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Supporting Students with Disabilities Transition from Higher Education to the Workforce

= = =Introduction = toc The transition from the post-secondary education systemto post-school life is an important transition for all students yet what we know about this transition time is rather limited (Finnie, 2004). Gerber (2002, as cited in Madaus, 2006, p.85) noted that “because adulthood and the world of work represents the longest and most complex stage of life, the transition to career is the most important one that people make in their lifetime.” However, literature related to the experiences and needs during this transition period for post-secondary students with disabilities is scarce, especially as it relates to how this experience can be enriched by services and supports at colleges and universities (Madaus, 2006).

The lack of knowledge and supports during this transition time is especially concerning considering the Council of Canadians with Disabilities (2011) reported that “regardless of the level of education obtained, people with disabilities are still about twice as likely to live on low incomes as people without disabilities” (para. 4). Human Resources and Skills Development Canada(2010) also highlighted that “the overall labour force participation rate for working-age adults with disabilities is 59.6% (1,379,325 people). In comparison, the participation rate for working-age adults without disabilities is 80.2% (15,163,250 people)” (Table I). Those who are participating in the labour force are also “more likely to be employed part-time” (National Educational Association of Disabled Students (NEADS),2012, p.33).

Table I: Labour force participation rates by age group and severity of disability for working-age adults, 2006 (%)

In view of these statistics, a successful transition for students with disabilities to post-school life is critical yet “we know very little about the experiences of graduates with disabilities as they make that transition” (Canadian Centre for Disability Studies, 2004, p. 1-3).

= Historical Perspective =

** “Transition ** simply defined, is "passage from one state to another." It is change. It is movement. Throughout life there are many transitions ~ the movement of young people with disabilities from school to the adult community is one of the most important transitions in their lives” (Pacer Center, 2012)

Planning and supporting the transition from the secondary sector to post-secondary education has been the focus of literature and support services for students with disabilities, in particular those with learning disabilities. This is due in part to studies that demonstrate students with disabilities face barriers to post-secondary participation, and therefore have a lower participation rate in colleges and universities compared to people without disabilities (Table II) (Canadian Centre on Disability Studies, 2004; Human Resources and Skills Development Canada, 2006; Newman, Wagner, Cameto, and Knokey, 2009). As well, the “legislative mandates implemented at the secondary level” have impacted the attention the secondary transition received (Korbel et al., 2011, p. 35).

Table II: (Human Resources and Skills Development Canada, 2006)

However, the participation rate of students with disabilities in post-secondary studies has increased significantly over the last two decades (Canadian Centre on Disability Studies, 2004). For example, the Ontario Ministry of Training, Colleges and Universities reported “in 2009-10, over 41,000 students were registered with Disabilities Offices at publicly funded colleges and universities in Ontario representing an increase of more than 11,000 students in five years – an increase of approximately 27**%** since 2004-05. . . Postsecondary students with disabilities now make up a larger percentage of the total student population than ever before, representing approximately 7% of postsecondary students” (Alcorn MacKay et al., 2010).

As we see participation rates increase “a focus on [students with disabilities] transition through college is imperative to improve retention and graduation outcomes that have a compelling relationship to subsequent wage-earning power” (U.S. Census Bureau, 2002 as cited in Korbel et al., 2011, p. 35). This is especially important as we are seeing an increase in the level of education required to compete in the labour market (Kirsch, Braun, Yamamoto, & Sum, 2007). So as students with disabilities have been supported to ensure they access postsecondary education, the provision of supports to facilitate and connect them to the workforce post-school is equally beneficial for their success at “achieving income security” (NEADS, 2012, p. 33). As Korbel et. al (2011) concluded just as planning the transition from high school to college or university is important, the transition from post-secondary to the workforce is equally important and requires planning.

= Building a Transition Model =

It is clear that planning the transition from postsecondary to the workforce needs the attention of researchers and post-secondary service providers. The goal of this site is therefore to build upon lessons learned from the employment outcomes of persons with disabilities, advice from post-secondary graduates with disabilities, and the high school transition process, to enhance the knowledge of post-secondary service providers, in particular Disability Service personnel, regarding what factors to consider when developing transition services for graduates with disabilities.

