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Content available
Book part
Publication date: 26 November 2019

Abstract

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Special Education Transition Services for Students with Disabilities
Type: Book
ISBN: 978-1-83867-977-4

Content available
Book part
Publication date: 18 January 2022

Abstract

Details

Generation A
Type: Book
ISBN: 978-1-80071-257-7

Book part
Publication date: 18 January 2022

Tara Cunningham

In the next decade, over 500,000 students with autism spectrum disorder will graduate high school, over 60% with average to above-average IQs (Institutional Center for Special

Abstract

In the next decade, over 500,000 students with autism spectrum disorder will graduate high school, over 60% with average to above-average IQs (Institutional Center for Special Education Research, 2011). Attention is rightfully drawn to the potent challenge of optimizing lifespan outcomes for Generation A. The Workforce Innovation and Opportunity Act (WIOA) passed in 2014 calls for a unified and social model supports structure to help the education to pre-employment transition through “Required Activities.” This includes job exploration counseling, integrated work-based learning experiences, postsecondary educational programs at institutions of higher education, social skills, and self-advocacy training. WIOA aims to streamline Pre-Employment Transition Services and end the medical model, deficits-based approach from education to integrated, paid employment.

The authors of the bill realized the necessity to achieve its goals through “Authorized Activities” encompassing the implementation of effective strategies for integrated work and independent living, the dissemination of information and knowledge across multistate partnerships, and learning new skills to support students in vocational rehabilitation (VR) and educational settings. The 2019 interpretation of WIOA states the educational and VR systems cannot draw funding from “Authorized Activities” and must instead focus on “Required Activities” leaving a gaping hole in the provision of services through lack of training and partnerships.

Despite billions in government funding, systems remain siloed. Over 50% of autistic adults remain in segregated, subminimum wage jobs, and the 85% underemployment or unemployment rate for autistic graduates, with and without college degrees, remains. Generation A calls for the effective delivery of WIOA to enjoy integrated, meaningful employment and financial independence.

Book part
Publication date: 26 November 2019

Sarah R. Carlson, Vidya D. Munandar, Michael L. Wehmeyer and James R. Thompson

In the years following high school, youth, including youth with extensive support needs, aspire to pursue a range of personally important experiences, such as attending…

Abstract

In the years following high school, youth, including youth with extensive support needs, aspire to pursue a range of personally important experiences, such as attending postsecondary education programs, obtaining competitive employment, and living independently. However, the level of disability continues to be a powerful predictor of the degree to which desired outcomes materialize in early adulthood. For most young adults with extensive support needs, valued outcomes are elusive. To support youth with disabilities, including youth with extensive support needs, to progress toward achieving their post-school goals, the Individuals with Disabilities Education Act of 1990 mandated the provision of transition services. Despite the legal mandate for transition services, numerous factors continue to impact the outcomes experienced by youth with extensive support needs. However, research has identified numerous practices to support improved post-school outcomes. In this chapter, we address the transition mandates of the IDEA, identify and describe factors influencing the post-school outcomes of youth with extensive support needs, and provide strategies, practices, and interventions for improving these outcomes.

Details

Special Education Transition Services for Students with Disabilities
Type: Book
ISBN: 978-1-83867-977-4

Keywords

Book part
Publication date: 18 January 2022

Melissa J. Bjelland and Susanne M. Bruyère

A sizable cohort of youth with autism spectrum disorder (ASD) will transition into adulthood over the next 10 years. Employment participation is an important part of individual…

