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This article examines critical issues facing educators who are concerned with preparing adolescents with disabilities to meet the challenges of successful career planning and employment. Two issues at the forefront of career development and employment preparation are discussed in light of the results from a qualitative research study that used inte...
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... specific content of the questions was generated from the review of the literature and previous research regarding transition planning. Table 2 summarizes the major questions asked of the students with disabilities. The focus groups generally lasted 2 hours; partici- pants had time to take at least one break, and more if necessary. ...
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... This suggests why many students with SLDs are ultimately unable to progress through the mainstream education system. Helping them to make the transition from mainstream education to vocational education where specific job-skills are taught has been the most commonly used remedy (Kershner, Kirkpatrick & McLaren, 1995;Morningstar, 1997). ...
Since the introduction of the Career and Life Planning Grant in 2014, a great deal of literature has focused on in-service teachers' perceptions of the global factors that affect the deployment of resources in the provision of life planning education in Hong Kong. However, the issue of how practices can be better connected to theory at the school level is thinly discussed. This reflective paper attempts to bridge this research gap by using the author's experience as an in-service career guidance teacher at a local secondary school to explore how sociological factors can impact the outcomes of career intervention.
The sociological factors that will be discussed can be categorised under three main themes: 1) personal, 2) social and 3) cultural factors. The impact of these factors on the process of career counselling will be reviewed by referring to the relevant literature in the concluding part of this essay, which will help to shed light on how these practices can be better connected to evidence-based career intervention models at the secondary school level in Hong Kong.
It is hoped that this personal reflection and literature review will help to raise the awareness of practitioners on how career interventions could be better performed in actual school settings by understanding the underlying theoretical constructs of a number of career assessment devices. The author also hopes that this paper may help to fill a gap within the available literature in relation to how career and life planning education (CLP) is conducted at the secondary school level.
... Professional providers of disability employment services are often viewed as a primary, formal mechanism for training and supporting persons with ID for employment success. Families and friends also infl uence employment opportunities and outcomes of persons with ID by shaping their career interests, using connections within their own networks to identify job opportunities, offering emotional and instrumental supports once employment is secured, and negotiating (or renegotiating) employment agency services based on their knowledge of a person's strengths and preferences (Donelly et al., 2010;Doren & Benz, 1998;Knox & Parmenter, 1993;Morningstar, 1997). However, studies of social networks and employment of people with or without disabilities suggest that additional employment opportunities will accrue to those who do not rely solely on formal employment services and strong ties such as family and friends (Carey, Potts, Bryen, & Shankar, 2004;Eisenman, 2007;Granovetter, 1995). ...
... In many circumstances, once a student leaves school, the primary means of support, guidance, and advocacy falls to the family and the student's support network (Kim & Morningstar, 2005). Youth with disabilities have described the positive impact their families have played in ensuring successful adult lives after high school, particularly as it pertained to the development of specific career expectations (Lindstrom, Benz, & Doren, 2004;Morningstar, 1997). ...
Society has witnessed significant improvements in the lives of students receiving transition services over the past 30 years. The field of transition has developed an array of evidence-based interventions and promising practices, however, secondary school reform efforts have often overlooked these approaches for youth without disabilities. If we are to see improvements in postsecondary outcomes for all youth, reform efforts must begin with active participation of both general and special educators and critical home, school, and community stakeholders. In the Division on Career Development for Exceptional Individuals' position paper, we discuss the evolution of transition in light of reform efforts in secondary education. We review and identify secondary educational initiatives that embrace transition principles. Finally, recommendations are provided for advancing alignment of transition services with secondary education reforms.
... Information on career assessment and employment planning for youth with disabilities has historically been scarce and inconsistent when compared to youth without disabilities (Morningstar, 1997;Rojewski, 2002). Over the past decade attention to meaningful assessment tools and processes for students with disabilities has increased (Miller, Lombard, & Corbey, 2007;Rojewski, 2002). ...
In addition to typical career development and vocational programs in general education, providing school-based programs that are directly linked to employment and career development for youth with learning and emotional and behavioral disabilities is a legally mandated service in special education. Several broad research-based strategies are common to successful career development, vocational, and transition education programs: implementing career assessments, providing extracurricular and early work experiences, developing social capital, and providing opportunities for students’ self-determination. Tips and resources for each of these strategies are provided.
... The fact that parent involvement has an impact on post-school outcomes has also been reported evident by students themselves Morningstar, 1997;Lindstrom, Doren and Benz, 2004;Lindstrom, Doren, Metheny, Johnson, & Zane, 2007). Morningstar and colleagues conducted focus groups with 70 students with disabilities and found that students indicated family members acted as informal role models as well as instrumental supports, which influenced their career and adult life vision for the future. ...
