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Recommendations to Improve Transitional Services Related to the Employability of
Students in a Self-Contained Setting with Mild Exceptionalities at Captain Shreve High
School in Louisiana
Christine Johnson
School of Education, Liberty University
ANNOTATED BIBLIOGRAPHY 2
Abstract
This study at Captain Shreve High School in Louisiana observes the job-based transitional
services that can enhance the labor force for students with disabilities. The research procedure
included a literature review, discussions with faculty and stakeholders, and a breakdown of
existing norms in today’s transitional services. The discoveries signify that school and
community relations foster student achievement and skill development. Secondary students with
mild disabilities need opportunities to practice skills essential for various job tasks. Significant
skill development involves reliable public assignments that offer on-the-job training from
employers. An investigation of multiple studies shows a promising trend: students with
intellectual disabilities can significantly improve their employment prospects across various
industries. This encouraging trend underscores the importance of transitional services.
Supervised work involvements led by employers prepare students with disabilities for
industrious employment, deliver valued on-the-job experience, and foster a sense of
independence. The collaboration between schools and businesses in the community supports
student growth and contributes to the postsecondary goals of students with disabilities.
Keywords: Workplace, Employer Supervision, Curriculum, Development, Disabilities
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Recommendations to Improve Transitional Services Related to the Employability of
Students in a Self-Contained Setting with Mild Exceptionalities at Captain Shreve High
School in Louisiana
Almalki, N. S., Arrushaid, O. M., Farah Bakhiet, S., & Alkathiri, S. (2023). Examining the
current practices of the individualized family services plan with young children with
disabilities in Saudi Arabia. International Journal of Developmental Disabilities, 69(2),
163–178. https://doi.org/10.1080/20473869.2021.1936849
In this article, researchers seek to understand the potential outcomes for students with
disabilities when they are exposed to fundamental job skills before graduation. A
quantitative study was performed in Saudi Arabia to observe and analyze Individualized
Family Service Plan (IFSP) procedures. Researchers found that, in most instances, a
family service plan worked in theory. Historically, the IFSP plan called for special
education families to have resources for their children that would allow for social skills
development and lead to future job endeavors. Resources included Respite care, home
health care, stipends for weekly pay towards in-home caregivers, and speech and
language professionals who could engage with students with exceptionalities such as
deaf, hard of hearing, and/or interpreters for other language-speaking students. However,
the day-to-day enforcement monitoring of the student’s engagement, performance, and
overall instruction of essential job-related functions were unavailable, which accounted
for challenges. The survey for this study compiled data from 212 adult staff that worked
with students daily. “The order of the dimensions employed in the study from the highest
to the lowest was as follows: initial data, the present level of the child’s development,
permissions, early intervention services, information about the child and the family, and
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transition services” (Almalki et al., 2023). GIn-person interviews were used to question
staff members, family members, and community stakeholders and to detail students’
initial skill level and performance during the 6-month study. At the end of the study, the
number of students who participated in this study who had good identifiable skills in the
general areas of stocking, cleaning, and trash duty were given scores of 3 out of 5 for
good to excellent skills in these areas. Professionals conveyed better work fulfillment and
growth in students’ self-confidence. They also concluded that their participation had
additionally improved their work performance. This study directly relates to transitional
goals for students with mild disabilities and the preparation of the student’s workable
skills.
Almalky, H. A., & Alqahtani, S. S. (2022). School and business partnerships to support job
training for students with developmental and other disabilities: Employers’ Perspectives.
Journal of Autism and Developmental Disorders, 52(9), 3949–3957.
https://doi.org/10.1007/s10803-021-05276-2
In this study, researchers investigated the collaboration between businesses and schools
to help students secure meaningful employment. The focus is on high school students,
and a survey was conducted to gauge employer involvement in improving overall success
rates. The findings reveal that hands-on learning experiences and real-world job training
are essential for students to obtain work after graduation. Over the past decade, initiatives
designed to support student employment have advanced, leading to the implementation
of workforce strategies before students graduate high school. Since students with mild
disabilities have different learning styles, it is all too common for them to make up a
diverse segment of our society. The norm in society today is not the norm of the past.
