Supporting Students with Disabilities in Transition to Employment through Internships

Supporting Students with Physical Disabilities Transition to Employment through an Internship Program Claire DiYenno, LeMoyneUniversityRoger D. Wessel, Ball State UniversityThalia M. Mulvihill, Ball State UniversityLarry Markle, Eskenazi Health

Conference Inclusion Statement Claire DiYenno LeMoyne University Larry Markle Eskenazi Health Roger D. Wessel Ball State University Thalia Mulvihill Ball State University

Conference Inclusion Statement Ball State University • Muncie, Indiana • Public, comprehensive doctoral university with 150 majors, 7 colleges • 18,000 on-campus students • Residential campus, traditional-aged college students

Conference Inclusion Statement Disability Services at Ball State University • Over 1,000 students registered with the DS office • Long history of providing access for students with disabilities • Recognized as a “disability-friendly” university

Conference Inclusion Statement Eskenazi Health • Essential care hospital system for residents of Indianapolis/Marion County • 315 bed hospital; over 1 million outpatient visits a year • 10 primary care centers across Indianapolis; 21 Midtown Mental Health clinics; EMS • Education is essential to Eskenazi Health’s mission

Conference Inclusion Statement Presentation Outline • In this interactive educational learning experience, participants will: • Review the related literature on students with physical disabilities related to internships and employment • Gain an understanding of how the Initiative for Empowerment and Economic Independence (IEEI) program was implemented • Learn the research methodology of the study and how it was conducted • Highlight the findings/results of the study • Discuss how student affairs educators can integrate support to students with physical disabilities by providing internship and career development opportunities

Conference Inclusion Statement As a result of participating in this session, participants will: • Learn the barriers students with physical disabilities face when it comes to successfully transitioning to employment post-graduation; • Recognize students with physical disabilities need support not traditionally provided by disability and career services; • Discuss the role student affairs educators have in supporting the career development of students with physical disabilities; • Understand the importance of addressing the employment inequity students with physical disabilities face; and • Leave with resources for future reference when looking to implement similar programs at their home institutions.

Conference Inclusion Statement Literature Review • Theoretical foundation for this study is grounded in Schlossberg’s (1984) literature on transition. Schlossberg identified four factors, known as the Four S’s, which are necessary for a successful transition: • Situation factors – how a person evaluates the transition and their control over what is happening in the transition (did they anticipate the transition or was it unexpected?) • Self-related factors – personal and psychological incidents which affect transition (personal characteristics such as age, socioeconomic status, ability, etc.) • Support factors – an individual’s social standing which garners positive support and feedback • Strategies – how an individual copes with stress and change, typically a reaction to one’s environment

Conference Inclusion Statement Literature Review • Students with Disabilities in Higher Education • Passing of Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act in 1990 paved the way for students with disabilities in higher education • Number of students with disabilities attending college is steadily increasing (United State Government Accountability Office, 2009) • Of the students who reported having a disability, approximately 29% reported having a physical disability • Colleges across the U.S. have worked to make campuses more welcoming to students with disabilities (Getzel & Thoma, 2008) • Specific retention and persistence efforts

Conference Inclusion Statement Literature Review • While the number of students with disabilities attending college is steadily increasing, college graduates with disabilities are failing to be employed at the same rate of able-bodied graduates (Dutta, Gervey, Chan, Chou, & Ditchman, 2008; Oswald, Huber, & Bonza, 2015) • Lack of initiatives geared towards career development specifically for students with disabilities (Altschul & Michaels, 1994) • Students being assisted by career services professionals with little or no experience of students with disabilities • Students pushed towards careers outside their major, search for positions they are overqualified for due to misconceptions surrounding ability to work • Little to no guidance on navigating reasonable accommodations in the workplace (Roessler, Hennessey, Hogan, & Savickas, 2009)

Literature Review Conference Inclusion Statement • Career development activities increase chances of employment post-graduation (Blau, Pred, & Andersson, 2015) • Collaborations between career and disability services offices produce optimal career development opportunitiesfor students with disabilities (Madaus, 2006; Nott & Zafft, 2006) • Aids access to internships and practicum experiences • Encourages students to practice self-advocacy • Internships allow students to be immersed in a real employment setting, assess strength and weaknessesbefore entering a job full-time (Nott & Zafft, 2006)

Literature Review Conference Inclusion Statement • If universities do not invest in opportunities to aid in the career development of students with disabilities, students may struggle to build positive work relationships or live a life of independence (Papasotiriou & Windle, 2012) • Need support in navigating environments which may be both physically and socially inaccessible

Conference Inclusion Statement The purpose of this study was to… Examine the effectiveness of an internship programs designed specifically to support the career development of students with physical disabilities.

