Background: Gaining independence for individuals with autism spectrum disorder and thus becoming active members of society is directly related to their access to qualified vocational training opportunities. Vocational training enables individuals with autism spectrum disorder to be employed in work areas aligned with their interests and abilities, while also helping them develop self-esteem, autonomy, and social interaction skills. Objective: This study aimed to examine the views of parents of young adults with autism spectrum disorder attending a vocational training school regarding their preparation for employment. Methods: Phenomenology, a qualitative research method, was used. Data were collected through semistructured interviews, researcher diaries, observations, and document analysis. The data obtained were analyzed using content analysis. Findings: The findings showed that parents of individuals with autism spectrum disorder perceived barriers to their employment, such as prejudices, deficiencies in skills, and problem behaviors. Moreover, parents expressed that vocational training teachers need support in using special education methods and individualizing instruction. Data from researcher diaries and observations are consistent with these findings. Conclusions: The study’s findings show that the experiences of parents of individuals with autism spectrum disorder are consistent with similar studies in the literature. In addition, studies are needed to improve the quality of vocational training in Turkey.
Background: Life satisfaction among people with disabilities is shaped by biopsychosocial factors, yet strengths-based influences such as character strengths remain underexplored. Objective: To examine the relationship of character strengths and life satisfaction in people with disabilities. Specifically, this study examined the relationship of the 24 character strengths in Peterson and Seligman’s (2004) model with life satisfaction, as well as 3 possible biopsychosocial mediators of that relationship (disability, stress, and social support). Method: Two hundred and seventy-five individuals with disabilities completed an online survey measuring character strengths, life satisfaction, disability, stress, and social support. SPSS was used to complete the correlational analysis, and Hayes’s (2022) PROCESS macro for SPSS was used to conduct the mediation analyses. Results: The strengths endorsed most frequently by the participants were fairness, honesty, and judgment. The strengths endorsed least frequently were self-regulation, spirituality, and zest. The strengths with the strongest association with life satisfaction were hope, zest, and gratitude. Nearly all of the character strengths were associated with life satisfaction both directly and indirectly through social support, whereas disability and stress served as mediators less frequently. Conclusions: The results provide support for the development of character strengths interventions to impact life satisfaction, both directly and indirectly through improvements to various biopsychosocial mediator variables.
Background: Employment inequities remain a persistent challenge for people with disabilities (PWDs), with systemic barriers such as discrimination, inaccessible environments, and limited vocational supports hindering career development. Objective: Drawing on psychological capital theory, this conceptual article examines the intersection of disability identity and career resilience as mutually reinforcing constructs that enhance workplace adaptation, motivation, and long-term success. Method: An integrative review of interdisciplinary literature identifies personal, organizational, and societal factors shaping both constructs, including inclusive workplace practices, accessible vocational rehabilitation, and community engagement. Results: Disability identity, comprising acceptance of disability and disability pride, is proposed as a psychosocial resource that fosters self-efficacy, advocacy, and positive self-concept, thereby strengthening career resilience. Career resilience is conceptualized as a capacity enabling PWDs to adapt to challenges, sustain career commitment, and achieve competitive employment. A conceptual framework is advanced linking disability identity and career resilience, with recommendations for employers, policymakers, and rehabilitation practitioners. Suggested interventions include mentoring, disability identity development initiatives, and 21st-century skills training to support equitable career outcomes. Conclusion: This article contributes to vocational rehabilitation scholarship by reframing disability identity as a proactive asset in career development and emphasizes the need for multilevel strategies to dismantle structural barriers and promote sustainable, high-quality employment for PWDs.
Background: The purpose of this study was to increase the body of knowledge regarding the workplace discrimination experiences of individuals with disabilities residing in the Pacific and Northwest regions by exploring their allegations filed under Title I of the Americans with Disabilities Act (ADA).Objective: The goals of this article are to describe region- and state-level patterns in workplace discrimination and to provide valuable information to stakeholders to better understand and address job discrimination within their respective areas of practice.Methods: The Integrated Mission System database documents every available closed allegation of job discrimination under the ADA. Data for each state include overall frequencies and proportions. Data are presented as respective national and regional rankings for comparison purposes. Descriptive and nonparametric statistics were obtained for each of the five specific research questions.Findings: Variables selected for study include the frequency of allegations, the impairment of the charging party, alternative prongs of the ADA definition of disability, the nature of the unlawful discrimination alleged (known as issues), and the outcome of the Equal Employment Opportunity Commission investigation (known as merit or nonmerit). These are presented in tables for ease of comparison. Finally, the next steps in research and other possibilities for knowledge translation are discussed.Conclusions: Results reveal meaningful variation in ADA Title I workplace discrimination patterns across PNW states, highlighting the importance of state-specific context in understanding these experiences. These findings support the need for targeted policy, training, and advocacy efforts, as well as continued research to inform strategies that reduce workplace discrimination for individuals with disabilities.