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Every student has the right to work and express their civic duty. Validating students’
unique skills allows them to interact with their peers in everyday societal situations and
work conditions. The school and special education team’s role is to prepare students to
strive to learn and achieve a healthy work environment skillset. The authors focused on
the student skills that require interacting with their class and other school members,
learning their names, understanding schedules, and knowing appropriate behavior within
all areas of the school experience. These are social skillsGto be addressed in their
transitional goals to prepare them for successful job readiness and contribute to the topic
of transitional goals for pre-graduates
Barrio, B. L. (2022). Culturally responsive individualized education programs: Building
transition bridges between families and schools. Intervention in School and Clinic, 58(2),
92–99. https://doi.org/10.1177/10534512211051071
The article points out the significant differences in how students with language barriers
can acquire sufficient skills to attain jobs after high school. Authors found that students
are often overlooked in workforce solutions. Although the IEP Individualized Education
Plan may have clearly stated transition objectives and goals, due to language acquisition,
students miss out on key procedures that can prepare them for the labor force. The study
was conducted at the local school level in several high schools and included speech
pathologists, deaf and hard-of-hearing itinerant specialists, and language interpreters. The
article devises a plan of action for ongoing special educators to establish concrete ways
to teach and relate valuable resources in language and training opportunities in the school
environment—the challenges involved in preparing special education students with
various exceptionalities to access jobs upon graduation. Students who were engaged in
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off-campus training and directly involved in job skills at different job sites were less
vulnerable and received adequate training from employers and business professionals,
mainly due to the sparseness of opportunities outside the classroom and in the
community.
Beckers, G., & Klein-Ezell, C. (2021). A model rural inclusive postsecondary program for
students with intellectual disability. Rural Special Education Quarterly, 40(4), 191–202.
https://doi.org/10.1177/87568705211032380
This study thoroughly evaluates the Lions Connected (LC) program, which holds schools
accountable for the academic and vocational progress of students with intellectual
disabilities (ID). The program’s primary objective is to determine whether data on
student performance clearly shows learning growth among individuals aged 16 to 22,
specifically focusing on those with ID living in rural areas. The analysis reveals that, in
stark contrast to their peers in general education, students with ID are experiencing a
consistent decline in unemployment rates. Meanwhile, students without an ID are
significantly more likely to acquire essential job skills in classroom settings and their
communities. These students remain actively engaged in academic pursuits and
participate in meaningful volunteer activities through school initiatives and at home. In
comparison, students with ID face considerable barriers to participating in school
activities and engaging with their communities. The LC program examines these trends
in depth and implements effective workforce solutions and educational strategies to
enhance the employability of students with ID. The findings emphasize the LC
program’s critical importance in fostering social skills development and utilizing proven
techniques that empower students with ID to achieve their employment goals. This
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article outlines the pivotal role of the LC program in facilitating college preparation,
securing financial assistance for enrollment, helping students become active, contributing
members of their communities, and instilling a sense of hope and optimism.
Carlson, S. R. (2022). Pre-employment transition services: What secondary special education
teachers need to know. Intervention in School and Clinic, 57(5), 338–342.
https://doi.org/10.1177/10534512211032631
This study addresses the Workforce Innovation and Opportunity Act (WIOA) and
highlights the importance of vocational services designed to empower and support the
unique needs of students with disabilities. The primary aim of this article is to emphasize
the necessity of pre-employment transition services (pre-ETS) at the secondary education
level. In 2014, the federal government established a program for pre-employment
services that are essential in aligning educators and parents to develop effective work-
planning solutions. Incorporating these services into special education programs
validates the transitional objectives outlined in each student’s Individual Education Plan
(IEP). With pre-employment services, students are motivated to explore various job
opportunities, allowing them to identify and develop their skills. These services provide
educational experiences tailored to their learning styles and abilities, including effective
interventions and diverse academic opportunities during their junior and senior years.