Abstract

A sizable cohort of youth with autism spectrum disorder (ASD) will transition into adulthood over the next 10 years. Employment participation is an important part of individual economic independence but also of one's ability to contribute to broader civil society in meaningful ways. Yet, to date, the majority of young adults with autism are not successfully entering the workforce. Of particular importance for this “Generation A” will be to establish a sound foundation as they exit their teenage years that includes postsecondary educational pursuits and labor force involvement. Exploring corresponding outcomes of individuals with ASD who recently progressed through these life stages will help inform Generation A and families and educators who support them how to better prepare for the workplace of the future. For this purpose, robust representative data containing refined disability detail, employment and training information, and well-being and support content are necessary. Currently available public survey and administrative microdata that can be used by researchers and practitioners as they delve into these issues are discussed. Additionally, appropriate restricted-access datasets and the process involved in obtaining them are highlighted. After summarizing key resources and noting their advantages, their drawbacks, limitations, and areas for improvement are addressed. Implications of the data available to date to assist educators, family members, and young adults with autism themselves to better navigate the transition from school to work, to successfully secure work, and ultimately economic independence, which is critical to adulthood, are presented.

Article
Publication date: 28 September 2023

Buck Reed, Leanne Cowin, Peter O'Meara, Christine Metusela and Ian Wilson

Since 2018, Australian paramedics have been regulated under the National Registration and Accreditation Scheme (NRAS) for health practitioners. Established professions have been…

Abstract

Purpose

Since 2018, Australian paramedics have been regulated under the National Registration and Accreditation Scheme (NRAS) for health practitioners. Established professions have been regulated in Australia for some time, so there is limited knowledge of their entry to regulation. However, as paramedicine has not been previously centrally regulated, this provides a unique case study to explore the transition to regulated practice.

Design/methodology/approach

Australian paramedics undertook two surveys: pre- and post-introduction of registration. The first survey was in the month leading up to the commencement of registration (N = 419), and the second survey took place 31 months after registration (N = 407). This paper presents the results of statistical analyses of the post-registration survey including comparisons to the pre-registration survey.

Findings

Although support for regulation has increased over time, there remains strong dissent consistent with 2018 levels. After 31 months of regulation, respondents reported increasing knowledge of the scheme and greater ease of navigation. The impacts of regulation are more nuanced and less polarised than in the first survey. Identity is again canvassed, and results suggest a shift from employment status and qualifications as key elements of identity to a community of practice and registration.

Originality/value

Paramedics' experiences and understanding of the rationale for registration are developing. Further support is needed to assist with the emerging professional identity and behaviours. Regulation is one of many occupational factors influencing professional identity and professionalism. Exploring the experience of regulation potentially assists regulators in better supporting practitioners and helps better understand professional evolution.

Details

International Journal of Health Governance, vol. 28 no. 4
Type: Research Article
ISSN: 2059-4631

Keywords

Article
Publication date: 1 April 1972

F. Christopher Hayes

In February 1972 the British government produced a plan for discussion — ‘Training for the Future’ — and this is likely to be followed by legislation during the current…

Abstract

In February 1972 the British government produced a plan for discussion — ‘Training for the Future’ — and this is likely to be followed by legislation during the current parliamentary session. It is part of the government's reshaping of all its manpower services which has already led to the inauguration in 1972 of a new style employment service and which is also intended to embrace the administration of unemployment benefit, employment services for the disabled and the redundancy payment scheme.

Details

Personnel Review, vol. 1 no. 4
Type: Research Article
ISSN: 0048-3486

Article
Publication date: 11 November 2021

Anastasia Katou

This paper aims to theoretically propose and empirically test a research framework that investigates the relationship between high-performance work systems (HPWSs) and…

Abstract

Purpose

This paper aims to theoretically propose and empirically test a research framework that investigates the relationship between high-performance work systems (HPWSs) and organizational performance through the serially mediating mechanisms of employee HPWS-experience attributions of well-being and exploitation, attitudes, and behaviors.

Design/methodology/approach

Multilevel structural equation modeling through Mplus was applied to a sample of 1,112 employees working at 158 Greek organizations.

Findings

The modeling's findings indicate that the serially mediating mechanism of employee HPWS-experience attributions of well-being, attitudes and behaviors improves organizational performance. Meanwhile, the serially mediating mechanism of employee HPWS-experience attributions of exploitation, attitudes and behaviors was found to weaken organizational performance.

