Background: Despite federal mandates under the Workforce Innovation and Opportunity Act, the implementation of Pre-Employment Transition Services (Pre-ETS) for transition-age youth (TAY) with disabilities varies considerably. Although prior studies have explored provider preparedness and barriers, few have examined provider-reported practices and…

The U.S. Workforce Innovation and Opportunity Act requires state vocational rehabilitation (VR) agencies to expand their employment-related transition services to youth with disabilities and coordinate service delivery with schools in new ways. Research has highlighted how states have begun to respond to the transition-focused mandates of WIOA,…

U.S. policies such as the Workforce Innovation and Opportunity Act of 2014 and the Americans with Disabilities Act support the inclusion of adults with disabilities in all areas of employment. Through WIOA, the federal government required public entities to provide training and help job seekers with disabilities access high-quality, competitive,…

Historically, students with disabilities experience less in-school preparation and postschool success compared with their peers without disabilities. U.S. federal legislation has evolved in an effort to promote successful in-school and postschool success for students with disabilities. Since 1990, legislation has emphasized the importance of…

As states grapple with competing priorities and constrained resources, there is an increasing focus on efficiency and alignment of programs and resources across state agencies. The College and Career Readiness and Success (CCRS) Center recently analyzed and compared four federal laws that govern the education-to-workforce pipeline. They are: (1)…

The Rehabilitation Act of 1973, as amended by Title IV of the Workforce Investment Opportunities Act (WIOA) of 2014, defines Competitive Integrated Employment as, "work that is performed on a full-time or part-time basis for which an individuals is: (a) compensated at or above minimum wage or commensurate with individuals without disabilities…

Individuals with disabilities have lower rates of workforce participation and lower earnings than their nondisabled peers. This article traces the history of the U.S. workforce development policy framework, including the Workforce Investment Act of 1998; the Rehabilitation Act of 1973, as amended; and the impact of the Ticket to Work and Work…

Discusses how companies can prepare for the changes mandated by the Americans with Disabilities Act (ADA), which prohibits discrimination against qualified, disabled job applicants and employees. Steps mentioned include (1) learn about the ADA; (2) find out what similar organizations are doing; (3) identify affected employees; and (4) develop a…

The Rehabilitation Act of 1973, as amended (the Act), provides the legislative basis for programs and activities that assist individuals with disabilities in the pursuit of gainful employment, independence, self-sufficiency and full integration into community life. This report is intended to provide a description of accomplishments and progress…

This book examines how many of the United States' social and economic problems are reinforced by the combination of school, business, and government. It outlines ways that U.S. government policy can be reformulated to make schools and training major components in the U.S. labor market's successful adjustment to the new workplace realities. The…

In the era of globalization, Malaysia's ability to remain economically competitive depends on the skills of its workforce. The policies and practices of Malaysia's vocational education system must be revised to do more to give the country's disabled citizens the training they need to find employment and become taxpayers. More concerted efforts are…