The article offers guidance on sound job placement and college preparation services
available in schools, on college campuses, or through business initiatives. It discusses
WIOA and its critical vocational services designed to empower students with disabilities.
The main goal of this article is to stress the urgent need for students to gain practical
knowledge of job transition services (pre-ETS) during their secondary education. By
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connecting educators and parents to develop impactful work-planning solutions, the
study fosters community support among all stakeholders and offers hope for a brighter
future for students with disabilities. It emphasizes the crucial role of educators and
parents, empowering them and acknowledging their importance.
Dollinger, M., Finneran, R., & Ajjawi, R. (2023). Exploring the experiences of students with
disabilities in work-integrated learning. Journal of Higher Education Policy and
Management, 45(1), 3–18. https://doi.org/10.1080/1360080X.2022.2129317
A recent study highlighted the significant differences in obstacles faced by the special
needs population compared to their general education peers. To address these disparities,
a work-integrated learning (WIL) system has been implemented on college campuses to
provide work sampling opportunities and support the University of Australia, which
discovered that students are capable of employment. Students with various disabilities
often lack the skills and social abilities necessary to succeed in the WIL program. The
study found that emotional and self-advocacy challenges prevented many students from
progressing beyond a high school diploma. The study’s findings compare students with
Other Health Impairments, Emotional Disorders, and Intellectual Disabilities. While
some of the challenges these students face are beyond remediation, the WIL process must
be more adaptable to meet each student’s needs. The article suggests that university
leaders have not fully embraced the concept of intellectual diversity, particularly when it
pertains to students requiring accommodation such as extended test-taking time,
shortened exams, and read-aloud assistance. The study indicates that current procedures
are not aligned with the needs of today’s diverse student population, which calls for a
multi-faceted approach to support all students adequately. The investigation also explores
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whether appropriate sensitivities are in place for students who require extra care, time,
and patience when seeking placements in work-integrated learning programs. “The study
took place in the state of Victoria, Australia, at a university in the Australian Technology
Network (ATN), which consists of institutions focused on both online and in-person
course delivery” (Dollinger & Ajjawi, 2023).
Goodall, G., Mjøen, O. M., Witsø,A. E., Horghagen, S., Hardonk, S., & Kvam, L. (2024).
Attitudes towards students with disabilities achieving their educational and work-related
goals: A factorial survey experiment among higher education institution employees in
Norway. Higher Education, 88(2), 419–465.
https://doi.org/10.1007/s10734-023-01123-8
In this article, higher education (HE) is recognized as crucial for helping students with
disabilities become effective job seekers. Today’s employers are looking for well-
prepared candidates to meet the challenges of higher education. Having the necessary
skills to navigate the complexities of college equips students with disabilities to be
more employable. Researchers in this study found that individuals with intellectual
disabilities encounter numerous challenges when pursuing their education at the
university level. Social discrimination remains a significant barrier, with a notable
increase in bullying against these students. The study references legislation such as the
Convention on the Rights of Persons with Disabilities (CRPD), which promotes equal
opportunities, inclusion, and reasonable accommodations. However, implementing
inclusive practices primarily falls on individual institutions and their staff (Goodall et
al., 2024). Furthermore, the study shows that college students are often reluctant to
address their problems with instructors or administrative staff due to fear and a lack of
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self-advocacy skills. The article emphasizes the necessity for professional
development opportunities to ensure faculty and staff are aware of and equipped to
support students with disabilities effectively. Historically, accommodation has posed
significant challenges to university acceptance and continued enrollment. The most
essential skills for success in higher education include listening and comprehending
complex texts, taking precise notes, and paying attention to the intricate details shared
by lecturers. Additionally, the article highlights that proficiency scales designed for
students without disabilities do not adequately apply to those with disabilities. The
article reports challenges to the issue of students with disabilities and how transitional
goals should address not only vocational goals but also academic, self-help, and social
skills goals to cover them in all areas of job fluency and potential deficits that they
work.
