Article Details

Research Database: Article Details

Citation:  Plotner, A. J. & Dymond, S. K. (2016). How vocational rehabilitation transition specialists influence curricula for students with severe disabilities. Rehabilitation Counseling Bulletin, 60 (2), 88-97.
Title:  How vocational rehabilitation transition specialists influence curricula for students with severe disabilities
Authors:  Plotner, A. J. & Dymond, S. K.
Year:  2016
Journal/Publication:  Rehabilitation Counseling Bulletin
Publisher:  SAGE
DOI:  https://doi.org/10.1177/0034355215626699
Full text:  https://journals.sagepub.com/doi/full/10.1177/0034355215626699   
Peer-reviewed?  Yes
NIDILRR-funded?  No

Structured abstract:

Background:  For individuals with disabilities who are transitioning from school to work or into secondary education, cross-agency collaboration is important in obtaining positive outcomes. There have been many articles and studies on functions of vocational rehabilitation professionals and the work they do, however little research has been done to find out what role these VR professionals play in the curriculum of these transitioning youths. Using interviews with six transition specialists from a state in the Midwest, the authors help explain the work done by VR professionals and the local education agencies those VR professionals work with. In this article the authors address these VR professionals’ influence on the curricula for students with severe disabilities, which is revealed to be collaborative with a focus on resource and knowledge sharing. The professionals who were interviewed discuss their service delivery methods to these students as well.

Disabilities served:  Severe physical disability
Multiple disabilities
Populations served:  Transition-age youth (14 - 24)
Interventions:  Vocational rehabilitation
Transition services