This qualitative study explored how informal community networks (i.e., faith based organizations, community cultural centers and service agencies) provided information to culturally and linguistically diverse families. The goals of this study were, first, to gain a better understanding of the methods the informal community networks used to communicate with CLD families. Second, the participants' perceptions about what their CLD families believed about transition planning and services (i.e., disability, employment, adulthood, school involvement, and authority figures in the school) were explored. The final goals were to determine strategies for collaborating with informal community networks and discover how the participants used information given to them. The informal community network represented African American, Hispanic, Asian, and Multicultural families. The data for this study was gathered primarily through focus groups with informal community network providers. Interviews and documents were also used. All focus groups were video and audio taped and transcribed. An audit trail and member checks were conducted to ensure trustworthiness of data. The data was analyzed using a three phase process (Morningstar, 1995) that organized and reduced raw data, generated categories and codes, and interpreted patterns and themes. Results of this study showed that while there were three methods by which informal community networks distributed information, certain methods were more effective. In addition, the roles of individuals within organizations as well as within the family structure should be considered when disseminating information. The participants shared their perceptions about CLD families' beliefs about transition planning and services such as disability, employment, adulthood, school involvement, and authority figures. The informal community networks responses revealed commonalities and difference within each cultural group as well as across groups. Several recommendations were given to support transition professionals in developing relationships with community cultural networks who work with CLD families. Finally, results indicated how the participants used the information from the focus group or interview.
... Research evidence of effective secondary transition programs points to certain services and practices that are more likely to lead to positive postschool outcomes including: (a) interagency collaboration (Noonan, Morningstar & Gaumer Erickson, 2008); (b) studentcentered transition planning Martin, et al., 2006;Test, Mason, Hughes, Conrad, Neale, & Wood, 2004); (c) curriculum and instruction focused on specific postschool outcomes (Alwell & Cobb, 2006;Powers, et al., in press); (d) family involvement (Lehman, Bassett, & Sands, 1999;Morningstar, 1997;Morningstar, Turnbull, & Turnbull, 1995); and (e) student self-determination (Cobb, Lehman, Newman-Gonchar, & Alwell, 2008;Karvonen, Test, Wood, Browder, & Algozzine, 2004;Wehmeyer & Field, 2007). Models of quality transition practices have been developed (Kohler, 1998) along with methods for program evaluation (Kohler, 2006;Morningstar, 2006); however, research substantiating transition program indicators with improved postschool outcomes has not been sufficiently implemented (Greene & Albright, 1995;Morningstar, Kleinhammer-Tramill, & Lattin, 1999). ...
This study examined the relationship between high school transition preparation (school and family based) and self-determination among postsecondary students with disabilities. Seventy-six participants from 4-year universities completed a two-part online survey. The first part of the survey measured three dependent variables: psychological empowerment, hope, and locus of control. The second part measured the independent variable quality of high school transition preparation. Correlational analyses were conducted between the quality of a student’s high school transition preparation and perceived self-determination (i.e., psychological empowerment, hope, and locus of control). Although significant correlations existed among the scales used to measure self-determination, the relationships between high school preparation and the role of families and self-determination was of interest.
... Much of this research has concluded that the more access young adults have to resources, specifically monetary resources, the more successful their transition to adulthood will be in terms of maintaining residential independence (Goldscheider & Goldscheider, 1998;Schoeni & Ross, 2004). Family support and resources have also been found to play significant roles in the transition to adulthood among youth with disabilities, with parental socioeconomic status and involvement affecting youths' occupational aspirations and employment outcomes (Heal & Rusch, 1995;Morningstar, 1997;Newman, 2005;Rylance, 1998;Wagner et al., 1991). Two studies examine the interaction of parental resources and youths' disability status, using data from the National Longitudinal Transition Study of Special Education Students to examine subgroups of special education students (Wagner & Blackorby, 1996;Wells, Sandefur, & Hogan, 2003). ...
This article examines the transition to adulthood from a life course perspective, highlighting the experiences of youth with disabilities and the role that families make in that transition. Here, we focus on youth leaving home as a key marker of transition to adulthood and address historical and contemporary trends in leaving home and current influences on youths' residential opportunities. The literature reviewed here helps us to understand how larger social structures and contexts shape the nature of the residential opportunities available to all youth, especially youth with disabilities. Some implications regarding the role of families as social supports for youth with disabilities are addressed.
... In a study that examined student perspectives of family involvement in transition planning, many of the students with disabilities expressed career interests that were similar to those of a close family member. These initial career interests typically were not based on formal conversations or interactions with the family, but simply on the presence of "informal role models" (Morningstar, 1997;Morningstar, Turnbull, & TurnbuU, 1995). Parental employment patterns also play a role for young women with learning disabilities entering the workforce, influencing both occupational goals and expectations (Lindstrom, Benz, & Doren, 2004). ...