Goodall, G., Mjøen, O. M., Witsø, A. E., Horghagen, S., & Kvam, L. (2022). Barriers and
facilitators in transitioning from higher education to employment for students with
disabilities: A rapid systematic review. Frontiers in Education Lausanne),7. Article
882066. https://doi.org/10.3389/feduc.2022.882066
Policies designed to promote equal opportunities for individuals with disabilities in
education and employment reveal that current efforts remain insufficient. While
substantial evidence outlines the challenges these individuals face in higher education
and the workplace, a significant gap in literature summarizes the transition between these
settings. Therefore, this rapid systematic literature review aims to identify the obstacles
and facilitators that students with disabilities encounter as they transition from higher
education to employment. The inclusion perspective is based on the idea that regular
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contact and interactions with children with disabilities will lead the broader student
population to accept diverse needs and foster friendships. However, this perspective
primarily emphasizes the on-site inclusion of specific types of students within the general
student body. While mainstream educational settings can offer numerous benefits for
children with disabilities, these benefits are not guaranteed. The effects of being in a
mainstream setting compared to a special education setting can vary significantly.
Although mainstream settings may enhance students’ social competence and functioning,
they can also negatively impact their self-perception and self-esteem.
Gustavsson, A., Wendelborg, C., & Tøssebro, J. (2021). Educated for welfare services—The
hidden upper secondary school curriculum for students with intellectual disabilities.
British Journal of Learning Disabilities, 49(4), 424–432.
https://doi.org/10.1111/bld.12418
In this comprehensive study, the authors examined the complex training and
employment aspirations related to transition planning for students with moderate
exceptionalities. Historically, these students have encountered significant challenges
when moving from school to the workforce after graduation. This ongoing issue
underscores the need for improved support systems and resources to help them enter
various career paths. Research consistently indicates that securing meaningful
employment is a primary goal for this demographic. Individualized Education Plans
(IEPs) are designed to define specific work-related skills and set measurable
objectives to guide students in reaching their employment goals. However, many
graduating students still feel unprepared to pursue their career aspirations actively,
often lacking essential skills for independent living. The research findings revealed a
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troubling trend: students with intellectual disabilities, despite having access to various
work-based learning opportunities, face substantial challenges in developing essential
employability skills. This issue is particularly evident in vocational fields such as
culinary arts and horticulture, where these students struggle to master the critical
competencies needed for success in the workforce, even with the support provided by
educational institutions. This situation emphasizes the need for targeted interventions
that connect educational support with real-world employment readiness.
Hennessey, M. N., Williams-Diehm, K. L., & Martin, J. E. (2023). Piloting an assessment of
foundational workplace competencies for students with disabilities and competitive
employment aspirations. Career Development and Transition for Exceptional
Individuals, 46(4), 184–196. https://doi.org/10.1177/21651434221141405
A comprehensive study was undertaken to explore the needs of students with various
disabilities regarding the development of Individual Education Plans (IEPs) and the
essential pre-employment skills required for their future integration into the workforce.
The research involved a pilot study to evaluate the prevalence and effectiveness of
Employer-Identified Trait Assessments (EITA) as part of this process. The study’s
participants were diverse, encompassing students aged eighteen and older who presented
a range of exceptionalities, their immediate family members, educators, support staff,
and business owners. This broad representation was crucial for understanding the
multifaceted needs and perspectives of all stakeholders involved in the educational and
employment processes. While the authors initially favored using a standardized EITA to
measure job readiness and necessary character traits, they identified specific conditions
within the assessment tool that warranted modifications. These adjustments were made to
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better align the assessment with the unique challenges faced by the participants. The
results revealed that the EITA assessment proved to be particularly effective for students
who exhibited fewer behavioral challenges, such as those identified with attention deficit
disorder (ADD) or attention deficit hyperactivity disorder (ADHD). Additionally, the
study highlighted other significant behavioral issues prevalent among the participants,
including social anxiety, repetitive behaviors, and difficulties with eye contact. These
factors played a critical role in how students engaged in pre-employment processes,
ultimately influencing their employability. Overall, the study sought to investigate
current practices related to transitioning from education to employment for students with
disabilities, aiming to establish a framework that promotes their success in the
workforce. By addressing the specific needs and skills required for employment, the
research contributes to a deeper understanding of effective strategies for supporting these
students’ career readiness.
