Article Details

Research Database: Article Details

Citation:  Novak, J. (2015). Raising expectations for US youth with disabilities: Federal disability policy advances integrated employment. Center for Educational Policy Studies, 5 (1), 91.
Title:  Raising expectations for US youth with disabilities: Federal disability policy advances integrated employment
Authors:  Novak, J.
Year:  2015
Journal/Publication:  Center for Educational Policy Studies
Publisher:  C.E.P.S
Research summary:  https://projecte3.com/policy-advances-integrated-employment/
Full text:  https://eric.ed.gov/?id=EJ1128942   
Peer-reviewed?  No
NIDILRR-funded?  Yes

Structured abstract:

Background:  Transitioning period is critical for individuals with disabilities from secondary school to adult roles. The U.S federal disability policy has heightened expectations that the disabled youth should have the opportunity to train and prepare for significant employment. This article starts off by viewing the influence the disabled has on the development of the U.S federal disability policy.
Purpose:  Gives an overview of major lawmaking and policy advances in the employee and civil rights development that can impact the youth with disabilities
Setting:  U.S
Conclusions:  Currently, the U.S federal disability policy have made sure that the youth with disabilities including those with significant disabilities have the proper training and preparation to work in integrated businesses. The existing disability policy outlines that working is something valued in U.S culture and communal organizations encourage the youth to fulfill their opportunities for employment.

Disabilities served:  Multiple disabilities
Populations served:  Transition-age youth (14 - 24)
Persons with multiple disabilities (e.g., deaf-blindness, HIV/AIDS, substance abuse)
Interventions:  Accommodations
Assistive technology
Job search and placement assistance
Training
Motivational interviewing