Policy and evidence review on work transition interventions and work disruptions of post- secondary student graduates with disabilities: Insights for social and education policy
Bibliographic record
Abstract
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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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 | 0.032 | 0.120 |
| Meta-epidemiology (narrow) | 0.002 | 0.001 |
| Meta-epidemiology (broad) | 0.007 | 0.007 |
| Bibliometrics | 0.015 | 0.015 |
| Science and technology studies | 0.002 | 0.002 |
| Scholarly communication | 0.008 | 0.006 |
| Open science | 0.004 | 0.004 |
| Research integrity | 0.007 | 0.006 |
| Insufficient payload (model declined to judge) | 0.015 | 0.002 |
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".