This is the final installment of the Inclusive Community College Career Pathways blog series. Read the previous blogs here.
Systems of Support that Work Together
Colleges can collaborate with disability services, career services and community rehabilitation professionals to create customized supports that help students with disabilities find employment after finishing school. These supports include self-advocacy instruction, mentorship opportunities and tailored training and assistance. Together, customized supports help students develop skills to direct their own careers.
Continue reading “Inclusive Community College Career Pathways: Career Services”
This is the fifth of six installments in the series, “Inclusive Community College Career Pathways.” It discusses how the U.S. Department of Labor Pathways to Careers demonstration grants developed and provided work-based learning (WBL) experiences to prepare students with disabilities to join the workforce.
Continue reading “Inclusive Community College Career Pathways: Work-Based Learning”
This is the fourth of six installments in the series, “Inclusive Community College Career Pathways.” The last blog discussed the use of Universal Design for Learning (UDL) principles to make instructional content more accessible to students with disabilities.
In adapting to the COVID-19 pandemic, educational institutions have had to think critically about how to meet the unique and complex needs of students with disabilities. This means providing existing services, including accommodations and academic supports, and addressing additional challenges caused by the pandemic, such as technology access and mental distress.
Continue reading “Inclusive Community College Career Pathways: COVID-19”
This is the third of six installments in the series, “Inclusive Community College Career Pathways.” Our previous blog discusses strategies for increasing the accessibility of community colleges through college preparation programs and campus improvements.
Students learn in a variety of ways. Universal Design for Learning (UDL) is an educational framework that acknowledges and embraces this diversity and “guides the design of learning goals, materials, methods and assessments…with the diversity of learners in mind.” For example, a presentation that includes spoken, written, graphic and hands-on components aligns with UDL principles and allows students with a range of learning styles to engage with the material.
Continue reading “Inclusive Community College Career Pathways: Universal Design for Learning”
This is the second of six installments in this series. Read the previous blog here. The next blog will discuss Universal Design for Learning.
How can students with disabilities better access a community college education? This is a question that Onondaga Community College and Pellissippi State Community College sought to address as part of their demonstration model grants from the U.S. Department of Labor. While accessibility can take many forms, the projects approached the issue from two key angles: (1) providing college “bridge” programs to prepare students with disabilities for success in community college, and (2) conducting audits and renovations to improve campus accessibility.
Continue reading “Inclusive Community College Career Pathways: Access”
Community college can be a path to employment
Preparing individuals with disabilities for the workforce helps states advance their disability employment goals. Community colleges play a critical role in connecting individuals with disabilities to in-demand careers. In 2017, 24.3% of people with disabilities who had completed some college (including earning an associate’s degree) were employed, compared to 16.7% of people with disabilities who had only a high school diploma.
Continue reading “Blog Series: Inclusive Community College Career Pathways”
The Center for Advancing Policy on Employment for Youth (CAPE-Youth)—which is managed by CSG under a cooperative agreement with the U.S. Department of Labor’s Office of Disability Employment Policy—seeks to improve employment outcomes for youth and young adults with disabilities by helping states build capacity in their youth service delivery and workforce systems. As part of this, we also showcase the promise of young leaders whose efforts are already helping build a more inclusive future workforce.
Continue reading “Let’s Work! California: Our Stories, Our Voices”
By Elise Gurney
Governments and school districts across the country are determining how to effectively adapt to COVID-19 and mitigate its effects on student learning and well-being. In particular, they are determining how to design and implement distance learning that meets the needs of all students, including traditionally underserved students who are facing even greater obstacles to learning amid COVID-19. This includes working to provide students with the resources they need to engage in remote learning; supporting teachers in their remote instruction; and addressing the additional social and emotional challenges students may face as a result of the pandemic. While these efforts require engagement and coordination across a range of stakeholders, there are particular areas that benefit most from coordinated state government action, as opposed to piecemeal local initiatives.
Continue reading “New Educational Framework Identifies Key Areas for State Policymaker Attention”
by Dean Farmer
The COVID-19 pandemic has caused a massive increase in unemployment throughout the United States. Youth with disabilities transitioning into the workforce were especially impacted by the economic downturn brought about by the COVID-19 pandemic. In fact, the unemployment rate among youth with disabilities ages 16-19 reached 31.2% in July, compared to the 18.8% July unemployment rate of all youth ages 16-19, according to the U.S. Department of Labor’s Office of Disability Employment Policy.
Continue reading “Employing Youth with Disabilities: The Illinois COVID-19 Summer Youth Employment Program (C-SYEP)”