Karhina, K., Ineland, J., & Vikström, L. (2022). Stakeholder views on young adults with
intellectual disabilities as a workforce: A qualitative study on students’ performance in
upper secondary education and their employment potential. SAGE Publications. 26(4),
1057–1074. https://doi.org/10.1177/17446295211026475
In this study, the authors extensively examined the circumstances surrounding
individuals with intellectual disabilities and the contrast in job market demand for adults
without disabilities. Focusing on Sweden, the authors investigated contemporary
strategies employed in various high schools across multiple parishes to address this
critical issue. Central to their research was the analysis of partnerships between local
businesses and special education departments, exploring how these collaborations could
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enhance work-based learning experiences for students with disabilities. The study also
sought to capture the perceptions of community stakeholders regarding the work
performance of these candidates. Through their analysis, the authors observed that
stakeholders identified several positive traits in candidates with intellectual disabilities,
which could contribute to their employability. However, the findings underscored the
necessity for closer monitoring of students engaged in on-the-job training 2 to 3 times a
week. It was recommended that these individuals receive structured guidance to improve
their prospects for employment or mitigate factors that could negatively impact their
journey toward becoming competent employees. Employers’ perspectives on potential
candidates provided essential insights that educators, parents, and vocational agencies
could leverage to assist students in preparation before they reach their final year of high
school. The researchers utilized Grounded Theory as their primary method for analyzing
stakeholder interview data, allowing for a comprehensive understanding of the
complexities involved (Karhina & Vikström, 2022). Moreover, the study revealed a
nuanced performance differential among the students assessed. For instance, student A
exhibited strong performance within the academic setting, whereas student B thrived
exclusively in a work environment. Student D, on the other hand, excelled in both
contexts during their high school years. However, the transition to employment
sometimes presented challenges, as some students could face difficulties adapting to
increased job responsibilities, indicating a considerable variance in their readiness for the
labor market. Additionally, the research highlighted a group of students who struggled to
demonstrate proficiency in academic and job settings, indicating a need for more focused
interventions to facilitate their development of essential working skills. Overall, the
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findings concluded that employers play a pivotal role in equipping students with
intellectual disabilities for successful employment, fostering greater inclusivity in the
workforce. Sweden is noteworthy for its high ranking in global equality indices and
significant social expenditure, underscoring its commitment to addressing disparities.
Despite this, the study illuminates persistent issues regarding limited access to education,
employment opportunities, social participation, political representation, and material
resources for individuals with intellectual disabilities in comparison to their non-disabled
counterparts (Karhina & Vikström, 2022).
Kiegaldie, D., Shaw, L., Hunter, S., Davis, J., Siddle, H., & O’Brien, M. (2023). An integrated
practical placement program for students with disabilities: A pilot study. Journal of
Intellectual Disabilities, 27(4), 994–1012. https://doi.org/10.1177/17446295221114490
Researchers aim to provide instruction that motivates learners while enhancing their
visual and auditory experiences. Studies have investigated whether this approach benefits
students distracted by traditional school-based learning. The findings revealed that the
intervention positively impacted high school students regarding job performance, social
awareness, and essential employee duties. However, this approach’s limitation was that
students could only access specific labor market areas. For example, many skills taught
through video instruction included janitorial tasks such as mopping, sweeping, dusting,
and vacuuming. Other workplace processes included landscaping activities like raking,
planting, and soil placement. The study also found that students who did not have
disabilities were able to acquire hard-to-learn skills, such as computer software
applications, air conditioning maintenance, and general IT knowledge, which helped
them secure employment in their chosen fields. In contrast, students with intellectual
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disabilities often struggled with straightforward skills that were hard to learn and
procedural. These skills tended to be easier for exceptional learners. Participants in the
study, including students with intellectual and developmental disabilities (IDD) and non-
disabled individuals, as well as employers and school faculty, expressed appreciation for
the school setting that utilized video instruction. Additionally, students in autism classes
benefited from learning simple trades using one to three-step processes.
