The employment rate for individuals with disabilities has historically been low in the United States. Research shows that employment rates for transition age youths (16-24) with disabilities fall behind those individuals without a disability. Efforts have been made to improve these outcomes and enhance diversity and inclusion with the passing of various key legislations such as Section 504 of the Rehabilitation Act (1973), which later led way to the Americans with Disabilities Act (1990) and the Individuals with Disabilities Education Act (1997; 2004) respectively. Despite these efforts, individuals with disabilities continue to face significant barriers to finding and maintaining employment. These barriers can include discrimination, lack of accessible workplaces, limited opportunities for skill development and advancement, and social misconceptions about their abilities. 

The U.S. Office of Disability and Employment Policy (ODEP) recently reported that the employment rate for individuals with disabilities was 36.6%, which was significantly lower than the 75.1% employment rate for non-disabled individuals. The recent finding illustrates a slight decrease from the previous year’s rate of 37.2%, indicating a nearly 1% decline over a twelve-month period. Further analysis by the U.S. Department of Labor shows that eighteen states have exceeded the national average, with at least 40% employment among individuals with disabilities. The remaining thirty-two states fell below this threshold, with Florida notably below the national average at 34%.

A similar survey conducted in 2004 by the National Organization on Disability found that only 35% of people with disabilities reported being employed full or part time, compared to the 78% of those who do not have a disability. These reports further illustrate that the lack of employment outcome is a long-standing problem.

The issue at hand is the fact that little change has occurred despite the legislative efforts being made in the United States. I acknowledge that there is no straightforward solution to the overarching issue of low employment rates among individuals with disabilities. Given the lack of improvement in the employment rate, I look to address how local stakeholders such as school districts and businesses can actively contribute to improving the employment rate for the entire community they serve.

The Promise of School-Community Partnership

Research demonstrates that supporting students in community-based work experience prior to graduation significantly increases their odds of post-high school employment. The success of the community-based transition program (CBTPs) partly depends on the availability of local employers who are willing to partner with schools as a context work-based learning. Best practices for transition education emphasize the importance of cultivating a strong partnership with employers, but little research is available to guide transition educators in developing and maintaining partnerships in ways that benefit students with disabilities. Compounding the lack of understanding from educators on developing a community partnership are some additional roadblocks that include liability concerns, student skillsets not aligning with business needs, and difficulty accommodating many student workers.

Community Asset Mapping

To determine the appropriate solution on how to improve the employment outcome, an assessment of the community needs and priorities should be considered first and foremost. The role of the community can be an influential factor on the employment rate outcomes of students with disabilities. Studies have shown that supported employees who participated in community-based transition, kept their jobs significantly longer. Because of the variances between the communities, the geographical location and available resources can certainly play a vital role in the success of the programs implemented.

Job Matching

Regardless of the differences between communities, job matching is a strategy that can easily be implemented through locally hosted job fairs at the school site or a community center. These events can offer students, parents, and other stakeholders an opportunity to explore available job openings and gather relevant information about the businesses that serve in their community. Research suggests that employers should conduct a “reverse job fair” where they would engage directly with potential employees with disabilities. This method allows the employers to better understand the unique skills and strengths of individuals, facilitating a more informed assessment on how they best can fit within the company. I would also emphasize that during these community engagement events, it is imperative to encourage parental involvement in the process. Parents who are informed about the available options for their child can significantly streamline the employment process and facilitate the transition into the community.

Agency Partnership with Schools

Local community agencies along with business organizations like the Chamber of Commerce are also encouraged to create a partnership directly with area schools. Hosting in-house career days in collaboration with the schools not only allows students to interact with individuals of different professions, but also affords them the opportunity to discover new career paths previously unknown to them. While engaging with the schools, the inclusion of “mock interviews” can serve as an effective strategy to implement as well when building relationships with students with a disability. This will allow the prospective employer a “hands on” approach with students while reinforcing pertinent job skills training being taught in the classroom.

Illustrating these strategies in action can best be seen with the exemplar model created by the Miami-Dade County Public Schools Transition Office. The transition program consists of several strands or areas that focused on skills that best suited the student needs. For example, “Project Bridge” incorporates marine science, boating, and aquatic programs which exposes students to industries that are unique to Miami. The programs, Project “Victory” and “Search” have connected surrounding businesses and government offices with schools to provide students with on-the-job training and skill development. Local businesses like Publix Supermarket, Zoo Miami, and Boeing; along with government entities like the City of Miami and Coral Gables are some of the available options for work training and opportunities for students. With the collaboration of the cooperating schools, students with disabilities can be afforded the opportunity to obtain work experience to help prepare for their future after graduation.

While I do certainly understand that this is not a comprehensive approach to solving the overarching issue of low employment rates among individuals with disabilities, these practices can raise awareness and facilitate steps to improve the employment outcomes. The inclusion of these asset-based approaches can certainly open collaborative opportunities and can be an effective way to integrate the strengths of the surrounding community with the school transition programs. All individuals with or without a disability deserve to be vitally contributing member of the community for which they reside.