... Although family economic pressures set the context for early career decision making, our data were consistent with the position that family process variables and patterns of interaction are key components in determining postschool employment patterns. Consistent with prior literature documenting the important infiuence of family interactions (Morningstar, 1997;Penick & Jepsen, 1992;Whiston & Keller, 2004), our findings confirmed that family support and advocacy and intentional career activities were positively related to career development. In a unique contribution to the literature, we found that family process variables worked in combination to create three distinct patterns of family interaction, which we characterized as (a) advocates, (b) protectors, and (c) removed. ...
... Only the families from the advocate group were actively involved in discussing career options, exploring postschool job and training programs, and generally guiding youth through the career decisionmaking process. Echoing prior research describing the lack of family involvement in career and transition planning for youth with disabilities (Lindstrom et al., 2004;Morningstar, 1997;Morningstar et al., 1995), we documented a gap in the systematic attention that should be paid to the process of planning for future employment or career options. ...
Thls studj investigated the role of the family in career development and postschool em-ployment outcomes for young adults with learning disabilities. Using a multiple-case study design, the authors examined a set of family structural and process variables. Fifty-nine in-depth inter-views were conducted with young adults, parents, and school staff. Family structure was not di-rectly linked to employment outcomes, but family socioeconomic status was related to initial career decision making and vocational identity development. Family process variables, including family relationships, involvement, support and advocacy, career aspirations, and intentional career-related activities worked in combination to form 5 patterns of family interaction labeled (a) advocates, (b) protectors, and (c) removed. Implications for practice and future research are discussed. N avigating the transition from school to the workforce often is a challenging process for adolescents and young adults with disabilities. Al-though much effort has been placed into career development and transition programs, the em-ployment rate for young adults with disabilities is still substantially below that of youth in the gen-eral population (Wagner, Newman, Cameto, Garza, & Levine, 2005). Over the last 15 years, many authors have focused on describing the role of school and community programs in better preparing youth with disabilities for positive postschool employment outcomes (Benz, Lind-strom, & Yovanoff, 2000; Phelps & Hanley-Maxwell, 1997). There are, however, relatively few studies that explore the role that families play in influencing career aspirations, providing ca-reer-related planning activities, and ultimately shaping postschool employment outcomes for young adults with disabilities. Families have a clear influence on the career development process for all youth, often having a greater impact than peers (Penick & Jepsen, 1992; Whiston & Keller, 2004). In their comprehensive
... For some, there was a lack of agreement between supports offered by educators and the students' expressed interests (Powers et al., 1999). Morningstar (1997), who conducted focus group discussions with students with disabilities (N=71), reported that although students were able to identify a variety of future careers, they had little knowledge of them. Half of the students participated in school-sponsored vocational training or work programs, and almost all students did participate in some type of employment. ...
... Hall et al., 2000;Grigal et al., 2001;Moon et al., 2001), literature on student and parent perspectives on transition (e.g. Benz et al., 2000;Hanley-Maxwell et al., 1995;Malian & Love, 1998;Morningstar, 1997) and best practices identified in the transition literature (e.g. community-based instruction, interagency collaboration, and inclusive opportunities). ...
... Furthermore, they had limited participation in the IEP process. Unfortunately, other students with disabilities have also reported similar experiences with limited choice and individualization (Malian & Love, 1998;Morningstar, 1997;Powers et al., 1999). ...
... The interviewers for this research study were all trained in techniques that are considered by researchers to be effective interview techniques (Lincoln & Guba, 1985;Morgan & Krueger, 1993) and that had been used in past qualitative research studies sponsored by the Beach Center on Families and Disability (Morningstar, 1997;Morningstar, 1995;Morningstar, Turnbull, & Turnbull, 1995). Our primary task was to collect rich and valid insights about transition planning for students supported by medical technology. ...
Transition planning for young adults with disabilities has been identified as a critical element if students are to successfully move from the safety-net of high school into adult life. Focusing on transition has become a priority for two disciplines: education and medicine. Yet, despite the importance these two fields have placed on it, few studies have addressed the transition planning issues specifically related to students with disabilities supported by medical technology. This research employed longitudinal interview techniques to gather information regarding the transition experiences of family members and students supported by medical technology. Three major themes emerged: (a) future expectations of students and parents; (b) implementation of transition planning; and (c) participation and involvement in transition planning. The unexpected factor of a student's level of cognitive impairment appeared to impact several of the findings. Overall, results of this study indicated that the majority of students supported by medical technology appeared to be receiving minimal planning during transition. The findings are discussed in terms of implications both for planning for the transition from school to adult life as well as the transition to adult health care systems.
