Working to Work: Gaining Employment After Inclusive Postsecondary Education

Katie Ducett, Beth Myers, Brianna Shults

Research output: Contribution to journalArticlepeer-review

Abstract

Background: Individuals with intellectual disability in the United States have historically been underemployed due to societally constructed barriers. Recently, more individuals with intellectual disability have been attending Inclusive Postsecondary Education (IPSE) programmes, which have contributed to improving their employment outcomes. Methods: This qualitative study analyzed the experiences of five graduates from one IPSE programme who completed an internship during their programme. Semistructured interviews were used to discuss their IPSE internship experiences, current employment and future goals. Transcripts were coded and analyzed inductively. Findings: At the time of the interviews, each participant had competitive employment. The findings illustrated two significant categories of resources used to gain employment postgraduation: internal university resources such as university staff, course content, work sites and networking groups; and external university resources, including parents, community service agencies and the Internet. Conclusions: Although external university resources were important to the participants in this study, they may be an area of inequity when considering the intersectionality of disability and other marginalized identities such as race and socioeconomic status. To combat any lack of external resources a student may have, IPSE programmes should plan to address potential inequities programmatically.

Original languageEnglish (US)
JournalBritish Journal of Learning Disabilities
DOIs
StateAccepted/In press - 2024

Keywords

  • community resources
  • employment
  • inclusive postsecondary education
  • transition

ASJC Scopus subject areas

  • Phychiatric Mental Health
  • Pediatrics

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