Developing strong transition‐focused IEPS using labour market data

Employment rates and post‐school transition outcomes for individuals with disabilities remain alarmingly low compared to peers without disabilities. Transition‐Focused Individualized Education Plans (TF‐IEPs) often centre on skills associated with employment experience opportunities that are immedia...

Full description

Saved in:
Bibliographic Details
Published in:Support for learning 2021-11, Vol.36 (4), p.608-629
Main Authors: Griffiths, Amy Jane, Cosier, Meghan E., Wiegand, Rachel, Mathur, Sneha Kohli, Morgan, Sara
Format: Article
Language:English
Subjects:
Career Choice
careers
employment
Employment Opportunities
IEP
Individualized Education Programs
Individualized Transition Plans
Job Skills
Labor Market
Students with Disabilities
transition
Transitional Programs
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
cited_by cdi_FETCH-LOGICAL-c3383-379ed135977b84c6c33ecdbacdd6bfbe783c2abe4f3434d57b8a4439594e782a3
cites cdi_FETCH-LOGICAL-c3383-379ed135977b84c6c33ecdbacdd6bfbe783c2abe4f3434d57b8a4439594e782a3
container_end_page 629
container_issue 4
container_start_page 608
container_title Support for learning
container_volume 36
creator Griffiths, Amy Jane
Cosier, Meghan E.
Wiegand, Rachel
Mathur, Sneha Kohli
Morgan, Sara
description Employment rates and post‐school transition outcomes for individuals with disabilities remain alarmingly low compared to peers without disabilities. Transition‐Focused Individualized Education Plans (TF‐IEPs) often centre on skills associated with employment experience opportunities that are immediately available to the individual with a disability. While the transition plans focus on the student's strengths and areas of interest, less attention is paid to the guidance and support a student might need in choosing a sustainable career. We contend that teams must develop transition plans with specific attention to projected labour market data. Using this information will ensure that we are preparing students with disabilities for long‐term success. This article describes how school teams can use an in‐depth labour market analysis to develop robust transition plans. These plans will prepare students for careers that will last far into the future.
doi_str_mv 10.1111/1467-9604.12383
format article
fullrecord <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_proquest_journals_2607945473</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ1319191</ericid><sourcerecordid>2607945473</sourcerecordid><originalsourceid>FETCH-LOGICAL-c3383-379ed135977b84c6c33ecdbacdd6bfbe783c2abe4f3434d57b8a4439594e782a3</originalsourceid><addsrcrecordid>eNqFUMtOwzAQtBBIlMKZE1Ikzmnt2LHjI-oDiiKBVHq2HNtBKSEudgLqjU_gG_kSHIJ6Zfew0s7s7GgAuERwgkJNEaEs5hSSCUpwho_A6LA5BiOY0CxOEEGn4Mz7LYSQMpiOwHxu3k1td1XzHPnW2TBaJxtftZVtvj-_Sqs6b3S0Wjyuo873tFoWtnPRq3Qvpo20bOU5OCll7c3F3xyDzXLxNLuL84fb1ewmjxUOjmLMuNEIp5yxIiOKhq1RupBKa1qUhWEZVoksDCkxwUSngSUJwTzlJGCJxGNwPejunH3rjG_FNjhpwkuRUMg4SQnDgTUdWMpZ750pxc5Vwe1eICj6qEQfjOiDEb9RhYur4cK4Sh3Yi3uEEQ8dcDrgH1Vt9v_JifVmmQ_CP0RSdWw</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>2607945473</pqid></control><display><type>article</type><title>Developing strong transition‐focused IEPS using labour market data</title><source>Wiley</source><source>ERIC</source><creator>Griffiths, Amy Jane ; Cosier, Meghan E. ; Wiegand, Rachel ; Mathur, Sneha Kohli ; Morgan, Sara</creator><creatorcontrib>Griffiths, Amy Jane ; Cosier, Meghan E. ; Wiegand, Rachel ; Mathur, Sneha Kohli ; Morgan, Sara</creatorcontrib><description>Employment rates and post‐school transition outcomes for individuals with disabilities remain alarmingly low compared to peers without disabilities. Transition‐Focused Individualized Education Plans (TF‐IEPs) often centre on skills associated with employment experience opportunities that are immediately available to the individual with a disability. While the transition plans focus on the student's strengths and areas of interest, less attention is paid to the guidance and support a student might need in choosing a sustainable career. We contend that teams must develop transition plans with specific attention to projected labour market data. Using this information will ensure that we are preparing students with disabilities for long‐term success. This article describes how school teams can use an in‐depth labour market analysis to develop robust transition plans. These plans will prepare students for careers that will last far into the future.