In planning transition supports, it is first essential to consider what factors graduates with disabilities in the workforce perceived supported their transition and satisfaction in the workplace (Madaus, Zhao, & Ruban, 2008). One longitudinal study examined “the experiences of university and college students with disabilities in Canada as they [made] the transition from post-secondary education to employment” (Canadian Centre on Disability Studies, 2004, p. viii). Graduates with disabilities in the study indicated the following factors which contributed to a successful transition:
 * “Having a post-secondary education
 * Personal qualities such as **self-determination**, perseverance and motivation,
 * Flexibility in the workplace and other **accommodation strategies**,
 * **Experience** gained from volunteer work and internships or work placements,
 * Experience living with a disability,
 * Strong **networking skills**, and
 * Support from family and **disability organizations**” ( Canadian Centre on Disability Studies, 2004, p. 3-1).

With this in mind, the following section focuses on recommended supports for students with disabilities as they transition to the workforce.

Recommended Supports for Transition Programming

 * 1) Adopting a systems of care framework
 * 2) Enhancing the effectiveness of college and university career services
 * 3) Addressing the psychosocial response to graduation
 * 4) Building capacity
 * 5) Linking to community disability specific career services
 * 6) Providing financial resources
 * 7) Providing accessible housing resources

**//"Collaboration is a way of thinking and relating, a philosophy,//** **//a paradigm shift,//** **//an attitude change. It requires a set//** **//of behaviors, beliefs, attitudes, and values.//****//The result is a sense//** **//of shared ownership, shared responsibility, shared success."//**-Bishop, K.K. (1993) //Family/Professional Collaboration for Children// //with Special Health////Needs and Their Families (Monograph),// //Burlington, Vermont: Department of Social Work,////University of Vermont, pg. 11-12.// //(Pacer Center, 2012)// Korbel et al., (2011) contended, “transitions begin well before matriculation and include strategies to assist students as they exit the collegiate environment. Therefore institutions must plan ahead for such transitions, **creating partnerships across the university that are intentional about collaborating to design meaningful programs**” (p.40). The most natural partnerships across colleges and universities to support student success occurs between the departments within Students Affairs, especially as these departments share core values which support student development and self-determination (Korbel et al., 2011). However, there is very little student affairs literature about how to develop collaborative programming and how to "use such arrangements to foster successful transitions for students with disabilities” (Korbel et al, 2011, p. 36).

Brinckerhoff et al. (2002) argued, “involving key constituencies [in transition planning]…is time consuming but will lead to priceless understanding and commitment” (p.500). Transition services and supports for students with disabilities may therefore be best achieved through the use of a “Systems of Care” philosophy and framework widely used in the social service community.


 * What is a "Systems of Care" Framework? **

A systems of care philosophy and framework:
 * Includes cross-departmental/agencies in one "coordinated network" for [post-secondary students with disabilities] (Child Welfare Information Gateway, 2008, p. 3)
 * "Is culturally and linguistically competent" (Child Welfare Information Gateway, 2008, p. 3)
 * Enables "agencies [and College and University Departments to] work strategically, in partnership [with students with disabilities] and other formal and informal supports, to address the [students] needs (Child Welfare Information Gateway, 2008, p. 4)
 * Requires the departments and agencies to "agree on common goals, values, and principles to guide their work, develop a shared infrastructure to coordinate efforts toward the common goals of safety, permanency, and well-being, within that infrastructure, work to ensure the availability of a high quality array of evidence-based and promising practices and supports” (Child Welfare Information Gateway, 2008, p. 4).

Since “transition plans are most effective when they are developed by many people working together” the cross-departmental/agency team may include, but is not limited to, the following team members: (Pacer Center, 2012)
 * Student (required)
 * Disability Services
 * Counselling
 * Academic Advisor
 * Career Advisor
 * Financial Aid Advisor
 * Other relevant support workers within or outside the university or college

Central to this team is the student. Involvement of community agencies on the team may be particularly helpful if there are waitlists for programs and services that the student needs to be aware of. For example, if the student requires attendant services at work this type of support often has a waitlist in the Toronto, Ontario, Canada area. Agency involvement may also support students if they are aging out of youth services for persons with disabilities which often occurs between the age of 18-22 and the student needs to be connected with adult services (National Collaborative on Workforce and Disability for Youth, 2009).

Korbel et al., (2011) also argued that “cooperation across campus functions such as counseling services, financial aid, housing, academic departments, student activities, study abroad, and career services is essential not only to ensure equal access to all programs and services, a legal mandate, but also to promote student development and preparation for employment. Such a collaborative model would also tap into areas of staff expertise, an important element given the array of supports that can benefit students. The transition services continuum provides a planning tool to initiate a collaborative and systemic approach to inclusive transition strategies” (p. 43).

