Abstract
Social inclusion and employment prospects of young students with disabilities depend not only on positive attitudes but also on appropriate vocational training. There is an urgent need to implement effective intervention strategies to alleviate barriers and facilitate successful outcomes for the employment of young people with disabilities, and at the same time there is growing evidence that helping them gain early work experiences leads to better long-term results of vocational rehabilitation. There are many social groups that can influence employment opportunities and outcomes for students with disabilities (e.g., parents, employers, employment counsellors, etc.) but teachers are of primary importance. They have at their disposal a wealth of knowledge about the advantages and needs associated with the school to employment transition of young people with disabilities, and at the same time they understand the extent to which existing school activities are effective in strengthening them. Our literature review shows that teachers’ attitudes have a significant impact on job opportunities and the transition to work for students with disabilities. Negative attitudes can limit the type of education services provided and the potential for their successful training. Teachers play a predominant and essential role in removing social exclusion, initially supporting their students' stay at school and later providing immediate training to improve employment outcomes. Ultimately, they affect their employability because their attitudes have a direct impact on the structure, content, implementation and promotion of school to employment transition programs.
Keywords
Students with Disabilities Vocational Training Secondary Education Teachers Attitudes Social Inclusion Employability
References
- Barton, L. & Smith, M. (1989). Equality, Rights and Opportunities, London, The Falmer Press.
- Benz, M., Lindstrom, L., & Yovanoff, P. (2000). Improving graduation and employment outcomes of students with disabilities: Predictive factors and student perspectives. Exceptional Children, 66, 509–529.
- Black, J., Meyer, L. (1992). But...Is it really work? Social validity of employment training for persons with very severe disabilities. American Journal of Mental Retardation: 96, 463-474.
- Boardman, J., Grove, B., Perkins R., Shepherd G. (2003). Work and employment for people with psychiatric disabilities. British Journal of Psychiatry,182, 467 – 468.
- Brown, J., Berkell, D., Schmelkin P. (1992). Professional Attitudes: Group Differences Among Vocational and Special Educators towards the Employability of Persons with Severe Disabilities. Career Development for Exceptional Individuals, 15(1), 13–22.
- Carter, E., Trainor, A., Cakiroglu, O., Swedeen, B., & Owens, L. (2010). Availability of and Access to Career Development Activities for Transition-Age Youth with Disabilities. Career Development for Exceptional Individuals, 33(1), 13–24.
- Cimera, R., Burgess, S., & Wiley, A. (2013). Does providing transition services early enable students with ASD to achieve better vocational outcomes as adults? Research and Practice for Persons with Severe Disabilities, 38(2), 88-93.
- Clarebout, G., Elen, J., Luyten, L., & Bamps, H. (2001). Assessing epistemological beliefs: Schommer’s questionnaire revisited. Educational Research and Evaluation, 7(1), 53–77.
- Everson, J., & Moon, M. (1987). Transition services for young adults with severe disabilities: Defining professional and parental roles and responsibilities. Journal of the Association for Persons with Severe Handicaps, 12, 87-95.
- Fabian, E., Lent, R., & Willis, S. (1998). Predicting work transition outcomes for students with disabilities: Implications for Counselors. Journal of Counseling & Development, 76, 311–316.
- Gilmore, L., Campbell, J., & Cuskelly, M. (2003). Developmental expectations, personality stereotypes, and attitudes towards inclusive education: community and teacher views of Down syndrome. International Journal of Disability Development and Education, 50, 65–76.
- Jordan, A., Schwartz, E., & McGhie-Richmond, D. (2009). Preparing teachers for inclusive classrooms. Teaching and Teacher Education, 25, 535–542.
- Kohler, P.D., DeStefano, L., Wermuth, T.R., Grayson, T.E., & McGinty, S. (1994). An analysis of exemplary transition programs: How and why are they selected? Career development for Exceptional Individuals, 17, 187-201
- Lagomarcino, T. & Rusch, R. (1987). Supported employment: Transition from school to work, Interchange, 8(1), 1-4.
- Lee, L. (2010). Different strategies for embracing inclusive education: a snapshot of individual cases from three countries. International Journal of Special Education, Vol. 25, No 3.
- Nota, L. & Soresi, S. (2009). Ideas and thoughts of Italian teachers on the professional future of persons with disability. Journal of Intellectual Disability Research, 53, 65–77.
- Schmelkin, L. & Berkell, E. (1989). Educators’ Attitudes Toward the Employability of Persons with Severe Handicaps. Career Development for Exceptional Individuals, 12(1), 40-47. Soresi, S., Nota, L., & Ferrari, L. (2007). Vocational guidance. In S. Soresi (Ed.), Psychology of Disability, 285–310. Il Mulino: Bologna.
