Perspectives on the implementation of pre-ETS services: Identification of barriers and facilitators to early career planning for youth with disabilities

Abstract

BACKGROUND: There are differences between and within states in the delivery of Pre-Employment Transition Services (Pre-ETS) for students with significant disabilities early in their career planning process. This complicates the delivery of services for these youth with disabilities (YWD) and leaves gaps in communication between families, educators, and vocational rehabilitation (VR) counselors. OBJECTIVE: To identify facilitators and barriers in the implementation of Pre-ETS to students with significant disabilities ages 14–16. Additionally, to gather data from rural, urban, and suburban areas spanning across two states to analyze the similarities and differences between these states. METHODS: Researchers from Virginia and Kentucky conducted semi-structured interviews with 56 participants representing VR counselors providing Pre-ETS, educators, and families. RESULTS: A majority of respondents stated that starting Pre-ETS with 14–16 year-olds provided numerous benefits. In both Virginia and Kentucky, educators and VR counselors expressed the need for more resources, particularly ongoing training for providing Pre-ETS to younger students in the transition process. Families recommended making activities meaningful and engaging by increasing job exploration and workplace readiness experiences. CONCLUSION: The results of the study provide insight on the implementation of Pre-ETS activities in local communities across two states. Implications are discussed for providing Pre-ETS to students with significant disabilities early in their career planning process.