan and Bangladesh. This study argues that the most consistent and significant influence of successful transition among male and female youth are micro predictors compared to mezzo and macro predictors. This study found that male and female youth are treated differently during their school-to-work transition. Conservative culture has negative influences on the successful transition of female youth while a positive transition is experienced by male youth. Education is a key strategy in reducing the negative impacts of conservative culture and promoting successful school-to-work transition particularly if both male and female youth are to attain stable employment.

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Wehman, Paul, Wendy Parent, Wendy Wood, et al. "From School to Competitive Employment for Young Adults with Mental Retardation: Transition in Practice." Career Development for Exceptional Individuals 12, no. 2 (1989): 97–105. http://dx.doi.org/10.1177/088572888901200205.

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Francis, Grace L., Judith M. S. Gross, Carlos E. Lavín, Lu Ankely Casarez Velazquez, and Nicholas Sheets. "Facing Double Jeopardy: The Transition Experiences of Latina Family Caregivers of Young Adults With Disabilities Living in a Rural Community." Rural Special Education Quarterly 39, no. 1 (2019): 17–34. http://dx.doi.org/10.1177/8756870519879069.

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The transition for young adults with disabilities from high school to gainful employment is often difficult. This transition is even harder for students from minority or marginalized backgrounds, including young adults who identify as Latino. As the Latino population increases in the United States, it is imperative that the transition from high school to employment becomes more effective for Latino young adults with disabilities. Using a portion of Bronfenbrenner’s Model of Human Development as a framework, we explore the experiences of Spanish-speaking Latina caregivers of young adults with disabilities to better understand the contextual and environmental factors that influence family systems as young adults with disabilities prepare to transition from high school to adulthood. Our findings highlight important factors in the micro-, meso-, exo-, and macrosystems, including the importance of family and community, distrust of authority, and the impact of discrimination. Implications for practice and future research are discussed.

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Eastman, Karen, Gail Zahn, Wendy Ahnupkana, and Bryson Havumaki. "Small Town Transition Services Model: Postsecondary Planning for Students With Autism Spectrum Disorder." Rural Special Education Quarterly 40, no. 3 (2021): 157–66. http://dx.doi.org/10.1177/87568705211027978.

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Graduating from high school and moving to the next phase of life can be difficult for any student but is particularly so for those with autism spectrum disorder (ASD). Social and communication difficulties, sensory concerns, and narrow interests can negatively affect these students’ opportunity for postsecondary education and employment. Preparing students with ASD for post-school success may be especially challenging in rural schools, due to limited opportunities and resources. This article describes a rural high school transition services program designed to support students with ASD and other disabilities in becoming gainfully employed after high school or accessing post-secondary education. The program, designed by a student’s transition team starting in Grade 9, is based on recommendations from the literature and includes inclusion and co-teaching, work skills classes, collaboration with outside agencies, and the development of a student portfolio.

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Smith, Matthew J., Kari Sherwood, Brittany Ross, et al. "Virtual interview training for autistic transition age youth: A randomized controlled feasibility and effectiveness trial." Autism 25, no. 6 (2021): 1536–52. http://dx.doi.org/10.1177/1362361321989928.

