scholarly journals Assessing the Job Roles of School-to-Work Transition Coordinators for College Students with Disabilities in Japan

2020 ◽  
pp. 43-49
Author(s):  
Yukiko Goto ◽  
◽  
Jun Yaeda ◽  
Keyword(s):  
College Students ◽  
Students With Disabilities ◽  
School To Work ◽  
School To Work Transition ◽  
Job Roles ◽  
Work Transition ◽  
Transition Coordinators ◽  
College Students With Disabilities

Longitudinal Relationships Between Planned Happenstance Skills and Life Adjustment and the Moderating Role of Career Barriers

2016 ◽  
Vol 45 (3) ◽  
pp. 215-226 ◽  
Author(s):  
Boyoung Kim ◽  
So Rin Kim ◽  
Na Yeon Yang ◽  
Huk Yaung ◽  
Gyu Young Ha ◽  
...  
Keyword(s):  
College Students ◽  
Career Counseling ◽  
Empirical Support ◽  
School To Work ◽  
Career Barriers ◽  
School To Work Transition ◽  
Work Transition ◽  
Planned Happenstance ◽  
Korean College Students ◽  
Longitudinal Relationships

The purpose of the present study was to examine the longitudinal relationships between planned happenstance skills (PHS) and life adjustment and to examine whether this relationship was moderated by the degree of career barriers. The participants were 307 Korean college students going through a school-to-work transition. The results showed that PHS preceded and were positively associated with life adjustment. Additionally, the association between PHS and life adjustment differed by the levels of career barriers; individuals with greater PHS were more likely to adjust well in life even when they perceived high career barriers. The findings suggest empirical support for planned happenstance theory. Implications regarding career counseling interventions for college students in a school-to-work transition are discussed.

School-to-work transition services for students with disabilities in Malaysia: organisations' views on policy and practices

2012 ◽  
Vol 13 (4) ◽  
pp. 259-271 ◽  
Author(s):  
Melissa Ng Lee Yen Abdullah ◽  
See Ching Mey ◽  
Tan Kok Eng ◽  
Rosly Othman ◽  
Ahmad Fairuz Omar
Keyword(s):  
Students With Disabilities ◽  
Transition Services ◽  
School To Work ◽  
School To Work Transition ◽  
Work Transition

The Role of Computerized Personality Assessments in Students with Disabilities' School-to-Work Transition

2016 ◽  
pp. 1613-1628
Author(s):  
Mia R. Heikkila ◽  
Thomas G. Reio Jr.
Keyword(s):  
Students With Disabilities ◽  
School To Work ◽  
Personality Assessments ◽  
School To Work Transition ◽  
Employment Selection ◽  
Entry Level ◽  
Level Manager ◽  
Work Transition ◽  
Upper Level

The use of personality measures for pre-employment selection continues to be decidedly strong. Nationwide retailers have opted to administer these assessments increasingly via computer for prospective employees ranging from entry-level worker to upper-level manager positions. School-to-Work transition students with mental and physical disabilities are among the individuals completing these assessments. Nonetheless, the validity evidence supporting their use with this population remains unclear. Because school-to-work transition programs are designed to enhance students' work competence and ultimately employability, schools need to not only develop students' technical knowledge, but also prepare students to handle taking the personality assessments. This is explored in this chapter.

The Role of Computerized Personality Assessments in Students with Disabilities' School-to-Work Transition

2014 ◽  
pp. 67-81
Author(s):  
Mia R. Heikkila ◽  
Thomas G. Reio, Jr.
Keyword(s):  
Students With Disabilities ◽  
School To Work ◽  
Personality Assessments ◽  
School To Work Transition ◽  
Employment Selection ◽  
Entry Level ◽  
Level Manager ◽  
Work Transition ◽  
Upper Level

The use of personality measures for pre-employment selection continues to be decidedly strong. Nationwide retailers have opted to administer these assessments increasingly via computer for prospective employees ranging from entry-level worker to upper-level manager positions. School-to-Work transition students with mental and physical disabilities are among the individuals completing these assessments. Nonetheless, the validity evidence supporting their use with this population remains unclear. Because school-to-work transition programs are designed to enhance students' work competence and ultimately employability, schools need to not only develop students' technical knowledge, but also prepare students to handle taking the personality assessments. This is explored in this chapter.

College students with disabilities redefine activism: Self-advocacy, storytelling, and collective action.

2016 ◽  
Vol 9 (3) ◽  
pp. 245-260 ◽  
Author(s):  
Ezekiel W. Kimball ◽  
Adam Moore ◽  
Annemarie Vaccaro ◽  
Peter F. Troiano ◽  
Barbara M. Newman
Keyword(s):  
College Students ◽  
Collective Action ◽  
Students With Disabilities ◽  
Self Advocacy ◽  
College Students With Disabilities
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