"It's Not Just About a Paycheck": Perspectives on Employment Preparation of Students With Intellectual Disability in Federally Funded Higher Education Programs.
College staff agree paid jobs are the finish line, and peer mentors plus employer ties get students there.
01Research in Context
What this study did
Kasperzack et al. (2020) talked with staff who run college programs for students with intellectual disability. These programs get federal money and aim for paid jobs after graduation.
Staff shared how they set up classes, find employers, and keep students visible on campus. The study gathered their words, not numbers.
What they found
Every staff member agreed: a real paycheck is the end goal.
Programs look very different. Some lean on community partners. Others push campus clubs and peer mentors. All chase the same target—paid work.
How this fits with other research
Sannicandro et al. (2018) give the hard proof. Their data show students with ID who finish these programs earn more and rely less on SSI. Daria’s staff voices echo the same goal.
Anonymous (2018) adds the recipe: inclusive classes plus campus events plus community jobs equal better job odds. Daria’s teams use the same ingredients.
Smit et al. (2019) and Pettingell et al. (2022) show peer mentors grow skills and stay longer when tasks are academic. Daria’s staff named peer support as key; these studies tell how to keep mentors engaged.
Why it matters
You run or consult on college programs for students with ID. Copy the common moves: build employer partnerships, keep students visible, use peer mentors. Frame mentor roles around class work to keep them coming back. Track paid job outcomes like Thomas et al. did—proof your program works.
Want CEUs on This Topic?
The ABA Clubhouse has 60+ free CEUs — live every Wednesday. Ethics, supervision & clinical topics.
Join Free →Ask one professor to add a short academic task for peer mentors and email a local employer about fall internships.
02At a glance
03Original abstract
Students with intellectual disability (ID) are increasingly attending postsecondary education institutions and acquiring work experiences while completing their studies. One of the main motivations for students with ID to seek higher education is to broaden and increase their chance for finding fulfilling, paid employment in their communities. Findings from a qualitative study on staff perspectives regarding career development and employment supports and services provided to students attending Transition and Postsecondary Education Programs for Students With Intellectual Disability (TPSID) model demonstration programs in the United States are presented. Results reflect consensus across program staff regarding the goals and expectations for employment of TPSID students. Programs vary considerably in their institutional context, their partnership with other entities, and the structure of employment services, as well as the emphasis placed on paid versus unpaid employment. Some of the key strategies shared by staff regarding successful student employment practices involved outreach and engagement, visibility on campus, improving access to career services, and cultivating partnerships. As higher education continues to expand its offerings to students with ID, postsecondary education programs need to continue to emphasize and honor the importance of paid employment, and continue to seek the best methods to achieve this outcome for students with ID.
Intellectual and developmental disabilities, 2020 · doi:10.1352/1934-9556-58.4.328