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Autistic transition age youth struggle with obtaining employment, and interviewing is a critical barrier to getting a job. We adapted an efficacious virtual reality job interview intervention to meet the needs of autistic transition age youth, called the Virtual Interview Training for Transition Age Youth. This study evaluated whether Virtual Interview Training for Transition Age Youth can be feasibly delivered in high school special education settings and whether Virtual Interview Training for Transition Age Youth improves job interview skills, job interview self-efficacy, job interview anxiety, and access to employment. Forty-eight autistic transition age youth received school-based pre-employment services as usual with Virtual Interview Training for Transition Age Youth, while 23 autistic transition age youth received services as usual only. Local teachers trained and supervised autistic transition age youth using Virtual Interview Training for Transition Age Youth. Participants reported Virtual Interview Training for Transition Age Youth was highly acceptable. Participants receiving services as usual and Virtual Interview Training for Transition Age Youth, compared to participants receiving services as usual only, had better job interview skills and lower job interview anxiety as well as greater access to jobs. Overall, Virtual Interview Training for Transition Age Youth appears to be effective at teaching job interview skills that are associated with accessing competitive jobs. Moreover, youth enjoyed Virtual Interview Training for Transition Age Youth and teachers feasibly implemented the tool within special education pre-employment transition services. Future research needs to better understand how autistic transition age youth from culturally diverse backgrounds and different social, behavioral, or mental health challenges may respond to Virtual Interview Training for Transition Age Youth. Lay abstract Autistic transition age youth struggle with obtaining employment, and interviewing is a critical barrier to getting a job. We adapted an efficacious virtual reality job interview intervention to meet the needs of autistic transition age youth, called the Virtual Interview Training for Transition Age Youth. This study evaluated whether Virtual Interview Training for Transition Age Youth can be feasibly delivered in high school special education settings and whether Virtual Interview Training for Transition Age Youth improves job interview skills, job interview self-efficacy, job interview anxiety, and access to employment. Forty-eight autistic transition age youth received school-based pre-employment services as usual with Virtual Interview Training for Transition Age Youth, while 23 autistic transition age youth received services as usual only. Local teachers trained and supervised autistic transition age youth using Virtual Interview Training for Transition Age Youth. Participants reported Virtual Interview Training for Transition Age Youth was highly acceptable. Participants receiving services as usual and Virtual Interview Training for Transition Age Youth, compared to participants receiving services as usual only, had better job interview skills and lower job interview anxiety as well as greater access to jobs. Overall, Virtual Interview Training for Transition Age Youth appears to be effective at teaching job interview skills that are associated with accessing competitive jobs. Moreover, youth enjoyed Virtual Interview Training for Transition Age Youth and teachers feasibly implemented the tool within special education pre-employment transition services. Future research needs to better understand how autistic transition age youth from culturally diverse backgrounds and different social, behavioral, or mental health challenges may respond to Virtual Interview Training for Transition Age Youth.

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Siegel, Shepherd. "The Career Ladder Program: Implementing Re-ED Principles in Vocational Settings." Behavioral Disorders 14, no. 1 (1988): 16–26. http://dx.doi.org/10.1177/019874298801400105.

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Youths in transition and in programs which address special needs such as mild handicaps and emotional disturbance are often the defining members of a discordant ecosystem. Employment and employer behavior play a crucial role in any successful transition from school to independent adult life. The Career Ladder Program utilizes principles from Re-ED such as team building, affective education, ecosystematic intervention, and long-range enablement planning to address the issues faced by these young people and to facilitate successful transitions. This article outlines some of the relevant principles, dynamics of the transition experience, and examples of how the principles are actually applied.

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Iwanaga, Kanako, Fong Chan, Catherine A. Anderson, et al. "Demographic, Transition, and Vocational Rehabilitation Service Variables’ Association With High School Completion Outcomes of Youth With Disabilities Receiving SSI." Rehabilitation Counseling Bulletin 65, no. 1 (2021): 23–36. http://dx.doi.org/10.1177/0034355220970543.

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Completing high school expands career prospects for young adults with disabilities, increasing their likelihood for gainful employment. Those who graduate from high school are more likely to have higher salaries and longer job tenure than those who do not have high school diplomas. As such, graduating from high school is a significant milestone for students with disabilities. Yet, the specific predictors of high school completion among youth with disabilities are not well understood. This study used three multiple logistic regression analyses and a hierarchical logistic regression analysis to evaluate demographic, PROMISE transition services, and vocational rehabilitation (VR) services as predictors of high school completion in a sample of 350 transition-age youth receiving Supplemental Security Income. Among the demographic variables examined, race, disability type, parent education, and family income were significant predictors of completion. For transition services, social skills training and self-advocacy training were independently associated with high school completion, while miscellaneous training was the only independent significant VR service predictor. Findings support the importance of pre-employment transition services, especially in the areas of social skills training, self-advocacy training, and VR services in the areas of miscellaneous training that can be used to promote completion of high school.

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Crudden, Adele. "Transition to Employment for Students with Visual Impairments: Components for Success." Journal of Visual Impairment & Blindness 106, no. 7 (2012): 389–99. http://dx.doi.org/10.1177/0145482x1210600702.