Conference Inclusion Statement Initiative for Empowerment and Economic Independence • Created by Eskenazi Health in Indianapolis to facilitate internships for Ball State students with physical disabilities • First intern in 2013; 77 interns from 22 Indiana colleges through 2019 • Full-time, paid internships in fields related to the students’ majors • Internship opportunities offered year-round with additional employers now hosting interns

Conference Inclusion Statement Study Design • Qualitative phenomenological study • Five college students with physical disabilities who participated in the internship program were selected based on inclusion/exclusion criteria and availability to the researcher (Babbie, 1990) • Research team assisted by the university’s director of Disability Services to identify students who met the participant requirements

Conference Inclusion Statement Data Collection • Personal, semi-structuredinterviews were conducted • Interview protocol developed by disability services educators and faculty members skilled in qualitative methodology • Interviews were recorded and transcribed

Conference Inclusion Statement Data Analysis • Taking a phenomenological approach, thematic categories emerged after research team sorted through the collected data (Creswell, 2013) • Interpretations and recommendations were made after dividing data into thematic categories • Used Lincoln and Guba’s (1985) approach to establish trustworthiness

Conference Inclusion Statement Participant Attributes • Three were male, two were female • Current undergraduate students who had previously participated in the internship program • All students were Caucasian • Two students had visual impairments • Both had guide dogs • Three students had mobility impairments and were chair users • Two students had cerebral palsy, one was quadriplegic

Conference Inclusion Statement Findings • Students reported career development through application and interview process • Students chose to apply for internships wanting to gain hands on experience Theresa, a blind student studying Elementary and Special Education, was looking to gain transferrable skills and was placed in an institute for professional development. Theresa thought her placement was beneficial because“It was basically all the components of teaching, just with adults rather than children.” Logan, a Political Science major with cerebral palsy, was placed in the grants department after expressing interest in policy writing during the interview process. He chose to participate in the program in hopes of gaining hands-on experience because he felt “It’s not enough to just say, ‘hey, here’s my degree.’”

Conference Inclusion Statement Findings Students had the option to live in campus housing, worked with program coordinator and housing director on accessible living arrangements. Three students chose to live on campus. • Orientation to apartment layouts and amenities • Attendant care and travel decisions • Two students decided to commute. Brandon made the hour-long daily commute after finding it too difficult to establish attendant care in the city. Laura’s mother lived close to the city, had people she could rely on for transportation • Independent living opportunity • One student, Paul, hoped to gain experience “living on [his] own in a city where [he] had never lived before.”

Conference Inclusion Statement Findings Living arrangements played a significant role in internship experience • Importance of establishing reliable care and transportation • One student, Logan, had a negative experience with local attendant care. Attendants often showed up late, were careless in helping the student get ready for work • Student embarrassed and concerned by how his work was impacted by the attendant care workers • Student realized the importance of finding reputable care workers as he would ultimately be held responsible by his employers • External circumstances had huge impact on work experience • Factors which able-bodied people do not have to consider when searching for employment

Findings Conference Inclusion Statement • Students started unsure how their disabilities might affect their jobs • First weeks used to gauge interns’ capabilities • Time it took to complete a task did not affect the quality of the work • Learning experience for both the interns AND employers • Demonstration of ability vs. assumption • “They [employer] held me to the same standard, but they also made sure that I wasn’t jumping into anything I that I couldn’t handle, or that they were setting me up for failure” (Paul). • Helped both the intern and employer know what the intern needed in order to be efficient in the position • Developed confidence in the workplace • Interns described coworkers as being friendly and helpful, treated as just another employee • “They treated me like Brandon the person, not Brandon the person that’s in a wheelchair.” This made Brandon feel more accepted, and he could focus more on his work instead of the perceptions of others

