Policy and evidence review on work transition interventions and work disruptions of post- secondary student graduates with disabilities: Insights for social and education policy
Notice bibliographique
Résumé
Statement of purpose: Despite completion of higher education, students with disabilities experience persistent underemployment, unemployment and delayed entry into work. Specifically, they experience long periods of work disengagement, lack of participation in valued or meaningful work, and loss of confidence in skills due to delays in finding work; all of which contribute to decreased self-worth, health, and wellbeing. These consequences underscore new areas of concern by governments and employers and the need to find new ways that policy and practices can minimize work occupation disruptions for youth. In 2013 Urbanowski and colleagues suggested that to promote work sustainability or mobility in times of economic challenge and globalization there is a need for social policy informed by concepts from occupational injustice, occupational salience, and the examination of the occupational ecosystem. Thus, the first aim of this review was to synthesize knowledge of work transitions interventions that support safe and effective entry into work, as well as work retention in the labour market for post-secondary student graduates. The second aim was to identify implications for informing policy and research. Methods: Arskey and O’Malley’s scoping review methodology (Arskey and O’Malley 2005) was used to search and synthesize data from evidence and policy databases (EMBASE, CINAL, SCOPUS, Pub Med, Canadian Public Policy Collection, Canadian Research Index, ERIC, Sociological Abstracts, PsychINFO/INFORM, Index to Foreign Legal periodicals, Proquest). DistillerSR and Excel supported document selection and management. Results: N=30 documents met the selection criteria. Synthesis of extracted data from 23 empirical studies and 7 grey literature documents and 20 websites identified that coordination of an array of targeted interventions will improve employment outcomes. The existence of policies or legislation to support employment equity or human rights are associated with less disruptions and easier entry into employment. Intervention components with promise include work experiences such as job placements and internships; labour market skills training; accommodation awareness and support; self-awareness and disclosure training; and mentorship.\nImplications: The current occupational ecosystem of employment resources and accommodation policies in the literature related to post- secondary graduates with disabilities is focused on becoming employed and on foundational skills. There is little attention on career supports after graduation or on global citizenship skills to support work sustainability or mobility in times of precarious employment. This presentation identifies key steps that are needed to open a social policy dialogue in higher education and employment supports and a research agenda to support improved work transitions and work sustainability for post-secondary graduates with disabilities.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,002 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
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 tête enseignante, 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 ».