Background:The objective of the study is to identify emergent flexible arrangements and Americans with Disabilities Act (ADA) Title I implementation strategies that support disability inclusion in the workplace. Objective:Despite the increase in awareness of flexible workplace arrangements, research regarding flexible arrangements for workers with disabilities is limited. The use of flexibility in the workplace, in conjunction with ADA Title I implementation, has been identified as a necessary employment strategy for many individuals with disabilities. Method:A scoping review was conducted to identify the current state of evidence related to the ADA and flexible arrangements and workplaces. Findings:Findings revealed five categories of common flexible arrangements. Facilitators included autonomy, communication, and supportive/educated employers and coworkers. Barriers included limited physical presence, type of work, and ADA limitations. Conclusions:Flexibility can be an important accommodation to support employment for individuals with disabilities. Further research is warranted to determine outcomes of flexible arrangement utilization and the potential impact of the COVID-19 pandemic.
Background: While the field of rehabilitation counseling (RC) is largely made up of women, academia has historically been dominated by men. Objective: This study aimed to examine the gender breakdown of academics in Council for Accreditation of Counseling and Related Educational Programs (CACREP)-accredited RC programs. Results: Results demonstrated stark differences in career development between men and women. While women were largely overrepresented at the assistant professor level, that gap closed at the associate professor level and reached parity at the full professor level. This was consistent in research 1 institutions and less stark but still problematic in research 2 institutions. In addition, women were more likely to serve as department chair. Conclusions: In response, we propose that an externally administered academic mentoring program and woman-focused awards be developed by professional associations to support the career development of women in our field.
Background: Loneliness is undertreated in people with spinal cord injuries and disorders (SCI/D). Objective: The study describes the development and content of an educational curriculum for providers to help individuals with SCI/D manage loneliness. Methods: Curriculum content came from literature, mixed-methods analysis of data collected from individuals with SCI/D and SCI/D health care providers, and a curriculum assessment. Findings: The curriculum had five topics. The assessment showed 80% agreement for content, layout/design, relevance, and actionability, with suggestions on word choice, organization, and visual aids. Conclusions: The curriculum provides relevant content and tangible learning resources to facilitate management of loneliness in persons with SCI/D.
Background: Research documents the substantial difficulties that people with mid-career acquired disabilities experience in their quest to remain in the labor force. Method: This article, the first in a series of five, provides an overview of five states' approaches to comprehensive workforce development services for people with acquired disabilities in Kansas, Kentucky, Ohio, Minnesota, and Vermont. Results: Return-to-work and stay-at-work services were most effective when delivered in collaboration with health care systems, state-level workforce development entities, and employers. Implications: Implications for state-level and national-level return-to-work and stay-at-work policies are discussed. Conclusion: The U.S. Department of Labor's investment in five large-scale workforce development initiatives built considerable infrastructure in those states toward the ultimate end of increasing the number of workers with disabilities in the national labor force.
Background: Experiences of ableism are common among disabled individuals. Although experiences can differ based on a person's diagnoses and individual factors, some types of ableism are likely common across individuals with different disabilities. Objective: The current study aimed to synthesize experiences of ableism that are common across individuals with various disabilities. Methods: The current study utilized semistructured interviews with 21 participants with various disabilities to determine what kinds of ableist experiences are prevalent. The participants had a variety of visible and invisible disabilities. Researchers used flexible coding to identify themes. Findings: Coding revealed four themes-lack of accommodations, not being believed, work of disability, and attitudes of others-encompassing 15 subthemes. Conclusions: In addition to descriptions of ableism found in literature, such as having accommodations denied and being objectified or dehumanized, the current results highlight additional impacts of ableism, including the functional and emotional labor of coping with ableist structures and attitudes.