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Introduction The study presented here examined rehabilitation providers’ beliefs about services and service delivery strategies that are successful in facilitating the transition from school to competitive employment for youths who are blind or have low vision. Methods Five focus groups were conducted, two with rehabilitation state agency personnel and three with members of professional organizations at their annual conferences. A protocol with four queries about transition services generated data for a content analysis by a team of three researchers. Results The participants identified transition services before age 16, communication among service providers and families, assessment, and the development of specific skills as important factors in facilitating the transition to competitive employment. Parental involvement was also identified as a positive factor in the transition and career planning. Discussion Transition services are not routinely provided before age 16, thus hindering the development of skills and careers. Improved communication among service providers and parents can promote advocacy and the successful transition to work. The qualitative research strategies used in the study did not generate results that can be generalized to other populations or settings or that can be used to evaluate outcomes. The results can be assessed for transferability and to understand the transition process. Implications for practitioners Requiring specific documentation of collaboration between parents and service providers may increase communication among the stakeholders. Increased communication may lead to students’ participation in transition-to-work activities at an earlier age, thus promoting successful transitions.

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Gallivan-Fenlon, Amanda. "“Their Senior Year”: Family and Service Provider Perspectives on the Transition from School to Adult Life for Young Adults with Disabilities." Journal of the Association for Persons with Severe Handicaps 19, no. 1 (1994): 11–23. http://dx.doi.org/10.1177/154079699401900102.

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Transition from school to adult life has recently become a significant concern for policy makers, educators, adult service providers, and families who have a son or daughter with a severe disability. How individuals understand this transition can be an important source of information for efforts in this area; yet little or no specific data currently exist on how transition services are being provided and whether or not they facilitate successful outcomes for young adults with disabilities. The purpose of this research was to discover how transition from school to adult life is experienced and understood by particular young adults with disabilities, families, and service providers. Qualitative methods were utilized over a 16-month period to gather and analyze data on the transition process for 11 young people with disabilities. Eight main themes emerged from the data: differing future expectations for young adults with disabilities; inconsistent implementation of special education curricula and lack of inclusive educational practices; lack of transition related knowledge; hastily and poorly coordinated transition planning; a prevalence of restrictive views on employment and community living opportunities for adults with disabilities; low levels of family participation; outcomes of unemployment and isolation for most young adult participants; and significant benefits of supported employment and community inclusion. The study has implications for policy making regarding transition, and recommended service practices are offered.

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Schoon, Ingrid. "Navigating an Uncertain Labor Market in the UK: The Role of Structure and Agency in the Transition from School to Work." ANNALS of the American Academy of Political and Social Science 688, no. 1 (2020): 77–92. http://dx.doi.org/10.1177/0002716220905569.

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This article reviews the evidence on young people in the UK making the transition from school to work in a changing socioeconomic climate. The review draws largely on evidence from national representative panels and follows the lives of different age cohorts. I show that there has been a trend toward increasingly uncertain and precarious employment opportunities for young people since the 1970s, as well as persisting inequalities in educational and occupational attainment. The joint role of social structure and human agency in shaping youth transitions is discussed. I argue that current UK policies have forgotten about half of the population of young people who do not go to university, by not providing viable pathways and leaving more and more young people excluded from good jobs and employment prospects. Recommendations are made for policies aimed at supporting the vulnerable and at provision of career options for those not engaged in higher education.

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Okolo, Cynthia M., and Patricia Sitlington. "The Role of Special Education in LD Adolescents' Transition from School to Work." Learning Disability Quarterly 9, no. 2 (1986): 141–55. http://dx.doi.org/10.2307/1510363.

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Despite increasing interest in the transition of handicapped youth from school to postsecondary training and employment, available data indicate that few secondary-school special education programs provide relevant services. This article gives a rationale for and a delineation of the types of services which can facilitate the transition process for learning disabled (LD) adolescents. First, the authors review recent studies of LD individuals' vocational adjustment and identify the skills needed for successful transition to the world of work. Current practices in secondary special education and vocational education are then discussed. The authors conclude that secondary special education programs should provide six types of vocationally relevant activities: (a) occupational awareness, exploration, and basic work experience; (b) indepth career/vocational assessment; (c) instruction in job-related academic skills; (d) instruction in job-related interpersonal skills; (e) support services to other disciplines involved in vocational programming; and (f) post-school placement and follow-up. Finally, recommendations for personnel preparation and future research are suggested.