Practical implications

This study shows that, to improve employees' well-being and weaken employee exploitation through employees' HPWS-experience attributions, senior and line managers should gain competencies and communication skills through training and development programs, successfully communicating HPWS messages to employees.

Originality/value

This study may be the first study to elucidate the serially mediating mechanisms of employees' well-being and exploitation through employees' HPWS-experience attributions, attitudes and behaviors in the relationship between HPWSs and organizational performance.

Details

Employee Relations: The International Journal, vol. 44 no. 5
Type: Research Article
ISSN: 0142-5455

Keywords

Article
Publication date: 21 November 2008

Kathryn Fonner and Michael Roloff

Economic insecurity has had a major impact on employees; however, much less is known about its relationship to the expectations of individuals as they prepare to enter the…

Abstract

Purpose

Economic insecurity has had a major impact on employees; however, much less is known about its relationship to the expectations of individuals as they prepare to enter the full‐time professional workplace. This study aims to focuss on relationships between negative workplace information and emotional support communicated by social networks and the development of undergraduates' pre‐employment schemas.

Design/methodology/approach

A survey of university upperclassman was conducted, resulting in a sample of 153 participants. Correlations and linear regressions were used to test hypotheses.

Findings

Results indicated that the emotional support undergraduates receive from parents and employed friends is more strongly related to their workplace expectations than the specific information they receive regarding downsizing, the faltering economy, and job insecurity.

Research limitations/implications

Data were collected using self‐report surveys. Future research should examine “non‐traditional” undergraduates who may have greater work experience and exposure to the workplace. Further exploration of work‐related discussion content, and whether it differs across cultures, is also warranted.

Originality/value

This study offers insight into the relationship between interpersonal discussions about the workplace ‐ and specifically emotional support during those discussions – to undergraduates' pre‐employment schemas. Study results contribute uniquely to the socialization literature by confirming the crucial role of friends as sources of information and emotional support during later stages of the anticipatory socialization process.

Details

International Journal of Organizational Analysis, vol. 16 no. 4
Type: Research Article
ISSN: 1934-8835

Keywords

Article
Publication date: 28 April 2023

Zsolt Ábrahám, Dániel Szőgyényi, Bálint Eckert and Szilárd Németh

The paper aims to clarify the relationship between problem-solving skills and socialization of first-year university students and propose talent management strategies for…

Abstract

Purpose

The paper aims to clarify the relationship between problem-solving skills and socialization of first-year university students and propose talent management strategies for university management, course instructors and administrators. Thus, this paper identifies three student clusters among the first-year bachelor students. This paper aims to propose a talent management framework and makes recommendations for course instructors and administrators.

Design/methodology/approach

In this paper, a Simulated Work Experience is applied to collect data on problem-solving skills and demographics of first-year business students. Based on the anonymous competency and demographic data of 546 students, 3 clusters were identified with a hierarchical K-means clustering method and linked with talent management and curriculum design strategies.

Findings

The paper provides empirical insights about how the demographic background of the first-year students affects the students' problem-solving skills. This paper identifies three clusters – laggers, unpolished diamonds and drivers – and proposes a talent management framework to support the students' personal and professional development. The proposed talent management framework is based on the direction of upskilling and type of talent management incentives and outlines four distinct categories: extracurricular reward, tutoring and catching up, perform-or-punish and up-or-out systems. This paper makes suggestions to course administrators and instructors how to incorporate talent management and competency mapping aspects into the curriculum and syllabus design activities.

Research limitations/implications

The research is limited to problem-solving skills and focused only on first-year business students.

Practical implications

The paper includes practical implications for business school management, course administrators and instructors about competency mapping, talent management strategies, curriculum and syllabus design.

Originality/value

The research is based on the competency mapping of 546 first-year students at Budapest Business School. The data were collected via a Simulated Work Experience, where the students were participating in a virtual business project.

Details

Higher Education, Skills and Work-Based Learning, vol. 13 no. 6
Type: Research Article
ISSN: 2042-3896

Keywords

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