</description><identifier>ISSN: 0268-2141</identifier><identifier>EISSN: 1467-9604</identifier><identifier>DOI: 10.1111/1467-9604.12383</identifier><language>eng</language><publisher>Oxford: Wiley</publisher><subject>Career Choice ; careers ; employment ; Employment Opportunities ; IEP ; Individualized Education Programs ; Individualized Transition Plans ; Job Skills ; Labor Market ; Students with Disabilities ; transition ; Transitional Programs</subject><ispartof>Support for learning, 2021-11, Vol.36 (4), p.608-629</ispartof><rights>2021 NASEN</rights><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c3383-379ed135977b84c6c33ecdbacdd6bfbe783c2abe4f3434d57b8a4439594e782a3</citedby><cites>FETCH-LOGICAL-c3383-379ed135977b84c6c33ecdbacdd6bfbe783c2abe4f3434d57b8a4439594e782a3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,780,784,27924,27925</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1319191$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Griffiths, Amy Jane</creatorcontrib><creatorcontrib>Cosier, Meghan E.</creatorcontrib><creatorcontrib>Wiegand, Rachel</creatorcontrib><creatorcontrib>Mathur, Sneha Kohli</creatorcontrib><creatorcontrib>Morgan, Sara</creatorcontrib><title>Developing strong transition‐focused IEPS using labour market data</title><title>Support for learning</title><description>Employment rates and post‐school transition outcomes for individuals with disabilities remain alarmingly low compared to peers without disabilities. Transition‐Focused Individualized Education Plans (TF‐IEPs) often centre on skills associated with employment experience opportunities that are immediately available to the individual with a disability. While the transition plans focus on the student's strengths and areas of interest, less attention is paid to the guidance and support a student might need in choosing a sustainable career. We contend that teams must develop transition plans with specific attention to projected labour market data. Using this information will ensure that we are preparing students with disabilities for long‐term success. This article describes how school teams can use an in‐depth labour market analysis to develop robust transition plans. These plans will prepare students for careers that will last far into the future.</description><subject>Career Choice</subject><subject>careers</subject><subject>employment</subject><subject>Employment Opportunities</subject><subject>IEP</subject><subject>Individualized Education Programs</subject><subject>Individualized Transition Plans</subject><subject>Job Skills</subject><subject>Labor Market</subject><subject>Students with Disabilities</subject><subject>transition</subject><subject>Transitional Programs</subject><issn>0268-2141</issn><issn>1467-9604</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2021</creationdate><recordtype>article</recordtype><sourceid>7SW</sourceid><recordid>eNqFUMtOwzAQtBBIlMKZE1Ikzmnt2LHjI-oDiiKBVHq2HNtBKSEudgLqjU_gG_kSHIJ6Zfew0s7s7GgAuERwgkJNEaEs5hSSCUpwho_A6LA5BiOY0CxOEEGn4Mz7LYSQMpiOwHxu3k1td1XzHPnW2TBaJxtftZVtvj-_Sqs6b3S0Wjyuo873tFoWtnPRq3Qvpo20bOU5OCll7c3F3xyDzXLxNLuL84fb1ewmjxUOjmLMuNEIp5yxIiOKhq1RupBKa1qUhWEZVoksDCkxwUSngSUJwTzlJGCJxGNwPejunH3rjG_FNjhpwkuRUMg4SQnDgTUdWMpZ750pxc5Vwe1eICj6qEQfjOiDEb9RhYur4cK4Sh3Yi3uEEQ8dcDrgH1Vt9v_JifVmmQ_CP0RSdWw</recordid><startdate>202111</startdate><enddate>202111</enddate><creator>Griffiths, Amy Jane</creator><creator>Cosier, Meghan E.