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Okolo, Cynthia M., and Patricia Sitlington. "The Role of Special Education in LD Adolescents' Transition from School to Work." Learning Disability Quarterly 11, no. 3 (1988): 292–306. http://dx.doi.org/10.2307/1510774.

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Despite increasing interest in the transition of handicapped youth from school to postsecondary training and employment, available data indicate that few secondary-school special education programs provide relevant services. This article gives a rationale for and a delineation of the types of services which can facilitate the transition process for learning disabled (LD) adolescents. First, the authors review recent studies of LD individuals' vocational adjustment and identify the skills needed for successful transition to the world of work. Current practices in secondary special education and vocational education are then discussed. The authors conclude that secondary special education programs should provide six types of vocationally relevant activities: (a) occupational awareness, exploration, and basic work experience; (b) indepth career/vocational assessment; (c) instruction in job-related academic skills; (d) instruction in job-related interpersonal skills; (e) support services to other disciplines involved in vocational programming; and (f) post-school placement and follow-up. Finally, recommendations for personnel preparation and future research are suggested.

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Carlo Jr, Radames, and Rocky J. Dwyer. "The impact of vocational training on transition-aged adults." Journal of Mental Health Training, Education and Practice 13, no. 6 (2018): 307–17. http://dx.doi.org/10.1108/jmhtep-01-2018-0002.

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Purpose The purpose of this paper is to examine the difference in attaining and maintaining employment between transition age youth (ages 19–22) with emotional and behavioral disorders (EBDs) completing and not completing vocational training. Design/methodology/approach A quantitative causal-comparative research design using existing data extracted from the National Longitudinal Transitional Study-2 (NLTS-2) via a restricted data use license issued by the National Center Special Education Research, Institution of Education Sciences, US Department of Education. One-way ANCOVA and multiple regression analysis with one independent variable and six control variables were used for the study. Findings The results showed there is a significant difference in employment status between transition age youth with EBDs completing vocational training as compared to non-completion of vocational training, controlling for gender, race, age, mental health services, academic achievement and prior work experience. Individuals who completed vocational training are more likely employed after two years, than those who had not completed vocational training. Originality/value The outcomes of the study showed that vocational training during the transitional period had a positive impact on outcomes such as employment status, participation in job skills programs and perceived preparedness for employment. These findings support the idea that vocational training during the secondary school period is an effective way to scaffold support for the transitional period. As a result, these findings justify the use of vocational training as part of the transitional preparation for students with emotional and behavioral disorders.

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Morgan, Robert L., and Rebecca B. Morgan. "Self-Determined Employment Preference for Youth in Transition from School to Work in Rural Areas." Rural Special Education Quarterly 25, no. 4 (2006): 31–34. http://dx.doi.org/10.1177/875687050602500405.

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Sztyber, Władysław Bogdan. "IMPACT OF EDUCATION ON EMPLOYMENT." Polityka Społeczna 553, no. 4 (2020): 1–8. http://dx.doi.org/10.5604/01.3001.0014.1163.

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The article presents the impact of the level of education on the employment rate of employees in the EU. This relationship is derived, among others from the survey of employment rates of graduates from the last three years aged 20–34 according to the highest education obtained. Another way to study the impact of the level of education on the employment of young people is the employment rate of graduates one year after graduation. The article also notes the impact of the level of education on the transition from school to work. The impact of the level of education on employment is also reflected in the unemployment rate.

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Chadsey-Rusch, Janis, and Laird W. Heal. "Building Consensus from Transition Experts on Social Integration Outcomes and Interventions." Exceptional Children 62, no. 2 (1995): 165–87. http://dx.doi.org/10.1177/001440299506200206.