Background: Artificial intelligence (AI) and generative artificial intelligence (GenAI) technology have rapidly evolved in recent years, posing substantial implications for counselors, counselor educators, supervisors, and researchers. However, research on AI and counseling is in its infancy, and while some counseling organizations have recently published AI-related standards, none have been published within some counseling specializations, such as rehabilitation counseling. Objectives: This article aims to (a) introduce counselors to AI and GenAI, (b) review the benefits and risks of AI and GenAI for counseling practice, education, and research, (c) summarize emerging AI-related standards from national counseling organizations, and (d) present AI-related recommendations for rehabilitation counseling professionals. Methods: A literature review was conducted, synthesizing peer-reviewed articles, ethical codes, and emerging guidelines from national counseling organizations. Examples of AI and GenAI applications in counseling, counselor education, supervision, documentation, psychoeducation, and therapy support were integrated. A GenAI model (ChatGPT-4) was used to codevelop AI-related recommendations for rehabilitation counselors. Findings: Potentially beneficial uses of AI in counseling include proofreading of documentation; enhanced learning and research; improved case management and case documentation; graphic design for educational materials; strategic referral finding; enhanced data analysis; psychoeducation; and therapeutic chatbots and therapy homework. Challenges and harms include biased and inaccurate information; over-reliance on AI; security, privacy, and confidentiality concerns; harmful relationships with AI; and environmental impact. Conclusions: AI and GenAI offer both promise and peril for counseling. Ethical use requires professional competency, transparency, critical evaluation of AI outputs, and safeguards for client welfare. Twelve recommendations are offered to guide rehabilitation counseling professionals in maximizing benefits while minimizing harm.
Background: Competitive, integrated employment (CIE) rates for individuals with disabilities have continued to be much lower than their peers without disabilities. Integration of advanced technologies to develop and refine innovative, scalable, and sustainable programs that promote CIE in high-demand, economically self-sustaining fields will lead to beneficial outcomes for this population. Objective: The Delivering Innovative Vocational Education through Virtual Reality Technology (DIVE-VRT) project will integrate virtual reality and artificial intelligence technologies into an existing, highly successful transition and employment program to train and certify youth and adults with lifelong and acquired disabilities in skilled trades. Methods: The DIVE-VRT model will be tested and refined with multiple cohorts over the 5year project. The development of an accessibility AI system, using generative AI and natural language processing (NLP), will be implemented in a user-friendly project website providing user training, resources, and AI-powered site monitoring, moderation, data collection, and support. Findings: This project is in the pilot phase. A third-party evaluation team is collecting qualitative and quantitative data to assess the effectiveness of the DIVE-VRT program in increasing CIE outcomes for program participants. Conclusions: Implications and considerations for utilizing advanced technology in rehabilitation and mental health counseling will be presented.
Background: Artificial intelligence (AI) is rapidly transforming various aspects of society, raising both opportunities and challenges. As its presence expands, understanding its implications and effective use becomes increasingly important. Objective: This article aims to examine the current applications, potential, and implications of AI, with a focus on how to harness its benefits while addressing associated risks and concerns. Methods: The article explores the inner workings of AI-particularly large language models- and outlines best practices for their effective utilization. It also includes an analysis of ethical and legal considerations. Findings: AI is influencing key sectors such as business, health care, education, and personal privacy. The technology's growing integration into daily life brings both enhanced capabilities and complex challenges, particularly around data use, accountability, and human interaction. Conclusions: The article concludes with perspectives on AI's future development and its evolving relationship with humanity. It emphasizes the importance of maintaining a balanced, informed approach to AI to ensure its responsible and equitable integration into society.
Background: The rapid advancement of generative artificial intelligence (GenAI) presents both opportunities and challenges for rehabilitation counselor education, particularly in preparing students for complex clinical practice. Objective: This study examined the use of GenAI to support simulated client role-play training in a graduate-level clinical rehabilitation counseling course covering the Council for Accreditation of Counseling and Related Educational Programs (CACREP) diagnostic and practice standards. Methods: An AI-simulated role-play activity was implemented and evaluated using the SWOT (Strengths, Weaknesses, Opportunities, Threats) framework, drawing on student feedback, technological performance observations, and analysis of pedagogical alignment with clinical training objectives. Findings: GenAI demonstrated capacity to create immersive and adaptive simulation environments that enhanced students' clinical judgment practice. Students reported both benefits (e.g., realism, accessibility, adaptability) and challenges (e.g., limited nuance, potential over-reliance on AI). The evaluation also identified broader opportunities and threats related to integrating AI into rehabilitation counselor education. Conclusions: GenAI holds promise as a pedagogical tool to augment rehabilitation counselor training; however, careful attention is needed to address ethical, technical, and instructional considerations. Practical recommendations are offered to support the responsible integration of AI into clinical training contexts.