In developing cross-departmental/agency collaborations, it is essential that the student is clear what information will be shared between team members and that written informed consent from the student is obtained. Korbel et al., (2011) highlighted that the student consent is not only a legal responsibility but also “an ideal example of the importance of self-determination that reinforces student engagement” (p.39).

As with the secondary sector Individual Education Plans (IEP) transition planning process, students at the post-secondary level will be invited to participate in transition planning. However, unlike the secondary sector, students can also register to participate and if a student does not want to participate the team will not meet and no transition planning will take place amongst team members without the student.

Where a student confirms their desire to participate in transition planning the team will clearly communicate to the student their role and responsibility in the process. Since the student is central to the process they will be expected to inform the team what their goals and aspirations are, as well as if they have fears and concerns about transitioning. While the student may meet with the team, one-to-one consultations with the student and team members may be warranted.

2. Enhancing the effectiveness of college and university career services
The Canadian Centre on Disability Studies (2004) indicated graduates with disabilities “described their perceptions and experiences with support services as they transitioned from school to work“ (p. 6-1). Most of the participants in this Canadian longitudinal study “did not find university services adequate in preparing them for the transition to work. As well, most participants expressed a certain level of frustration when attempting to access support through career and employment services. They felt that these services were essentially ineffective when it came to assisting persons with disabilities in making the transition to work “ (Canadian Centre on Disability Studies, 2004, p. 6-1).

One graduate with a disability stated, "I think that, at least in my experience, the universities and colleges are poorly equipped to provide assistance to persons with disabilities in the transitionfrom school to work. They’re not trained to deal specifically with disabilities, you know, to talk about disclosure, or to talk about if I disclose, when should I disclose... things that maybe would be important for people with disabilities...As far as the resume writing and that kind of stuff, it’s not really been an issue. I’ve gone to career services for that kind of stuff, but it’s when you get into the when do I disclose ... that I don’t feel that they’re a very good resource” (Canadian Centre for Disability Studies, 2004, 6-1).

Considering a significant amount of supports for the transition rests with the provision of supports and services through the college and university career services these findings are concerning. Enright et al. (1996) (as cited in Madaus, 2006) “suggested that career counselors should take a leadership role on campus and work to broaden their knowledge of students with disabilities” (p.91). It has also been recommended that Disability Services personnel work closely with the Career Centre personnel on building disability-related career knowledge and programming for students with disabilities (Brinckerhoff et al., 1993; NEADS, 2012). Disability-related career knowledge would need to include disclosure of disability and disability-related needs, human rights at work and workplace accommodations. The creation of cross-departmental/agency teams would facilitate partnerships and knowledge sharing about these topics between Disability Services and Career Centres which will benefit both students and personnel.

3. Addressing the psychosocial response to graduation
Levinson & Ohler (1998) argued, “transition is a bridge between the security and structure offered by the school and the opportunities and risks of adult life.” The role of Counselling Services on the cross-departmental/agency team may prove especially helpful to students as they emotionally prepare to leave the security of the college or university. It is difficult for many students without disabilities to graduate; however for students with disabilities who often take longer to complete a degree the structure and supports at school may be especially difficult to disengage from. The team should therefore "address concerns about disengagement before finalizing the disengagement,” [in this case graduation and withdrawal of university or college services] (National Case Management Network, 2009, p. 16).

4. Building capacity
Capacity is viewed in terms of the skills and training required in order for the goals and objectives set out by students with disabilities to be achieved and adapted. Madaus et al. (2008) stated that it is vital for students with learning disabilities to build their capacity through “effective and evidence-based transition skills” (p. 330). This could be applied across disability groups. Skill building would need to include self-efficacy and self-regulatory training (Madaus et al, 2008). As well as “time management, self-advocacy, [human rights legislation], self-disclosure in the workplace”, workplace accommodations and an understanding of the individuals strengths and challenges (Madaus, 2006, p.88). In order to build the students capacity it is important that the student explore their career options, undergo assessments for their strengths, interests, etc., build experience, and where possible connect with mentors with disabilities.

a. Career Exploration
Levinson & Ohler (1998) stated “several studies have suggested that learning disabled students demonstrate a slower rate of career maturity than do non-learning disabled students” (p. 64). As a result, students with learning disabilities, and most likely most students with disabilities, could benefit from transition programming which addresses targeted employment and career guidance including linking students interests and strengths to specific occupations, education required for selected occupations and accommodations that may be required (Levinson & Ohler, 1998). Table III illustrates the career exploration process all students can engage in to facilitate career planning and decision making.

