School-to-work transition for youth with severe physical disabilities: Stakeholder perspectives
Bibliographic record
Abstract
BACKGROUND: Multiple challenges await people with severe physical disability when they are preparing to enter the labour market at the end of the school period. OBJECTIVE: This study aims to better understand the multiple factors that influence the course of disabled youth transitioning into the workforce by gathering perceptions from stakeholders. Methods The study used a qualitative descriptive design with an interpretative description approach to analyze the experiences reported by six school staff, six parents, and three employers. RESULTS: Significant facilitators to the workforce transition were the active involvement of the school's staff in multiplying outreach activities between the various external partners. Significant obstacles include the level of help required to complete day-to-day activities at work and student lack of work experience. Government cutbacks were unanimously identified as the prominent obstacle. CONCLUSIONS: The results presented in this study indicate that a successful school to work transition program is dependent on many factors. These factors include the characteristics of the targeted population, the level of involvement from key stakeholders, the willingness of employers to hire this population, as well as program objectives deviating from paid employment. Further development opportunities have proven to be helpful, such as the development of a solid partnership and collaboration between all stakeholders.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.007 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.007 | 0.002 |
| Scholarly communication | 0.003 | 0.003 |
| Open science | 0.001 | 0.006 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".