A Portrait of Paid Employment Pathways for High School Students with Extensive Support Needs.
Saved in:
| Title: | A Portrait of Paid Employment Pathways for High School Students with Extensive Support Needs. |
|---|---|
| Authors: | Schutz, Michele A.1 (AUTHOR) maschutz@illinois.edu, Awsumb, Jessica M.1 (AUTHOR), Burgess, Leah1 (AUTHOR), Hrvatin, Justine1 (AUTHOR), Carter, Erik W.1 (AUTHOR) |
| Source: | Journal of Vocational Rehabilitation. Jan2026, Vol. 64 Issue 1, p26-38. 13p. |
| Subject Terms: | *Student assistance programs, *Qualitative research, *Psychology of high school students, *Student attitudes, *Employment, Scale analysis (Psychology), Research funding, Work experience (Employment), Descriptive statistics |
| Abstract: | Background: Early paid jobs can equip students with extensive support needs (ESN) for postsecondary employment, but they rarely receive these opportunities. An in-depth examination of the experiences of students who obtain paid jobs during high school can illuminate successful pathways to obtaining and sustaining employment. Objective: In this study, we describe the early work experiences of 15 high school students with ESN who obtained a paid job during their final year of high school. Method: We employed descriptive analyses using multiple data sources to characterize the perspectives of special educators, families, and workplace supervisors within and across students' pathways to paid jobs during a school-based intervention. Results: Drawing upon the support of their employment planning teams, students pursued varied routes to work. Although their acquired positions and utilized supports differed, patterns emerged with respect to the factors that led to, supported, and hindered the longevity of these early employment experiences. Conclusion: Our findings have implications for future research and practice that emphasize person-centered employment planning as part of transition services and leverage the full spectrum of resources available through interdisciplinary transition planning teams. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Vocational Rehabilitation is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Background: Early paid jobs can equip students with extensive support needs (ESN) for postsecondary employment, but they rarely receive these opportunities. An in-depth examination of the experiences of students who obtain paid jobs during high school can illuminate successful pathways to obtaining and sustaining employment. Objective: In this study, we describe the early work experiences of 15 high school students with ESN who obtained a paid job during their final year of high school. Method: We employed descriptive analyses using multiple data sources to characterize the perspectives of special educators, families, and workplace supervisors within and across students' pathways to paid jobs during a school-based intervention. Results: Drawing upon the support of their employment planning teams, students pursued varied routes to work. Although their acquired positions and utilized supports differed, patterns emerged with respect to the factors that led to, supported, and hindered the longevity of these early employment experiences. Conclusion: Our findings have implications for future research and practice that emphasize person-centered employment planning as part of transition services and leverage the full spectrum of resources available through interdisciplinary transition planning teams. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 10522263 |
| DOI: | 10.1177/10522263251394326 |