Table III: Career Self-Management: making Career Decisions (York University, 2012)



Career exploration should also include educating students about flexible work arrangements such as part-time work and self-employment.

b. Assessment
Noonan, Morningstar, and Clark (2009) argued “developing a plan for assessing students during transition is a critical element of an effective transition process.” Students with disabilities who do not have a clear direction or understanding of their strengths can feel overwhelmed at the thought of making career related decisions so utilizing “good assessment tools can help the student keep this more manageable” (J.Madaus, personal communication, March 12, 2012).

It is recommended that students with disabilities be encouraged to work with their Career Centre to determine what assessment tool best fits their needs. Examples of assessment tools utilized by Career Services include: Online self-assessment Myers-Briggs Type Indicator (MBTI) Strong Interest Inventory Keirsey Temperament Sorter Jung Typology Test

c. Building Experience
Graduates with disabilities reported that building **experience** through volunteer work, internships and work placements was important for a successful transition to the workplace (Canadian Centre for Disability Studies, 2004; Madaus 2006). Many students with disabilities benefit from learning hands on. Actual work or volunteer experience allow students with disabilities to apply skills in real-life settings, affords them the opportunity to explore and identify their career goals while building their resume and reference list (Canadian Centre for Disability Studies, 2004; NEADS, 2012). The experience also allows students the opportunity to explore workplace accommodations.

However, students with disabilities are less likely to work while in college or university compared to students without disabilities ( McCloy & Sattler, 2010). A graduate with a disability stated, “that school was all that she could physically handle. She indicated that going to school and working at the same time was not physically possible for her given her disability. Although she was aware that work and volunteer experience were important for her to become successfully employed, she stated that she was not able to manage both at the same time. As a result, she felt that it was hard for her to secure employment upon graduation” ( Canadian Centre on Disability Studies, 2004, p.5-13). This statement is consistent with what many students over the years have expressed to AccessAbility Services at the University of Toronto Scarborough.

Another graduate with a disability suggested early intervention “ to students with disabilities when they get to the latter year of their undergrad, or closer, when they’re in graduate school. They’re not getting them to come in and start thinking about careers. Theory is not enough. There’s got to be someone talking to students, encouraging them to, if they had to, take one course” or less “to get the experience they need, or volunteer or something. They really need to start **getting students thinking about working at least two hours a week** or something, because we’re so busy struggling to try to make it through university or college [and get] accommodations, we’re not thinking about the end thing. I knew that if I didn’t volunteer, or if I didn’t have an end goal to accomplish…I wasn’t going to get a job” (Canadian Centre on Disability Studies, 2004, p. 6-2). The suggestion to encourage students with disabilities to participate in work or volunteering, even if only a couple of hours a week is a good one. It is best to have experience on the resume than none at all.

d. Mentorship
The development of mentorship programs where students with disabilities can connect with alumni or mentors, in particular those with disabilities, can contribute to a successful transition (Madaus, 2006; NEADS, 2012). The Canadian Centre on Disability Studies (2004) study also found that graduates with disabilities felt that having social networks was a factor in a successful transition noting the usefulness of linking with “potential work colleagues and peers to foster employment or self-employment” (p. 3-8). Disability Service personnel are therefore encouraged to consider developing a database of graduates who may be interested in becoming a mentor and working with the Career Centre on establishing a mentoring program, if one has not already been established. The Career Centre may also consider bringing in guest speakers with disabilities who can speak to transitioning, workplace disclosure and accommodations. An example of this can be found at York University, Toronto, Ontario, Canada where they held an "Industry Insight Panel" which included alumni with disabilities who spoke about their experiences in the workplace.

