Preparing students with disabilities to transition from school to work through self-determination training

BACKGROUND: It seems as if youth with disabilities are not graduation high school with the skills that they need to secure employment once they graduate. Particular, they are not graduating with self-determination skills. Instruction in self-determination skills enable youth to be leaders in their o...

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Bibliographic Details
Published in:Work (Reading, Mass.) Mass.), 2014-01, Vol.48 (3), p.407-411
Main Author: Gragoudas, Stelios
Format: Article
Language:English
Subjects:
Accommodation
Disabilities
Disabled Persons - education
Disabled Persons - psychology
Employment
Humans
Life Change Events
Motivation
Personal Autonomy
Power (Psychology)
School to work transition
Schools
Skill development
Skills
Strategy
Students
Students with disabilities
Studies
Teachers
Training
Workplace
Youth
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Summary:BACKGROUND: It seems as if youth with disabilities are not graduation high school with the skills that they need to secure employment once they graduate. Particular, they are not graduating with self-determination skills. Instruction in self-determination skills enable youth to be leaders in their own lives and make decisions that will shape their future. This is especially true as they are transitioning from school to the workforce. Youth with disabilities must have a clear understanding of their abilities and be able to identify and request, and advocate for reasonable accommodations in the workplace. In addition, they must be prepared to negotiate how the accommodations are going to be presented within the work setting. OBJECTIVE: To present an overview of the literature that will demonstrate that self-determination skills are essential to youth with disabilities finding and securing employment. METHOD: An Eric and psycinfo Internet search was performed to gather articles and books concerning self-determination. RESULTS: The results section includes a number of strategies that teachers and practitioners can use directly with their students and their clients. CONCLUSION: In conclusion, by incorporating self-determination skills training into the curriculum for transition-aged youth with disabilities they will be prepared to enter and succeed inthe labor force.
ISSN:1051-9815
1875-9270
DOI:10.3233/WOR-131782