Background: The rehabilitation counseling process is dependent on strong working alliance. However, few studies have been conducted to understand factors that affect the development of working alliance in rehabilitation counseling. Objective: The purpose of this paper is to examine interpersonal theory as a way of understanding the development of working alliance in rehabilitation counseling. Methods: We provide a background for the foundations of interpersonal theory and the related mathematically based interpersonal circumplex model. We propose that interpersonal theory is a useful framework for rehabilitation counselors to better understand the development of working alliance and client outcomes. Findings: Interpersonal theory is based on the belief that people's interactions with others determine their sense of security, sense of self, and motivations. People use interpersonal interactions to meet their personal psychological needs. Interpersonal theory provides a framework for understanding why individuals with disabilities might experience interpersonal difficulties when working with a counselor, seeking employment, or navigating different relationships. Conclusions: Through understanding interpersonal theory, rehabilitation counselors can be more aware of their clients' interpersonal strengths or problems, allowing them to better prepare their clients to be successful in their goals.
Background: The Rehabilitation Services Administration (RSA) has funded training of rehabilitation counselors for nearly 70 years. Despite this history, there has never been an evaluation of the long-term success of this program. Objective: Current rehabilitation personnel were surveyed as to their intention to leave their current jobs within the next 12 months, reasons for leaving/staying, and strategies influencing retention as a function of work setting and job title. Methods: Data on four dependent variables were collected using online surveys of former RSA scholars (n = 536) and non-RSA scholars (n = 464). Findings: The majority (95%) of former RSA scholars work full-time, with most (87%) employed in the public vocational rehabilitation program or other nonprofit community-based programs as rehabilitation counselors (60%) or counselor supervisors (22%). Most personnel (70%) anticipate working for their current organization within the next year. A two-way multivariate analysis of variance found that there was no interaction effect as a function of work setting and job title with respect to reasons for leaving or remaining in their present jobs, strategies designed to promote retention, and intent to quit within the next 12 months. Conclusions: This study offers support for long-term effectiveness of the RSA training program. The reasons for why rehabilitation personnel stay or leave and what can be done to retain them are consistent of work and to
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 perceptions of quality. Objective: This study examined Pre-ETS providers' engagement in service delivery practices, their perceptions of planning and delivery quality, and the supports they need to implement additional Pre-ETS activities. Differences based on provider experience were also explored. Methods: Ninety-five Pre-ETS providers in Tennessee completed the Quality Implementation Tool, a survey assessing frequency of engagement in evidence-based practices, implementation of Pre-ETS activities, perceived planning and delivery quality, and implementation needs. Descriptive statistics, independent-samples t tests, and chi 2 analyses were used to analyze quantitative responses. Open-ended responses were analyzed using content analysis. Findings: Providers frequently reported engaging in foundational practices such as tailoring instruction and aligning services with student goals. However, they indicated lower quality and frequency of implementation in areas requiring community engagement, especially work-based learning. Providers with more experience rated their planning and delivery quality significantly higher than those with less experience. Providers identified needs related to time with students, administrative and transportation support, interagency collaboration, and access to training and curriculum resources. Findings underscore the importance of professional development and systemic supports to enhance Pre-ETS implementation for TAY.
Background: Autism typically begins in childhood and affects over five million adults across the United States. Although most adults with autism would like to work, only about one-fourth are employed, and only 1% of working-age adults with autism receive employment services paid for by Vocational Rehabilitation or Medicaid. Individual Placement and Support (IPS) is an evidence-based supported employment program developed for people with mental health disabilities that has been extended to new populations, including adults with autism. This project explored the perspectives of IPS employment specialists and other professionals who have worked with adults with autism. Objective: This project explored the perspectives of IPS employment specialists and other professionals who have worked with adults with autism. Methods: This project used semistructured qualitative interviews with experienced professionals to explore their experiences delivering IPS to adults with autism. Findings: Interviews with 35 professionals from seven U.S. states and two European countries yielded two themes: strategies to work with adults with autism and programmatic considerations. Participants recommended no major changes to the core principles of IPS but suggested minor adjustments, such as providing increased support for social interactions on the job and working closely with families and employers. Conclusions: Although no major adaptations to IPS were reported, improving training, addressing structural barriers, and centering the voices of adults with autism are key to enhancing employment outcomes and guiding future research.
This study presents a trendline analysis of disability-related complaints to determine patterns in potential violations of the Air Carrier Access Act reported by U.S. airlines from 2004 to 2019. The analysis revealed a 248.4% increase in the frequency of complaints by passengers with disabilities and a 170.4% increase in the rate of disability-related complaints. A year-over-year decrease in total disability-related complaints occurred three times between 2004 and 2011. However, since 2011, the complaint frequency and rate both increased yearly until 2019. These results demonstrate that passengers with disabilities continue to have their rights violated during air travel as U.S. airlines fail to fully comply with federal legislation designed to prohibit discrimination based on disability.