Research has indicated that instructional videos focused on mail organization can
significantly improve educational outcomes for autistic students. The data from this study
compared undergraduates and graduates regarding their delayed understanding of
practical skills learned through either video instruction or face-to-face teaching.
Lee, C. E., & Kim, J. G. (2021). Person-centered transition training for youth on the autism
spectrum: What are we still missing? Exceptionality, 30(3), 173–186.
https://doi.org/10.1080/09362835.2021.1938065
This article provides insight into the issues in transition for students on the Autism
Spectrum. The authors focused on social communication skills and how early
individualized training for students could further their goals of becoming productive
adults and allow for better work relationships with their employers. Self-manageable
skills are those skills that I can manage myself. Am I respectful? Am I dependable? Am I
on time? Transferable skills: I learned these skills at one job but can take them to another.
You’re good with your hands; you may have been a waiter or a waitress, but now you
want to try working at a library as an organizer or sorter. Those things are helpful. Also,
job-related skills and self-explanation. Those job-related skills are the skills that are
needed for this job, and I work well in teams and help them advocate for themselves with
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bosses and supervisors. If your child could help with this, ask the IEP team about Social
Skills groups or classes. However, the study highlights that educational systems still rely
on outdated methods for preparing students for the job market. The partnership between
businesses and schools has addressed the pressing need for new job exploration
opportunities, such as packaging, delivery, and merchandise assembly. Despite these
efforts, challenges persist within this collaborative model, particularly in delivering
practical training within the classroom. Students may lack access to the necessary
working environment or materials to develop their skills effectively. Additionally,
classroom disruptions and behavioral issues among peers can hinder their training
process. Ultimately, the collaboration between businesses and schools is a crucial
partnership that significantly impacts the future independence of these students.
Nah, Y., & Neo, H. (2023). Influence of Rigid/Ritualistic behavioral profiles of students with
autism spectrum disorder on special education teachers’ perceptions of their readiness for
supported employment. The Journal of Special Education, 57(2), 73–82.
https://doi.org/10.1177/00224669221113805
In the study, students with autism spectrum disorder (ASD) were observed and monitored
in different environments to understand how others perceive them. The case study found
that educators who had not worked with autistic students held opposing views on their
capabilities. Additionally, employers viewed the preparation of these students for work
after graduation negatively. The findings indicated that students with ASD often lacked
eye contact, experienced frequent meltdowns, and struggled significantly with simple,
step-by-step directives. The authors organized the participants into three distinct groups,
consisting of 111 educators. They used a mixed-method design based on the assumption
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that there are three conditions in which the educators received clear instructions: (a) the
student has a significant adverse reaction, (b) the student has some adverse reaction, or
(c) the student shows no adverse reaction. The teachers then rated whether they believed
the students would be ready for supported employment (Nah & Neo, 2023). The article
examines teachers’ perceived notions of student behavior and how these behaviors
impact students’ ability to learn job-related skills. It also explores how many disciplinary
occurrences justified the students’ inability to work. The research utilized a survey for
teachers, combined with individual observations, and employed various data collection
methods. The authors investigated whether these perceived feelings affected the student’s
ability to transition into the workforce.
