Special Educators' Perceptions of Summer Employment and Community Participation Opportunities for Youth With Disabilities

Audrey A. Trainor · Erik William Carter · Laura A. Owens · Beth Swedeen

39 citations0/0 files storedCareer Development for Exceptional Individuals

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Disability Education and Employment Career Development and Diversity Youth Development and Social Support

Abstract

Although connecting youth with disabilities with early work experiences has emerged as a recommended practice in transition education, little is known about the extent to which the summer months might offer a meaningful context for providing such experiences. To understand the perspectives of special educators regarding promoting summer employment and other community activities for youth with disabilities, the authors interviewed 14 teachers from 10 high schools. Although teachers identified the summer months as a promising avenue for engaging youth in career development experiences, they articulated several school-, family-, and employer-related barriers that may hinder youth from accessing these experiences. This article discusses recommendations for engaging youth more meaningfully during the summer months and offers direction for future research.

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References

1998Basics of qualitative research : techniques and procedures for developing grounded theory 2002Qualitative research & evaluation methods 2000Improving Graduation and Employment Outcomes of Students with Disabilities: Predictive Factors and Student Perspectives 1999Analyzing & interpreting ethnographic data 2005Changes over Time in the Early Postschool Outcomes of Youth with Disabilities. A Report of Findings from the National Longitudinal Transition Study (NLTS) and the National Longitudinal Transition Study-2 (NLTS2).2006Self-Determination Skills and Opportunities of Transition-Age Youth with Emotional Disturbance and Learning Disabilities 2002Current Challenges Facing Secondary Education and Transition Services: What Research Tells Us 2003A Collaborative Followup Study on Transition Service Utilization and Post-school Outcomes

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