Working to Work: Gaining Employment After Inclusive Postsecondary Education.
Background: Individuals with intellectual disability in the United States have historically been underemployed due to societally constructed barriers. Recently, more individuals with intellectual disability have been attending Inclusive Postsecondary Education (IPSE) programmes, which have contribut...
| Publicado en: | British Journal of Learning Disabilities Vol. 53; no. 3; pp. 360 - 371 |
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| Autores principales: | , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Sep2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=187616972&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 187616972 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 13544187 F04 jtl: British Journal of Learning Disabilities issn: 13544187 maglogo: Y pubinfo: dt: Sep2025 vid: 53 iid: 3 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 187616972 181676786 187616972 187616972 10.1111/bld.12642 187616972 ppf: 360 ppct: 11 formats: fmt: – @attributes: type: T – @attributes: type: C – @attributes: type: P tig: atl: Working to Work: Gaining Employment After Inclusive Postsecondary Education. aug: au: Ducett, Katie Myers, Beth Shults, Brianna affil: SUNY Cortland, Cortland New York,, USA sug: subj: Student Experiences Evaluation Students, Graduate Employment Work Mainstreaming (Education) Career Planning and Development Students with Disabilities New England Persons with Intellectual Disabilities New England Funding Source New England Human Qualitative Studies Semi-Structured Interview Questionnaires Male Female Male Female ab: Background: Individuals with intellectual disability in the United States have historically been underemployed due to societally constructed barriers. Recently, more individuals with intellectual disability have been attending Inclusive Postsecondary Education (IPSE) programmes, which have contributed to improving their employment outcomes. Methods: This qualitative study analyzed the experiences of five graduates from one IPSE programme who completed an internship during their programme. Semistructured interviews were used to discuss their IPSE internship experiences, current employment and future goals. Transcripts were coded and analyzed inductively. Findings: At the time of the interviews, each participant had competitive employment. The findings illustrated two significant categories of resources used to gain employment postgraduation: internal university resources such as university staff, course content, work sites and networking groups; and external university resources, including parents, community service agencies and the Internet. Conclusions: Although external university resources were important to the participants in this study, they may be an area of inequity when considering the intersectionality of disability and other marginalized identities such as race and socioeconomic status. To combat any lack of external resources a student may have, IPSE programmes should plan to address potential inequities programmatically. SUMMARY: People with disabilities have been underemployed throughout history in the United States.We wanted to understand how five people with intellectual disability got their jobs.Each of the five people in this study graduated from an inclusive college programme where they had an internship.We found that things at the college and things outside of the college were helpful to the graduates in finding and staying at a job.This is important because a lot of people with disabilities want to work and learn how to get a job. This research can help them, and programmes, know how to improve. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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