5. Linking to community disability specific career services
While there are community career services targeted to graduates with disabilities they have been criticized by students for not providing services geared towards those with “higher level skills” (Canadian Centre on Disability Studies, 2004, 6-10). Furthermore, students with disabilities at the University of Toronto Scarborough have reported that many internships for graduates with disabilities are found in the financial sector. This may be because the banks in the region have a reputation for being equal opportunity employers and actively recruit persons with disabilities. Consequently, students in social service fields find there are a lack of supports and opportunities available to them through community career services. With that said, it is still important to inform students with disabilities about available community career resources (NEADS, 2012). Disability Services personnel can encourage Career Centre’s to connect with Community Disability-Specific Career Services, bringing them in to present on their services. This has been helpful at the University of Toronto Scarborough where students were reluctant to connect with community resources until they were introduced through a workshop organized by the Academic Advising & Career Centre.

6. Providing Financial Resources
Almost all students experience debt and financial security concerns upon graduation but these stresses “are compounded for those with disabilities who face additional disability-related costs” (Canadian Centre on Disability Studies, 2004). NEADS (2011) highlighted that “it can also take longer for a disabled student to complete an academic program because of a disability. Such extra time to complete their studies may lead to increased disability-related costs. Taken together, these lines of evidence suggest that students with disabilities incur the highest expenses and debt associated with attending post-secondary education in Canada of any student group” (para. 2).

The team, in particular the Financial Aid Advisor, Disability Service Provider and External Community Disability Associations will be key to provide guidance to the student on financial issues and refer to community resources. This need is emphasized by the Canadian Centre for Disability Studies (2004) findings that many graduates with disabilities stated they were unaware of community and government funding programs to support persons with disabilities after graduation. It is essential that graduates with disabilities be informed about the need to explore funding to offset the cost of their medical, housing and adaptive equipment needs, especially if they have been reliant on funding targeted at students (e.g., the Ontario Student Assistance Program which provides grants, loans and bursaries for tuition, books and living expense).

Students who have also been reliant on the student health plans offered through the college or university must make plans to transfer their health plan to an external community provider. Planning is especially important to ensure that there is no interruption in funding if a student has high prescription drug costs. It will therefore be important to inform students about the need to explore health plans to offset the costs of their health care needs such as the Ontario Drug Benefit: Trillium Drug Program provided through the Ministry of Health & Long Term Care.

7. Providing accessible housing resources
Toran (2000) argued “accessible housing is especially important as people with disabilities work to become independent, productive members of their communities. . .The availability of appropriate housing for all members of our society is a goal yet to be achieved, but the lack of accessible housing options potentially has grave implications for people with disabilities.” The Canada Housing and Mortgage Corporation (2001) found that “18% of persons aged 15 years and older with a mobility/agility disability live in a household [where their basic needs are not met due to insufficient income to access appropriate housing with needed accessibility features], about twice the incidence of people without disabilities (9%)."

Students with mobility disabilities living in on-campus accessible housing may therefore find the transition to community housing particularly difficult. Students with disabilities at the University of Toronto Scarborough over the years have reported that they found it challenging to find accessible housing in the community. Some students needed to move back home, away from their social networks, because they could not find appropriate housing. The team may be able to direct students with disabilities early to look at housing options and to put their names on accessible housing waitlists earlier than their final year of studies. Students may also be informed of government funding programs available to create accessible living spaces such as the Residential Rehabilitation Assistance Program for Persons with Disabilities (RRAP – Disabilities).

Some institutions, through Student Housing Services, offer off-campus services. Personnel from housing services may be recruited to the team to assist the student find appropriate off-campus housing. Furthermore, the Disability Services office can also encourage Housing Services to ask Landlords/Advertisers to include on listings what accessible features are available.

= Conclusion =

Post-secondary Disability service providers have done a great deal of work supporting in-coming students with disabilities through targeted transition programs and there is now data demonstrating how essential supporting transitions is to students with disabilities. The logical next step is to focus on the transition from post-secondary to the world of work. Though further research is required in order to determine exactly what form this should take it is certain that our limited feedback from graduates with disabilities and the experience with the secondary to post secondary transition can offer a solid start in determining what works. The Canadian C entre on Disability Studies (2004) suggested further “ longitudinal studies of student transitions and following with them through work for several years” and Madaus et al. (2008) noted that more research is required “ related to employment outcomes and the variables that contribute to a successful transition” (p. 331)

Madaus (2006) also highlighted that “it is notable that the transition of students into the workplace is not included in the [|AHEAD_Professional_Standards.doc] of the Association on Higher Education and Disability (AHEAD) or the [|AHEAD Program Standards and Performance Indicators.doc](AHEAD, 2004).” One could now argue that the AHEAD Professional and Program Standards need to be re-evaluated. With the current data available on the transition from post-secondary to the workforce, and the rising participation rate of students with disabilities in colleges and universities, it is clear that Disability Services need to play a role now, more than ever before in transition planning. As many Disability Services are already providing transition programming to incoming students it is a natural progression to provide these same students supports as they exit the institution. The creation of supports, including cross-departmental/agency teams, will support disability services offices advocate for enhanced services and supports for students with disabilities to the world of work.

