{"id":{"repo_id":"ohiolink","oai_identifier":"oai:etd.ohiolink.edu:akron1365891156"},"canonical_url":"https://search.dev.ndltd.org/etd/ohiolink/oai:etd.ohiolink.edu:akron1365891156","repository":{"repo_id":"ohiolink","name":"OhioLINK","base_url":"https://etd.ohiolink.edu/acprod/odb_etd/ws/oai/oai"},"display":{"title":"The Perceptions of the Transition Process by Ohio Students With Intellectual Disabilities","abstract":"This investigation identified the perceptions of Ohio students with intellectualdisabilities on the transition process when exiting high school. The study re-examinedthe findings from the data on the Ohio Longitudinal Study (Baer, Daviso, & McMahan Queen, 2009). The study took data upon exiting an Ohio high school, and with one, andthree and, five year intervals. The following questions were explored: • What critical courses of study or experiences do students with intellectual disabilities identify as unavailable? • What experiences did they rate as the most valuable during the transition process? What fields of work did they anticipate working in, compared to what they are currently working in? • What are the participants’ reported reasons for unemployment? The top tier of services and activities that were unavailable surround a theme relative to employment and employability training. When identifying the highest rated experiences;the top tier of service and activity rating also involved a theme surrounding employment and employability training. Students top choices were paid work on own, and career and technical education, or in school job. The top five anticipated and actual fields of work for the African American and the white populations were identified. While looking at the reasons for not working by gender, the most prevalent factors to consider are the bleak economic conditions and how that would impact employment opportunities. The majority of the responses indicated that they could not find any job. The difference among genders for the question cannot find any job was a p value of .038 demonstrating a significant difference between male and female genders. An area for future research is the amount of career investigation and exposure that is needed for students to choose an appropriate field of employment. Implications for educational practices indicated by the findings demonstrate the need to offer many employment experiences and apprenticeships at an early age to provide educated employment choices and preparation.","abstract_html":"This investigation identified the perceptions of Ohio students with intellectualdisabilities on the transition process when exiting high school. The study re-examinedthe findings from the data on the Ohio Longitudinal Study (Baer, Daviso, & McMahan Queen, 2009). The study took data upon exiting an Ohio high school, and with one, andthree and, five year intervals. The following questions were explored: • What critical courses of study or experiences do students with intellectual disabilities identify as unavailable? • What experiences did they rate as the most valuable during the transition process? What fields of work did they anticipate working in, compared to what they are currently working in? • What are the participants’ reported reasons for unemployment? The top tier of services and activities that were unavailable surround a theme relative to employment and employability training. When identifying the highest rated experiences;the top tier of service and activity rating also involved a theme surrounding employment and employability training. Students top choices were paid work on own, and career and technical education, or in school job. The top five anticipated and actual fields of work for the African American and the white populations were identified. While looking at the reasons for not working by gender, the most prevalent factors to consider are the bleak economic conditions and how that would impact employment opportunities. The majority of the responses indicated that they could not find any job. The difference among genders for the question cannot find any job was a p value of .038 demonstrating a significant difference between male and female genders. An area for future research is the amount of career investigation and exposure that is needed for students to choose an appropriate field of employment. Implications for educational practices indicated by the findings demonstrate the need to offer many employment experiences and apprenticeships at an early age to provide educated employment choices and preparation.","abstract_has_math":false,"creators":["Rich-Gross, Denise A."],"institution":"University of Akron","degree_name":"Doctor of Education","degree_level":"doctoral","degree_discipline":"Secondary Education","degree_department":null,"school":null,"contributors":["Vakil, Shernavaz"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013-05-13","date_published":"2013-05-13","updated_at":"2026-07-24T03:37:31Z","subjects":["Curriculum Development","Education","Education Policy","Special Education","Teaching","Social Research","Literacy","Regional Studies","Secondary Education","disabilities","cognitive","employment","employability","intellectual","transition"],"languages":["English"],"rights":["unrestricted","This thesis or dissertation is protected by copyright: all rights reserved. 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What fields of work did they anticipate working in, compared to what they are currently working in? • What are the participants’ reported reasons for unemployment? The top tier of services and activities that were unavailable surround a theme relative to employment and employability training. When identifying the highest rated experiences;the top tier of service and activity rating also involved a theme surrounding employment and employability training. Students top choices were paid work on own, and career and technical education, or in school job. The top five anticipated and actual fields of work for the African American and the white populations were identified. While looking at the reasons for not working by gender, the most prevalent factors to consider are the bleak economic conditions and how that would impact employment opportunities. The majority of the responses indicated that they could not find any job. The difference among genders for the question cannot find any job was a p value of .038 demonstrating a significant difference between male and female genders. An area for future research is the amount of career investigation and exposure that is needed for students to choose an appropriate field of employment. Implications for educational practices indicated by the findings demonstrate the need to offer many employment experiences and apprenticeships at an early age to provide educated employment choices and preparation."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf","p.129","1.94 MB"]},{"key":"dc:title","label":"Title","values":["The Perceptions of the Transition Process by Ohio Students With Intellectual Disabilities"]}]}],"canonical_facts":{"dc:contributor":["Vakil, Shernavaz"],"dc:creator":["Rich-Gross, Denise A."],"dc:date":["2013-05-13"],"dc:description":["This investigation identified the perceptions of Ohio students with intellectualdisabilities on the transition process when exiting high school. The study re-examinedthe findings from the data on the Ohio Longitudinal Study (Baer, Daviso, & McMahan Queen, 2009). The study took data upon exiting an Ohio high school, and with one, andthree and, five year intervals. The following questions were explored: • What critical courses of study or experiences do students with intellectual disabilities identify as unavailable? • What experiences did they rate as the most valuable during the transition process? What fields of work did they anticipate working in, compared to what they are currently working in? • What are the participants’ reported reasons for unemployment? The top tier of services and activities that were unavailable surround a theme relative to employment and employability training. When identifying the highest rated experiences;the top tier of service and activity rating also involved a theme surrounding employment and employability training. Students top choices were paid work on own, and career and technical education, or in school job. The top five anticipated and actual fields of work for the African American and the white populations were identified. While looking at the reasons for not working by gender, the most prevalent factors to consider are the bleak economic conditions and how that would impact employment opportunities. The majority of the responses indicated that they could not find any job. The difference among genders for the question cannot find any job was a p value of .038 demonstrating a significant difference between male and female genders. An area for future research is the amount of career investigation and exposure that is needed for students to choose an appropriate field of employment. 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