Ookeditse, G. B. (2022). Vocational teachers’ perceptions of transition components and
curriculum relevance to employment for students with disabilities. Cogent Education, 9
(1), Article 2091621 https://doi.org/10.1080/2331186X.2022.2091621
This article examines Botswana’s economic impact and how the decline of its once-
thriving mining industry has influenced its economic growth. Botswana is known for its
significant diamond mining sector, which employs many people. However, it is becoming
increasingly clear that the industry requires innovation. Research indicates that younger
individuals drive economic advancement and ensure countries stay relevant and
competitive. The data collected in this study reveals that Botswana has a strong track
record of producing high school graduates. However, students with disabilities are often
overlooked and undervalued compared to their peers without disabilities. They face
limited job market opportunities and, in some cases, may have been influenced by family
businesses. On the contrary, students with disabilities present a different perspective on
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the global market and how they can contribute as productive citizens. The study found
that “many times, students with disabilities are not considered for the same jobs as their
non-disabled counterparts and are often underserved in the employment sector of their
country.” Additionally, the research analyzed differences in gender and teaching
experience among participants.
Riesen, T., Trainor, A. A., Traxler, R. E., Padia, L. B., & Remund, C. (2022). Understanding
internships for transition-age students with disabilities. Teaching Exceptional Children,
54(4), 286–294. https://doi.org/10.1177/00400599211018835
In this comprehensive article, the authors delve into the various work-based strategies
adopted by high school special education teachers to enhance student readiness for the
workforce. The current focus involves a series of classroom observations to assess how
educators equate their students with the necessary skills and knowledge for employment.
Key areas of exploration include the specific tools and resources teachers implement
before students’ graduation and an analysis of the job markets available to these
individuals after they complete their education. The results of a detailed survey reveal
that numerous challenges in job performance become apparent when students take part in
job training opportunities outside the structured learning environment of the classroom.
These challenges highlight the importance of bridging the gap between theoretical
learning and practical application in real-world job settings. The study’s overarching
objective is to provide valuable insights to special education teachers regarding effective
strategies to secure on-the-job training opportunities in collaboration with local
businesses and community organizations. Additionally, the research emphasizes the
necessity of ensuring parents have access to beneficial vocational training programs that
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comply with the Fair Labor Standards Act stipulations. Such compliance is crucial for
safeguarding the rights and welfare of students as they navigate their transition into the
workforce (Riesen et al., 2022, p. 286).
Scheef, A. R., Bruno, L., & Whittenburg, H. N. (2024). Supporting positive post-school
outcomes for students with disabilities in rural locations. Rural Special Education
Quarterly, 43(1), 36–43. https://doi.org/10.1177/87568705231214809
The article examines the impact of work on students with disabilities upon graduation.
Findings show that students were less active in job searching, securing employment, or
furthering their education. They sought to understand whether the parents of students
were more interested in the job search itself or in the possibility of their child attaining a
position. Graduates generally have several educational or skill training options, such as
attending a college, technical school, or community college. However, students with
disabilities often do not pursue university education like their general education peers.
Consequently, studies show that students in special education in Taiwan tend to choose
different paths after high school. The Special Needs Education Longitudinal Study
(SNELS) records and monitors essential aspects of a child’s school time. It also considers
whether a health or behavioral plan was in place for students with extensive absences.
Students may miss daily emotional regulation and educational growth opportunities
without such support. The authors found that students’ performance was more often
elementary in terms of their employment skills related to performance, such as
maintaining good eye contact, listening, responding to topics, and following simple
directives, which were often lacking. Students with irregular attendance were likely to
fall behind and miss valuable learning milestones. The SNELS process also revealed that
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Individual Education Plans (IEPs) for elementary and middle school students who
regularly exhibited behavioral problems continued to struggle with the same issues in
high school. If these problems are not addressed, parents may find that their options for
work or education after the age of twenty-two remain limited.
Stremersch, J., Van Hoye, G., & van Hooft, E. (2021). How to successfully manage the school-
to-work transition: Integrating job search quality in the social cognitive model of career
self-management.GJournal of Vocational Behavior.,G131(19). Article 103643.
https://doi.org/10.1016/j.jvb.2021.103643
In this article, a study determined that self-efficacy played a vital role in the student’s
ability to become employed before and after graduating. The article suggests, “The
school-to-work transition has become increasingly volatile and complex, suggesting the
need for a high-quality, self-regulatory approach towards job seeking” (Stremersch et al.,
2021). In the past, students with disabilities shared common social skills that would
prevent them from furthering their lives like their regular education peers. Today, through
committed transitional planning, students in the self-contained classroom can share the
same work goals as other graduates with no disabilities. When students are consistently
given the tools to gain self-efficacy and understand the many ways they can attain social
cognition in the areas of job interest. The authors found that the process of goal writing
and preparation for students with high needs called for more reflection and observance of
the student’s strengths and struggles to benefit graduates’ transition outcomes of jobs.