Conference Inclusion Statement Findings Requesting accommodations was easier than anticipated • Brandon uses the backside of his hand when using a computer, but computer at internship would not register his hand. Brandon’s supervisor ordered a new keyboard as soon as it was brought to his attention • Theresa’s computer had been set up with a screen reader before she started and was immediately able to get to work. She said, “I thought that going into the internship I was going to have to jump through 50 different hoops and educate all these people and figure out my own accommodations, but that wasn’t the case. People were really willing to work with me, to get to know me, and help me in any way that they possibly could.”

Conference Inclusion Statement Findings Students reported developing professional skills and competencies • Theresa felt the program was helpful in allowing her to practice interview skills, as well as to develop other skills necessary to prepare for the job search after graduating • Logan shared that he would feel less comfortable job searching without the experience. He said the resume building, application and interview process, and the internship itself made him feel more prepared for the job search

Conference Inclusion Statement Findings • Students left their internships knowing they would be able to later demonstrate their skills and competencies • Logan began with no experience in grant writing. By the end of his internship, he wrote two complete grant applications, one of which was funded. Logan said he learned better communication skillsand came to understand the role those skills play in a professional environment. He also learned how to collaborate with different personalities in the workplace, especially when under stress. Logan learned the importance of “staying within your strengths, avoiding your weaknesses, and capitalizing on your opportunities.” • Laura and Brandon felt the most beneficial aspect of their internships was getting out of the classroom and gaining hands-on experience. Laura said, “It’s one thing to believe you can when you read about it in theory, but it’s another to actually attempt to do something hands-on.” Laura reported she became more flexible and learned how to adapt to stressful situations. • Paul left his internship feeling he had further developed his sense of professionalism, especially when working with those that are not his age.

Conference Inclusion Statement Findings • Interns reported the networkingaspect of the internship as being extremely valuable • Logan worked with the department director on a presentation given to the Board of Health and Hospital Corporation • Laura recognized the role networking plays in securing employment, stating, “I had some good networking opportunities. Whether or not I choose to go into mental health, I can put these people down as my references.” • Brandon hoped his internship in the IT department would lead to a job offer (it later did!)

Conference Inclusion Statement Findings • Interns reported having confidence in themselves and their job prospects post-graduation • Interns were given work that was meaningful to both themselves and their respective employers. Logan felt “the work [he] did and the work in the program that the interns get to do really makes an impact.” Interns felt valued by their employers and it increased their self-worth in the workplace • Theresa was anxious about finding a job post-graduation, but said her internship helped her feel more optimistic. “I felt more confident in my ability that when I get a job someday, that people are not all close-minded and they’re going to be willing to accommodate me.” However, she added that while she’s confident in herself, she’s not completely confident others will not be discriminatory in hiring practices.

Conference Inclusion Statement Findings • Interns reported gaining a sense of independence through the internship program • Theresa, who lived in the campus housing, felt she gained confidence in her abilities to get places on her own and to live independently. • Paul, who had prior experience living in a large, busy city, said his roommate, another intern in the program, benefitted. Of the roommate, he said, “I think having to live in [the city] forced him to be more independent. He worked far away from the apartment and had to use public transportation a lot.” Paul also felt some students with physical disabilities are “overly coddled” by parents who don’t want to see them struggle. In an attempt to protect their children, Paul said he believes parents actually do a disservice to their children by preventing them from experiencing the real world.

