Help Wanted: What Student Services Professionals Can Do to Help Post-Secondary Students and Recent Graduates with Disabilities Find Work
Bibliographic record
Abstract
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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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 | 0.004 | 0.012 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.007 | 0.002 |
| Scholarly communication | 0.006 | 0.007 |
| Open science | 0.002 | 0.009 |
| Research integrity | 0.006 | 0.005 |
| Insufficient payload (model declined to judge) | 0.068 | 0.016 |
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".