</creator><creator>Wiegand, Rachel</creator><creator>Mathur, Sneha Kohli</creator><creator>Morgan, Sara</creator><general>Wiley</general><general>Blackwell Publishing Ltd</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope></search><sort><creationdate>202111</creationdate><title>Developing strong transition‐focused IEPS using labour market data</title><author>Griffiths, Amy Jane ; Cosier, Meghan E. ; Wiegand, Rachel ; Mathur, Sneha Kohli ; Morgan, Sara</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c3383-379ed135977b84c6c33ecdbacdd6bfbe783c2abe4f3434d57b8a4439594e782a3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2021</creationdate><topic>Career Choice</topic><topic>careers</topic><topic>employment</topic><topic>Employment Opportunities</topic><topic>IEP</topic><topic>Individualized Education Programs</topic><topic>Individualized Transition Plans</topic><topic>Job Skills</topic><topic>Labor Market</topic><topic>Students with Disabilities</topic><topic>transition</topic><topic>Transitional Programs</topic><toplevel>online_resources</toplevel><creatorcontrib>Griffiths, Amy Jane</creatorcontrib><creatorcontrib>Cosier, Meghan E.</creatorcontrib><creatorcontrib>Wiegand, Rachel</creatorcontrib><creatorcontrib>Mathur, Sneha Kohli</creatorcontrib><creatorcontrib>Morgan, Sara</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><jtitle>Support for learning</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Griffiths, Amy Jane</au><au>Cosier, Meghan E.</au><au>Wiegand, Rachel</au><au>Mathur, Sneha Kohli</au><au>Morgan, Sara</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1319191</ericid><atitle>Developing strong transition‐focused IEPS using labour market data</atitle><jtitle>Support for learning</jtitle><date>2021-11</date><risdate>2021</risdate><volume>36</volume><issue>4</issue><spage>608</spage><epage>629</epage><pages>608-629</pages><issn>0268-2141</issn><eissn>1467-9604</eissn><abstract>Employment rates and post‐school transition outcomes for individuals with disabilities remain alarmingly low compared to peers without disabilities. Transition‐Focused Individualized Education Plans (TF‐IEPs) often centre on skills associated with employment experience opportunities that are immediately available to the individual with a disability. While the transition plans focus on the student's strengths and areas of interest, less attention is paid to the guidance and support a student might need in choosing a sustainable career. We contend that teams must develop transition plans with specific attention to projected labour market data. Using this information will ensure that we are preparing students with disabilities for long‐term success. This article describes how school teams can use an in‐depth labour market analysis to develop robust transition plans. These plans will prepare students for careers that will last far into the future.</abstract><cop>Oxford</cop><pub>Wiley</pub><doi>10.1111/1467-9604.12383</doi><tpages>22</tpages></addata></record>
fulltext fulltext
identifier ISSN: 0268-2141
ispartof Support for learning, 2021-11, Vol.36 (4), p.608-629
issn 0268-2141
1467-9604
language eng
recordid cdi_proquest_journals_2607945473
source Wiley; ERIC
subjects Career Choice
careers
employment
Employment Opportunities
IEP
Individualized Education Programs
Individualized Transition Plans
Job Skills
Labor Market
Students with Disabilities
transition
Transitional Programs
title Developing strong transition‐focused IEPS using labour market data
url http://sfxeu10.hosted.exlibrisgroup.com/loughborough?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2024-12-30T21%3A39%3A26IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Developing%20strong%20transition%E2%80%90focused%20IEPS%20using%20labour%20market%20data&rft.jtitle=Support%20for%20learning&rft.au=Griffiths,%20Amy%20Jane&rft.date=2021-11&rft.volume=36&rft.issue=4&rft.spage=608&rft.epage=629&rft.pages=608-629&rft.issn=0268-2141&rft.eissn=1467-9604&rft_id=info:doi/10.1111/1467-9604.12383&rft_dat=%3Cproquest_cross%3E2607945473%3C/proquest_cross%3E%3Cgrp_id%3Ecdi_FETCH-LOGICAL-c3383-379ed135977b84c6c33ecdbacdd6bfbe783c2abe4f3434d57b8a4439594e782a3%3C/grp_id%3E%3Coa%3E%3C/oa%3E%3Curl%3E%3C/url%3E&rft_id=info:oai/&rft_pqid=2607945473&rft_id=info:pmid/&rft_ericid=EJ1319191&rfr_iscdi=true