Employer Perspectives on High School Diploma Options for Adolescents With Disabilities

Bibliographic Data

ID12365035
AuthorsRyan Hartwig (University of Northern Iowa), Ryan T Hartwig (University of Northern Iowa), Patricia L Sitlington (University of Northern Iowa, corresponding author)
Year2008
Volume19
Issue1
Pages5-14
Publication date2008-03-12
Open AccessYes
TypeARTICLE
VenueJournal of Disability Policy Studies (JOURNAL)
Journal identifiersISSN: 1044-2073 • E-ISSN: 1538-4802
PublisherSAGE Publishing (PUBLISHER • US)
DOI10.1177/1044207308315279
OpenAlexW2124630382
LanguageEN
Citations received3
References cited10

According to the amendments to the Individuals with Disabilities Education Act and the Individuals with Disabilities Education Improvement Act, students with disabilities are required to participate in state- and districtwide assessments with appropriate accommodations and modifications when necessary. The data on the performance of students with disabilities on these assessments indicate that they are not performing well compared to their general education peers. As a result, some states are issuing alternate exit documents from high school in the form of occupational diplomas, General Educational Development diplomas (GEDs), and certificates of attendance, achievement, or completion. The authors interviewed a random sample of employers, asking them if they were willing to hire prospective employees with these types of alternate diplomas. Employers were least willing to hire individuals with certificates of attendance, achievement, or completion and most willing to hire those with occupational diplomas and GEDs

Attendance · Business · Economic growth · Economics · Education Act · Medical education · Pedagogy · Sample (material · Special education · Disability Education and Employment · Education Systems and Policy · Medicine · Psychology · Retirement, Disability, and Employment

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