= Resources =

Ontario Human Rights Commission (OHRC): OHRC Policy and guidelines on disability and the duty to accommodate Human Rights at Work 2008 – Third Edition
 * Legal**

Canadian Human Rights Commission: Canadian Human Rights Act Canadian Human Rights Commission – Preventing discrimination

AccessCAREERS University of Washington, DO-IT When and How to Disclose
 * Career Preparation and Disclosure**

Employment Connections: A Transition School Kit for Youth with Disabilities Employment Workshops Employment Job Search Videos (includes videos on self-disclosure, interview skiils, networking, transition from school to work) Becoming a Self-Advocate
 * Resources Created by the Canadian National Educational Association of Disabled Students:**

Canadian Council on Rehabilitation and Work: Job Accommodation Service Job Accommodation Network
 * Workplace Accommodations**

Canadian National Occupational Classification (NOC) United States Occupational Outlook Handbook
 * Career Exploration**

Why Participate in Work-Based Learning - AccessCAREERS Building experience Career Compass Certificate Extern Job Shadowing Program Volunteering Internships
 * Work-Based Learning**

What is Networking and how do students with disabilities use it for career preparation? University of Toronto Scarborough Alumni Profiles & Information Interview Contacts University of Toronto Scarborough Partners in Leadership alumni mentorship program Exploring my options: Connecting with People in the Field
 * Mentorship and Networking**

Ontario Drug Benefit: Trillium Drug Program provided through the Ministry of Health & Long Term Care Ontario Disability Support Program - Drug Benefits Assistive Devices Program Employment Insurance Sick Benefits Opportunities Fund for Persons with Disabilities Medical and Disability Related Information 2011 - Canada Revenue Agency
 * Financial**

Disability Organizations - Housing Residential Rehabilitation Assistance Program for Persons with Disabilities (RRAP - Disabilities) Canadian Mental Health Association Housing Services
 * Housing**

Centre for Independent Living
 * Attendant Care**

Ability Edge Workink Link up Canadian Council on Rehabilitation and Work Ontario Disability Support Program: Employment Supports
 * Community Career Services for Persons with Disabilities**

Canadian Hearing Society Employment Services Canadian National Institute for the Blind Employment Services Canadian Mental Health Association Employment Services March of Dimes Employment Services Epilepsy Toronto Employment Services
 * Disability Specific Community Employment Services**

Employment Services for Graduating Students and Recent Graduates
 * University of Toronto Scarborough Career Services**

=** References **=

Alcorn MacKay, S., Doyle, T., Cousens, J., Myhal, T., Xu, Z., & Pedel, T. (2010) Navigating Transitions: Transition to Post-Secondary for Students with Disabilities. [PowerPoint]. Ontario School Counsellors’ Association (OSCA) Conference.

Brinckerhoff, L. C., McGuire, J. M., & Shaw, S. F. (Eds.). (2002). Postsecondary Education and Transition for students with learning disabilities (2nd ed.). Austin, TX: Pro-Ed.

Canada Housing and Mortgage Corporation. (2001). 2001 Participation and Activity Limitation Survey: Issue 1 — Profile of the Housing Conditions of Canadians Aged 15 Years and Older With a Mobility and/or an Agility Disability. Government of Canada. Retrieved from @https://www03.cmhc-schl.gc.ca/catalog/productDetail.cfm?cat=150&itm=20&lang=en&fr=1334513573778.

Canadian Centre on Disability Studies. (2004). Students with Disabilities: Transitions from Post-Secondary Education to Work Phase Two Report. //Canadian Centre on Disability Studies//. Retrieved from @http://disabilitystudies.ca/research-areas/.

Child Welfare Information Gateway. (2008). Systems of Care. //U.S. Department of Health and Human Services.// Retrieved from @http://www.childwelfare.gov/pubs/soc/

Council of Canadians with Disabilities. (2011). Trying to ‘Make the Grade’: Education, Work-Related Training. Retrieved from @http://www.ccdonline.ca/en/socialpolicy/poverty-citizenship/demographic-profile/trying-to-make-the-grade.

