A Portrait of Paid Employment Pathways for High School Students with Extensive Support Needs

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.