Understanding the transition goals of the student and the parent was pointed out as a key
variable that would equip staff with appropriate antecedents, procedures, and
consequences for daily adherence to those individual goals.
ANNOTATED BIBLIOGRAPHY 22
Sun, X., & Brock, M. E. (2023). A systematic review of video-based instruction to teach
employment skills to secondary students with intellectual and developmental disabilities.
Journal of Special Education Technology, 38(3), 288–300.
https://doi.org/10.1177/01626434221094793
The data collected in the study offers insights into practical interventions that could lead
to better employment outcomes. They focused on instruction that is both virtual and pre-
recorded. Researchers strive to provide video-based instruction (VBI) to motivate the
learner and give more visual and auditorial instructional experience. Findings showed
that the intervention served high school students in terms of job performance, social
awareness, and essential employee duties. The downfall of this approach was that
students could only access specific areas of the labor market; for instance, janitorial
services mopping, sweeping, dusting, and vacuuming were a few of the significant skills
taught via video instruction. Other workplace videos include landscaping, raking,
planting, and placing soil down. A large part of the study found that hard-to-learn skills
like computer software, air conditioning, and generalized IT allowed students with no
disabilities to secure work in their chosen field. However, students with intellectual
disabilities were inapt for straightforward skills that are both hard to learn and procedural,
which are less complicated for exceptional learners. The study results found that
participants, who were both IDD and non-disabled, employers and school faculty,
enjoyed the school setting for video instruction and that autism classes also benefited
from simple 1-3 step processes to learn simple trades. Research has indicated that mail
organization is one of the few instructional videos that can significantly improve
educational outcomes for autistic students. Data from this study compares undergraduates
ANNOTATED BIBLIOGRAPHY 23
and graduates for the delayed understanding of workable skills either by video learning or
in-face instruction.
Yeager, K. H., Morgan, J. J., Brown, M. R., Higgins, K., & Jackson, I. (2021). Transition
strengths and needs of high school students with emotional and behavioral disorders.
Career Development and Transition for Exceptional Individuals, 44(4), 241–252.
https://doi.org/10.1177/2165143420988527
In this article, a study on transition planning allows the teacher to focus on the individual
student’s strengths. Researchers used data from several high schools that focused on
“students with emotional and behavioral disorders (EBD)” (Yeager et al., 2021).
Historically, students with EBD were more likely to be excluded from post-graduate jobs
and day programs because they would be last on the lists of student-independence
assessments. Today, challenges to achieving post-graduate work continue to be
significant, depending on the student’s behavior or lack of appropriate behavior. Students
who did not have behavior plans and showed no signs of aggression, self-abuse, or abuse
of others were more times than not, eliminated from the list of candidates even to attend
career centers or off-campus workshops. Students in this class were also prone to cause
problems on Community Based Vocational Trips (CBVT). Researchers used “A
convergent mixed-methods analysis of transition assessments, interviews, and
educational documents revealed significant differences between perspectives” (Yeager et
al., 2021). Researchers created a transition form with ranges of levels of behavior for all
students with mild exceptionalities and used a rating system to isolate students with high
levels of behavior. This information was then converted into a chart system to identify
significant areas of behavior and prepare a more precise image of behaviors/struggles and
ANNOTATED BIBLIOGRAPHY 24
the student’s strengths. The goal is to establish the strengths and needs that can be used
for career planning and academics. The findings from this research found that behavioral
struggles usually undermined transition planning. Still, more research was needed to
provide ways to prepare all students for post-school goals.
