Enhancing Post-Secondary Outcomes for Students with Emotional and Behavioral Disabilities

Emotional Disability and Behavioral Disorders do not only affect a student within the school setting, they can affect the student with having career success post-high school. Huber and Swank (2013) state,

“The National Longitudinal Transition Study-2 (NLTS2) was designed to examine the post-high school experiences of individuals with disabilities. Wagner, Newman, Cameto, Levine, and Garza (2006) reported that students within the emotional disturbances category had the lowest (56%) school completion rate, except for individuals within the categories of intellectual disabilities and multiple disabilities. Additionally, approximately 60% of individuals within the emotional disturbances category were employed at some point; however, only about half (30%) were employed after two years.”

By law, schools are required to provide transition services as part of a student’s IEP. However, students who receive vocational rehabilitation are typically students who have more “extreme” disabilities, such as Intellectual Disability or Down Syndrome. “Employment preparation and life skills development are especially important for students with EBD because, in addition to experiencing multiple obstacles in transitioning to adulthood, these individuals may not meet eligibility requirements for vocational rehabilitation following graduation; therefore, students with EBD may lack the needed support and experience to be successful in seeking employment” (Huber & Swank, 2013).

When most think about vocational training, they think about the soft skills and technical skills a student needs to possess to obtain a completive employment position. However, I believe the EBD population is, at often times, overlooked. This is due to the fact that most of these students are physically and cognitively capable of obtaining an entry-level job. They do not have physical limitations due to their disability, and they do not have a learning disability that adversely affects their ability to read and follow directions, or count money. However, “students with EDB may benefit from services designed to foster self-determination, a crucial skill in transition to adulthood. Self-determination includes the ability to identify strengths are interests, advocate for oneself (connected to the ability to interact with others [i.e., social skills]), set goals, and evaluation progress in achieving goals. Therefore, a comprehensive transition program for students with EBD would encompass the development of job skills, self-determination, and social and life skills” (Huber & Swank, 2013).

 

            In order to address these gaps, a program was developed to meet the transition needs to students with EBD. The goals of the program were to assist students with learning about job skills, have students receive vocational education, improve the student’s social skills, imbed self-determination, and improve life skills (Huber & Swank, 2013). Huber & Swank wrote,

“The four program initiatives include (a) a school vegetable garden, (b) a raised worm bed, (c) sewing for success, and (d) community collaboration. The program is grounded within two established transitional models discussed by Rutkowski, Daston, VanKuiken, and Riehle (2006). Both models emphasize hands-on experience in developing job skills. The first three program components use the adapted career and technical model framework, which provides both a simulated and real worksite model. This model provides students with the opportunity to develop job skills and obtain work experience, while having the direct support of school personnel. The fourth program component is grounded within the work-study model. Within this framework, students receive instruction in the school and then enter the community to obtain work experience. The program encompasses both models to allow students to transition from the adapted career and technical model to the work-study model after they have developed the skills and experience to help them be successful in community employment.”

            Overall, the program proved to show that students with EBD who participated in the program had more success transitioning into adulthood. I found this article very interesting, because at the school I work at, we have programs in place, however, EBD students are not typically a part of them. It is very important for these students to learn these employment related skills so they can have post-secondary success. With guidance revolving around job skills at the high school level, EBD students will be more prepared for situations that may arise at a competitive employment position, and will better be able to handle them through self-awareness, soft-skill knowledge, and technical ability.

 

 

Reference

Swank, J. M., & Huber, P. (2013). Employment preparation and life skill development initiatives for high school students with Emotional and Behavioral Disabilities. Professional Counselor, 3(2), 73-81.