Improving the Transition to Career for College Students with Learning Disabilities: Suggestions from Graduates.

Content Provider	Semantic Scholar
Author	Madaus, Joseph W.
Copyright Year	2006
Abstract	There is a lack of literature on the transition to career for college graduates with learning disabilities (LD). The present study presents the results of 170 college graduates’ written, open-ended responses related to how the transition to career may be improved. Responses focused upon two main categories, Suggestions for Programs and Suggestions for Students. Within Suggestions for Programs, the subcategories of Internships, Mentoring Programs, Specific Courses or Seminars, ADA Knowledge and Follow-Up with Graduates were identified. The Suggestions for Students responses were subdivided into two categories, Self-Understanding and Workplace Accommodations. Specific insights from graduates are offered within each of the categories, and recommendations for postsecondary LD programs and career service programs are offered. Statistics indicate that approximately 41% of students with disabilities in postsecondary education obtain a degree (Horn, Berktold, & Bobbit, 1999). Because adulthood and the world of work represents the longest and most complex stage of life, the transition to career is the most important one that people make in their lifetime (Gerber, 2002). Limited research exists regarding the career transition needs of students with disabilities, particularly those with learning disabilities (LD), and how postsecondary institutions enhance this process (Cummings, Maddux, & Casey, 2000; Friehe, Aune, & Leuenberger, 1996; Ohler, Levinson, & Baker 1996). All college students confront the sometimes difficult issues of choosing a major, career exploration, and ultimately, the job search and interview process. However, for students with hidden disabilities such as LD, these issues are particularly complex (Conyers & Szymanski, 1998; Enright, Conyers, & Szymanski, 1996). Ideally, students with LD select a career that focuses on their strengths and minimizes their weaknesses (Gerber, Ginsberg, & Reiff, 1992). This assumes that the student has an understanding of the specific nature of her LD, including her strengths and needs. The individual must then make a determination about disclosure of the LD. Knowledge of one’s rights under the Americans with Disabilities Act (ADA; Conyers & Szymanski, 1998) is a key component of this decision. Workplace Disclosure The decision to disclose adds to the complexity of the job search and interview process. In the case of adults with LD, disclosure acknowledges an otherwise hidden disability, and risking chances of getting a job, job security, or relationships with co-workers or supervisors (Baldridge & Veiga, 2001; Gerber & Price, 2003; Rocco, 2004). The timing of disclosure must be considered, including during the interview process, after starting employment, or only after a problem emerges at work. Disclosure in any of these stages presents unique benefits and concerns (Vance, 2004). For example, if the employee does disclose, he must decide if accommodations should be requested, and if so, what kinds of accommodations are appropriate in a given work environment. There are no simple solutions to these issues and no single strategy can be applied to every situation that a student might face in the workplace (Enright et al., 1996). The marked differences between the worlds of academe and work further confound these issues (Gerber, 2002). The assumption that the disclosure and accommodation process in the workplace parallels the process at the secondary and postsecondary levels is not supported by available research (Price, Gerber, & Mulligan, 2003). For example, Friehe et al. (1996) found that students with disabilities from two universities were likely to disclose their disability to an employer, but unlikely to request
Starting Page	85
Ending Page	93
Page Count	9
File Format	PDF HTM / HTML
Volume Number	19
Alternate Webpage(s)	https://files.eric.ed.gov/fulltext/EJ844626.pdf
Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article