Finnie, R. (2004). The School-to-Work Transition of Canadian Post-secondary Graduates: A dynamic analysis. //Journal of Higher Education Policy and Management//, v. 26, no. 1.

Human Resources and Skills Development Canada. (2006). Disability in Canada: A 2006 Profile: Disability Facts about Education. //Office for Disability Issues, Government of Canada//. Retrieved from @http://www.hrsdc.gc.ca/eng/disability_issues/reports/disability_profile/2011/fact_sheet/education.shtml.

Human Resources and Skills Development Canada. (2010). 2010 Federal Disability Report: The Government of Canada’s Annual Report on Disability Issues. //Office for Disability Issues, Government of Canada.// Retrieved from http://www.hrsdc.gc.ca/eng/disability_issues/reports/fdr/2010/page10.shtml#a2.

Kirsch, I., Braun, H., Yamamoto, K., & Sum, A. (2007). America’s Perfect Storm: Three Forces Changing our Nation’s Future. [Video File and Report]. Princeton, NJ: ETS. Retrieved from @http://www.ets.org/perfect_storm.

Korbel, D. M., McGuire, J. M., Banerjee, M. and Saunders, S. A. (2011). Transition strategies to ensure active student engagement. //New Directions for Student Services//, 2011: 35–46. doi: 10.1002/ss.393.

Levinson, E. M., & Ohler, D. L. (1998). Transition From High School to College for Students with Learning Disabilities: Needs, Assessment, and Services. //High School Journal//, //82// (1), 62.

Madaus, J. (2006). Improving the Transition to Career for College Students with Learning Disabilities: Suggestions from Graduates. //Journal of Postsecondary Education and Disability//, v. 19, n.1.

Madaus, J., Zhao, J., & Ruan, L. (2008). Employment Satisfaction of University Graduates With Learning Disabilities. //Remedial and Special Education//, v 29, n. 6.

McCloy, U., & Sattler, P. (2010). From Postsecondary Application to the Labour Market: the Pathways of Under-represented Groups. Toronto: Higher Education Quality Council of Ontario. Retrieved from @http://heqco.ca/en-CA/Research/Research%20Publications/Pages/Summary.aspx?link=07&title=From%20Postsecondary%20Application%20to%20the%20Labour%20Market.

National Case Management Network. (2009). Canadian Standards of Case Management Practice. Retrieved from @http://www.ncmn.ca/Default.aspx?pageId=1256620.

National Collaborative on Workforce and Disability for Youth. (2009). Successful Transition Models for Youth with Mental Health Needs: A Guide for Workforce Professionals. Issue 29. Retrieved from @http://www.ncwd-youth.info/information-brief-23.

National Educational Association of Disabled Students (NEADS). (2011). DisabilityAwards.ca. Retrieved from @http://www.disabilityawards.ca/about.php?lang=EN.

National Educational Association of Disabled Students (NEADS). (2012). Enhancing Accessibility in Post-Secondary Education Institutions: A Guide for Disability Service Providers. Retrieved from @http://www.neads.ca/en/norc/eag/.

Newman, L., Wagner, M., Cameto, R., and Knokey, A.-M. (2009). The Post-High School Outcomes of Youth With Disabilities up to 4 Years After High School. A Report From the National Longitudinal Transition Study-2 (NLTS2) (NCSER 2009-3017). Menlo Park, CA: SRI International. Retrieved from @http://www.nlts2.org/reports/2009_04/index.html.

Noonan, P., Morningstar, M., and Clark, G. (2009). Transition Assessment: The Big Picture. University of Kansas, Department of Special Education, Transition Coalition. Retrieved from @http://transitioncoalition.org/transition/module.php?moduleId=3&pageId=170.

Pacer Center. (2012). Interagency Collaboration and Transition. Retrieved from @http://www.pacer.org/tatra/resources/inter.asp.

Pires, S. (2002). Building systems of care: A primer. Washington, D.C.: Human Service Collaborative. Retrieved from @http://gucchd.georgetown.edu/72377.html.

Toran, K. (2000). Accessible Housing Database and Manual. World Institute on Disability. Retrieved from @http://www.wid.org/publications/accessible-housing-database-and-manual.

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© Tina Doyle 2012