Employment rates for people with disabilities have only slightly changed since the passage of WIOA. As possible reauthorization nears, it is necessary to reassess the provision and coordination of pre-employment transition services (Pre-ETS) to increase employment outcomes for students with disabilities.
OBJECTIVE:
This article identifies facilitators and barriers to Pre-ETS implementation and provides practical recommendations to align with the original intent of WIOA.
METHOD:
Researchers used independent samples t-tests to analyze 56 students’ pre and post-test quiz scores following Pre-ETS lessons. Researchers then employed qualitative thematic analysis of research artifacts collected during one phase of a three-year study to gather data on instructors’ experiences of facilitating Pre-ETS services.
RESULTS:
Results reveal higher student quiz scores reported with a small effect demonstrating increased student knowledge in job exploration (d = 0.312) and workplace readiness (d = 0.275). In addition, five qualitative themes emerged including silos, performative technology, career alienation, absenteeism, and instructional autonomy.
CONCLUSION:
Findings show increased student knowledge in job exploration and workplace readiness. The study also identifies 1) family engagement, interagency collaboration, and technology as possible barriers to Pre-ETS implementation while 2) instructor autonomy acted as a potential facilitator. Recommendations suggest personnel preparation and training of educators and VR professionals to support improved collaboration.
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