- Soresi, S., Nota, L., Ferrari, L., & Solberg, V. S. (2008). Career guidance for persons with disabilities. In J.A. Athanasou & R.V. Esbroeck (Eds.), International Handbook of Career Guidance: 405–417. New York: Springer.
- Vislie, L. (2003). From integration to inclusion: focusing global trends and changes in the western European societies. European Journal of Special Needs Education, 18(1), 17-35.
Abstract
References
- Barton, L. & Smith, M. (1989). Equality, Rights and Opportunities, London, The Falmer Press.
- Benz, M., Lindstrom, L., & Yovanoff, P. (2000). Improving graduation and employment outcomes of students with disabilities: Predictive factors and student perspectives. Exceptional Children, 66, 509–529.
- Black, J., Meyer, L. (1992). But...Is it really work? Social validity of employment training for persons with very severe disabilities. American Journal of Mental Retardation: 96, 463-474.
- Boardman, J., Grove, B., Perkins R., Shepherd G. (2003). Work and employment for people with psychiatric disabilities. British Journal of Psychiatry,182, 467 – 468.
- Brown, J., Berkell, D., Schmelkin P. (1992). Professional Attitudes: Group Differences Among Vocational and Special Educators towards the Employability of Persons with Severe Disabilities. Career Development for Exceptional Individuals, 15(1), 13–22.
- Carter, E., Trainor, A., Cakiroglu, O., Swedeen, B., & Owens, L. (2010). Availability of and Access to Career Development Activities for Transition-Age Youth with Disabilities. Career Development for Exceptional Individuals, 33(1), 13–24.
- Cimera, R., Burgess, S., & Wiley, A. (2013). Does providing transition services early enable students with ASD to achieve better vocational outcomes as adults? Research and Practice for Persons with Severe Disabilities, 38(2), 88-93.
- Clarebout, G., Elen, J., Luyten, L., & Bamps, H. (2001). Assessing epistemological beliefs: Schommer’s questionnaire revisited. Educational Research and Evaluation, 7(1), 53–77.
- Everson, J., & Moon, M. (1987). Transition services for young adults with severe disabilities: Defining professional and parental roles and responsibilities. Journal of the Association for Persons with Severe Handicaps, 12, 87-95.
- Fabian, E., Lent, R., & Willis, S. (1998). Predicting work transition outcomes for students with disabilities: Implications for Counselors. Journal of Counseling & Development, 76, 311–316.
- Gilmore, L., Campbell, J., & Cuskelly, M. (2003). Developmental expectations, personality stereotypes, and attitudes towards inclusive education: community and teacher views of Down syndrome. International Journal of Disability Development and Education, 50, 65–76.
- Jordan, A., Schwartz, E., & McGhie-Richmond, D. (2009). Preparing teachers for inclusive classrooms. Teaching and Teacher Education, 25, 535–542.
- Kohler, P.D., DeStefano, L., Wermuth, T.R., Grayson, T.E., & McGinty, S. (1994). An analysis of exemplary transition programs: How and why are they selected? Career development for Exceptional Individuals, 17, 187-201
- Lagomarcino, T. & Rusch, R. (1987). Supported employment: Transition from school to work, Interchange, 8(1), 1-4.
- Lee, L. (2010). Different strategies for embracing inclusive education: a snapshot of individual cases from three countries. International Journal of Special Education, Vol. 25, No 3.
- Nota, L. & Soresi, S. (2009). Ideas and thoughts of Italian teachers on the professional future of persons with disability. Journal of Intellectual Disability Research, 53, 65–77.
- Schmelkin, L. & Berkell, E. (1989). Educators’ Attitudes Toward the Employability of Persons with Severe Handicaps. Career Development for Exceptional Individuals, 12(1), 40-47. Soresi, S., Nota, L., & Ferrari, L. (2007). Vocational guidance. In S. Soresi (Ed.), Psychology of Disability, 285–310. Il Mulino: Bologna.
- Soresi, S., Nota, L., Ferrari, L., & Solberg, V. S. (2008). Career guidance for persons with disabilities. In J.A. Athanasou & R.V. Esbroeck (Eds.), International Handbook of Career Guidance: 405–417. New York: Springer.
- Vislie, L. (2003). From integration to inclusion: focusing global trends and changes in the western European societies. European Journal of Special Needs Education, 18(1), 17-35.
Details
| Primary Language | English |
|---|---|
| Subjects | Special Education and Disabled Education |
| Journal Section | Articles |
| Authors | |
| Publication Date | September 4, 2022 |
| Submission Date | July 9, 2022 |
| Published in Issue | Year 2022Volume: 8 Issue: 23 |
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