Document Type
Article
Publication Date
11-9-2021
Abstract
Employment rates and post-school transition outcomes for individuals with disabilities remain alarmingly low compared to peers without disabilities. Transition-Focused Individualized Education Plans (TF-IEPs) often centre on skills associated with employment experience opportunities that are immediately available to the individual with a disability. While the transition plans focus on the student's strengths and areas of interest, less attention is paid to the guidance and support a student might need in choosing a sustainable career. We contend that teams must develop transition plans with specific attention to projected labour market data. Using this information will ensure that we are preparing students with disabilities for long-term success. This article describes how school teams can use an in-depth labour market analysis to develop robust transition plans. These plans will prepare students for careers that will last far into the future.
Recommended Citation
Griffiths, A.J., Cosier, M.E., Wiegand, R., Mathur, S.K. and Morgan, S. (2021), Developing strong transition-focused IEPS using labour market data. Support for Learning. https://doi.org/10.1111/1467-9604.12383
Peer Reviewed
1
Copyright
NASEN
Included in
Business Administration, Management, and Operations Commons, Disability and Equity in Education Commons, Other Business Commons, Social and Philosophical Foundations of Education Commons, Special Education and Teaching Commons
Comments
This is the accepted version of the following article:
Griffiths, A.J., Cosier, M.E., Wiegand, R., Mathur, S.K. and Morgan, S. (2021), Developing strong transition-focused IEPS using labour market data. Support for Learning. https://doi.org/10.1111/1467-9604.12383
which has been published in final form at https://doi.org/10.1111/1467-9604.12383. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving.