Experiential Learning for Students with Disabilities

-setting students up for job search success-

Leah Pasquesi and Ali Reimel

U.S. Bureau of Labor 2012 statistics 13.4% of people with disabilities unemployed vs. 8% of people

without disability unemployed Self-advocacy and strategic disclosure are key to experiential learning and

job success. Students with hidden disabilities are fastest growing population on college

campuses. Campuses need make adjustments and change their approach in order

to support this growth. Formal education and professional experience in working with this student

population is limited making it difficult to support influx.

Context

Counselors as advocates and success partners Team-based, collaborative support networks across campus offices and

departments Increased awareness and education for critical campus partners

On-going training opportunities Feedback model from students and campus partners Partnerships with outside agencies

Examples: employer partners, vocational rehabilitation professionals, non-profit agencies

What Works on Campuses

Split into groups of three. Build a program intended to prepare and support students with disabilities

as they prepare to join the workforce.

Questions to Consider: Who are some stakeholders? Who is involved in the program and to what capacity What resources are already available on campus? What additional resources might you need?

Build Your Own Program

Northeastern University is highlighted as a comprehensive and effective program for supporting students with disabilities in experiential learning and job attainment.

Lets take a look!

What are the aspects of NUs program that makes it so successful?

NuConnect

In order to utilize these programs, self-advocacy and disclosure are necessary.

Experience shows us that students who disclose attain accommodations and gain access to better experiential learning and job opportunities.

United States Labor Department video:

Disclosing a disability in the workplace: http://www.dol.gov/odep/wrp/Videos.htm

Thoughts? Reactions? What are the issues in encouraging self-disclosure in this way? How do we support students in making a disclosure choice?

Disclosure and Self-Advocacy

Cutway, L., Porter, V., & Mahoney, S. (2012, June). Strategies for Preparing a Well-Rounded and Self-Assured Job. Retreived from https://www.ahead.org/conf/2012%20CONFERENCE%20Handouts/CONCURRENT%20SESSIONS/Concurrent%20Block%202/2.5%20Preparing%20Job%20Seekers/2.5%20Strategies_for_Preparing_a_Well-Rounded_and_Self-Assured_Job-_AHEAD_6.15.12.pptx

Disclosing your disability [Video file}. Retrieved fromhttp://www.dol.gov/dol/media/webcast/20111206-wrp/20111206-wrp-7-disability-disclosure.htm

McCarthy, D. (2007). Teaching self-advocacy to students with disabilities. About Campus, 12(5), 10-16.

U.S Government Accountability Office. (2009, Oct). Higher education and disability education needs a coordinated approach to improve its assistance to schools in supporting students. Retrieved from http://www.gao.gov/new.items/d1033.pdf.

Vance, M.L., Lipsitz, N.E. & Parks, K. (2014). Beyond the Americans with Disabilities Act: Inclusive policy and practice for higher education. Washington, DC: NASPA.

References