Conference Inclusion Statement Findings • Interns reflected on their experiences and discuss the impact on their career aspirations • Theresa, Brandon, and Paul said their internships solidified their interests in their intended career paths • Because of his experience, Logan was considering developing a non-profit, similar to the internship program, for his graduate school project • Laura realized mental health counseling was not for her, and would be pursuing other interests. Laura said she still felt the internship was beneficial because she was able to explore a career path before conducting a job search for a position in a field she would ultimately realize wasn’t right for her

Conference Inclusion Statement Findings • Because students with physical disabilities face low employment rates post-graduation (Dutta et al., 2008), internship programs designed specifically for this student population may help combat the low employment rates • Interns developed skills and competencies that will significantly help their job searches • Interns gained experience in identifying and addressing barriers which stand between them and a successful transition to post-graduation employment • Interns learned how to be self-advocates and to ask for what they needed in order to be successful • Need to consider the impact of external circumstances • Interns developed a more positive outlook on their career prospects post-graduation • Importance of professionals understanding the barriers to employment and supporting students • Interns’ hands-on experiences helped them recognize how their disabilities would play into their work, also showed potential employers that they were just as capable of doing the work as those who were able-bodied

Conference Inclusion Statement Implications • Vital that students, educators, and employers actively address employment barriers and prepare students for a successful transition to the working world • Facilitate collaborative career development efforts between disability and career services offices • Ensure work given to interns is meaningful to both the intern and the employer. Interns will not develop critical professional and personal competencies if they are asked to do menial tasks that do no fully immerse them in the workplace • Speak with other employers about the experience of having an intern, encourage other employers to take on interns • Program coordinators work with students needing attendant care to locate reputable and reliable companies • Connect potential interns with past interns to discuss their experiences in the program and encourage potential interns to apply

References Conference Inclusion Statement Altschul, P., & Michaels, C. A. (1994). Access to employment for students with disabilities. Journal of Career Planning & Employment, 55(1), 50-54. Retrieved from https://eric.ed.gov/?id=EJ497322 Babbie, E. (1990). Survey research methods (2nd ed.). Belmont, CA: Wadsworth. Blau, G., Pred, R., Andersson, L. M., & Lopez, A. B. (2015). Further research on an undergraduate measure of professional development engagement. College Student Journal, 49, 572-578. Retrieved from https://tinyurl.com/ydgzur9e Creswell, J. W. (2013). Qualitative inquiry & research design: Choosing among five approaches (3rd ed.). Los Angeles, CA: SAGE. Dutta, A., Gervey, R., Chan, F., Chou, C., & Ditchman, N. (2008). Vocational rehabilitation and employment outcomes for people with disabilities: A United States study. Journal of Occupational Rehabilitation, 18, 326-334. doi:10.1007/s10926-008-9154-z Getzel, E., & Thoma, C. (2008). Experiences of college students with disabilities and the importance of self-determination in higher education settings. Career Development for Exceptional Individuals, 31(2), 77-84. Retrieved from http://journals.sagepub.com/doi/ abs/10.1177/0885728808317658 Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Newbury Park, CA: Sage. Madaus, J. W. (2006) Employment outcomes of university graduates with learning disabilities. Learning Disability Quarterly, 29, 19-31. Retrieved from http://journals.sagepub.com/doi /abs/10.2307/30035529 Nott, M. L., & Zafft, C. (2006). Career-focused experiential education for students with disabilities: An outline of the legal terrain. Journal of Postsecondary Education and Disability, 19, 27-38. Retrieved from https://eric.ed.gov/?id=EJ844622. Oswald, G. R., Huber, M. J., & Bonza, A. (2015). Practice brief: Effective job-seeking preparation and employment services for college students with disabilities. Journal of Postsecondary Education and Disability, 28, 375-382. Retrieved from https://eric.ed. gov/?id=EJ1083848 Papasotiriou, M., & Windle, J. (2012). The social experience of physically disabled Australian university students. Disability & Society, 27, 935-947. Retrieved from https://eric.ed. gov/?id=EJ985302 Roessler, R. T., Hennessey, M. L., Hogan, E. M., & Savickas, S. (2009). Career assessment and planning strategies for postsecondary students with disabilities. Journal of Postsecondary Education and Disability, 21, 126-137. Retrieved from https://eric.ed.gov/?id=EJ831431 Schlossberg, N. (1984). Counseling adults in transition. New York: Springer Publishing Company, Inc. United States Government Accountability Office. (2009). Higher education and disability: Education needs a coordinated approach to approve its assistance to schools in supporting students. Washington, DC: Author, Retrieved from http://www.gao.gov/assets/300/297433.pdf

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Supporting Students with Disabilities in Transition to Employment through Internships