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Before yesterdaySAGE Publications Inc: Career Development and Transition for Exceptional Individuals: Table of Contents

Teachers’ Perceptions of Key Features of Community-Based Work Experiences

✇SAGE Publications Inc: Career Development and Transition for Exceptional Individuals: Table of Contents
By: Magen Rooney-Kron Hannah Brenner Nieto Emily T. Malouf Holly Whittenburg Josh Taylor
15 January 2025 at 09:13
Career Development and Transition for Exceptional Individuals, Ahead of Print.
The purpose of this study was to understand transition educators’ perceptions of key features of community-based work experiences (CBWEs) that facilitate growth for students with intellectual and developmental disabilities (IDD). We interviewed 20 transition educators who planned and implemented CBWEs for transition-aged youth with IDD within the last 5 years. We used thematic analysis procedures to identify key features of CBWEs that facilitated growth for students with IDD. Transition educators identified four key features of CBWEs including (a) meaningful work experiences, (b) instruction, (c) support networks, and (d) high expectations. We discuss the implications of our findings related to transition educators’ planning and implementation of CBWEs for students with IDD as well as additional research that is needed to better understand how to provide high-quality CBWEs that prepare students with IDD for competitive, integrated employment.

Evaluating Differences in College Students’ Planned Happenstance Skills on the Basis of Disability Status

✇SAGE Publications Inc: Career Development and Transition for Exceptional Individuals: Table of Contents
By: Vidya D. Munandar Arpita Ghosh Tyler A. Hicks Michael L. Wehmeyer James R. Thompson
10 January 2025 at 11:45
Career Development and Transition for Exceptional Individuals, Ahead of Print.
College students with and without disabilities completed measures of Planned Happenstance Skills (PHS) and reported their demographic attributes (i.e., age, year of study, gender, race/ethnicity, SES, disability status). In general, the result shows that disability status, gender, race/ethnicity, and year of study were significant predictors of PHS levels. We also examined the magnitude of differences in PHS in each dimension (i.e., curiosity, flexibility, persistence, optimism, and risk-taking) between college students with and without disabilities after controlling for the key covariates. The result shows that college students with disabilities generally exhibited similar and slightly higher PHS levels compared to their counterparts without disabilities. Possible explanations of the results and limitations are discussed, along with implications for research and practice.
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