Curriculum, transition and employment of individuals with disabilities: Interconnections, relationships and perspectives
This study examines the connection between curriculum, transition, and employment for individuals with moderate to severe disabilities. Employment for individuals with moderate to severe disabilities remains historically low. Results pointed to a need for increased coherence among transition planning, secondary school curriculum foci, and employers. Many factors influence successful post school employment outcomes for individuals with disabilities. These factors include expectations of the individual and family, individual adaptive behaviors, skill level and lack of knowledge by potential employers of individuals with disabilities. This study sought to understand the following questions: a) in what ways are curricular approaches, transition services, and employer requirements for individuals with moderate to severe intellectual disabilities interconnected? b) What factors affect employment for individuals with moderate to severe disabilities? c) In what ways do curricular approaches and transition services impact post school outcomes for individuals with moderate to severe ID? Connecting curriculum and transition directly to the needs of employers is imperative in understanding the effects both have on post school employment outcomes for individuals with disabilities.
Special education, Secondary education, Education, Curriculum, Employment, Moderate to severe disabilities, Transition, Curriculum and Instruction
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