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This study surveyed transition experts—individuals with federally funded model demonstration programs in transition—to build consensus on the validity of a range of social integration outcomes and interventions related to youths' making the transition from school to employment. Experts were asked if they had assessed any of the outcomes proposed or had implemented any suggested interventions. Respondents ranked harriers to achieving social integration, and respondent characteristics were related to these rankings. Transition experts agreed that social integration is a multidimensional concept whose outcomes need to be measured from multiple perspectives; this multidimensionality implies that varying interventions are needed to enhance the social lives of youths with disabilities.

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Plotner, Anthony, John Trach, and Karrie Shogren. "Identifying a Transition Competency Domain Structure: Assisting Transition Planning Teams to Understand Roles and Responsibilities of Community Partners." Rehabilitation Research, Policy, and Education 26, no. 3 (2012): 255–70. http://dx.doi.org/10.1891/2168-6653.26.3.255.

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The special education and rehabilitation literature is replete with articles examining transition planning, services and supports; however, transition models have typically been developed for the school context and not focused on other transition team members. These school-based models are important; however, models developed from the perspectives of other key partners could provide valuable insight and enhance transition team functioning. Vocational Rehabilitation (VR) professionals are often the only link that transition programs have to employment; therefore, VR counselor perceptions of essential competency domains need to be understood by both school and adult agency professionals alike. This study collected data from 291 vocational rehabilitation (VR) counselors from three Midwestern states. Exploratory factor analysis was used to identify an underlying transition domain structure. Seven transition domains areas are presented and conferred. Implications and proposed directions for future research are discussed.

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Enayati, Hassan, and Arun Karpur. "Impact of Participation in School-to-Work Programs on Postsecondary Outcomes for Youth With Disabilities From Low-Income Families." Journal of Disability Policy Studies 29, no. 4 (2018): 235–44. http://dx.doi.org/10.1177/1044207318789419.

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Individuals with disabilities who also live in poverty face a double jeopardy. Disability and poverty are each separately associated with poorer education and employment outcomes. One approach to ameliorate these poorer outcomes is to improve the transition from high school to adulthood. Using data from the National Longitudinal Study of Adolescent to Adult Health, this article examines the role of school-to-work training programs on adult outcomes for individuals with disabilities who live in welfare receiving households. A linear probability model identifies the differences in outcomes for youth by disability and welfare status. Participation in school-to-work programs for youth with disabilities from welfare receiving homes was found to predict higher rates of employment, lower rates of conviction, and lower wages. Implications of these results and recommendations for future research design are included.

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Lehmann, Jean P., Laurie R. Buys, and Raymond E. Nelson. "Transition From School to Adult Life in the United States: Issues, Practices, and Recommendations." Australian Journal of Rehabilitation Counselling 2, no. 2 (1996): 115–27. http://dx.doi.org/10.1017/s1323892200001721.

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This paper is an overview of the transition process for students with disability who are exiting from high school programs into adult life in the United States. Information about available adult services and the changing nature of the employment situation is highlighted. Further, practices that are currently considered to be the best by those actively involved in conducting research and articulating models for improving the future for persons with disability are briefly described. Finally issues and barriers that prevent persons with disability from establishing an adult presence through full participation within our communities are discussed and recommendations about service provision offered.

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Kerachsky, Stuart, and Craig Thornton. "Findings from the Stets Transitional Employment Demonstration." Exceptional Children 53, no. 6 (1987): 515–21. http://dx.doi.org/10.1177/001440298705300605.

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This article describes the model for and the implementation of the Structured Training and Employment Transitional Services (STETS) demonstration—a major transitional-employment intervention funded by the U.S. Department of Labor. In terms of the evolution of transitional-employment-type initiatives, STETS was important for two reasons: It was the largest of such efforts yet undertaken in this social area, and its design and evaluation were based on an experimental methodology, thus generating the most robust and accurate findings yet available on the transitional-employment concept. The evaluation of STETS focused on five basic issues: participants' subsequent labor-market behavior, use of school and training programs, public-transfer dependence, life styles, and the benefits versus the costs of the intervention. The results indicate that mentally retarded young adults can perform competently in competitive employment, and that STETS-type transitional services can be instrumental in helping such individuals achieve their employment potential.

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

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