Help Wanted: What Student Services Professionals Can Do to Help Post-Secondary Students and Recent Graduates with Disabilities Find Work
Notice bibliographique
Résumé
T he increasing number of students with disabilities in our colleges and universities has resulted in large numbers of students and recent graduates with disabilities looking for meaningful employment.To better understand this trend, the Adaptech Research Network and the Quebec Association for Equity and Inclusion in Post-Secondary Education (AQEIPS) teamed up to conduct a two-phase pilot study wherein we carried out structured conversations with 10 professionals involved with student employment and distributed questionnaires to 25 students and recent graduates with disabilities who were currently employed.The goal of this study was to provide information for college professionals regarding what can -and should -be done to assist students and recent graduates with disabilities in their search for employment.Professionals we talked with include leaders of community disability organizations and specialized employment counsellors, as well as to campus-based disability service providers, employment counsellors, and career counsellors.We asked them who in their institution helps potential graduates with and without disabilities find jobs, who they believe should be doing this, what they think that students with disabilities want when it comes to employment services, what potential barriers students with disabilities face when seeking employment, and what has helped them get jobs.Students and recent graduates included 11 recent junior/community college graduates (9 females, 2 males) and 14 university students and recent graduates (6 females, 6 males, 2 agender or transgender).Participants' self-identified disabilities included, in descending order of frequency, mental illness, attention deficit hyperactivity disorder, learning disability, autism spectrum disorder, mobility impairment, blindness/low vision, limitation in use of hands/arms, chronic health problems, neurological impairment, and hearing impairment.We asked students and recent graduates how they found out about their present job; what helped them get their job; how long it took them to find their job; and if, when, and how they disclosed their disability.We also asked them what they thought that post-secondary professionals could do to help students and recent graduates with disabilities find a job.Students and recent graduates indicated that the following, in descending order, helped students with disabilities find out about job opportunities:• contacts/networking • employment websites • already working in the field • internship/co-op/apprenticeship • volunteering • campus professionals (employment counsellor, disability service provider, etc.) • community employment services • specialized disability related employment services As for what helped students actually get their jobs, students and recent graduates indicated the following, in descending order: • job skills • resumé/curriculum vitae (CV) • contacts/networking • academic credentials • interview skills
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,004 | 0,012 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,007 | 0,002 |
| Communication savante | 0,006 | 0,007 |
| Science ouverte | 0,002 | 0,009 |
| Intégrité de la recherche | 0,006 | 0,005 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,068 | 0,016 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».