The 2019 Careers for Students With Disabilities Task Force identified a variety of institutions engaged in best practices and promising practices related to students with disabilities.
This list, compiled by the 2019 Careers for Students With Disabilities Task Force, offers information about and links to a variety of resources.
This presentation, provided courtesy of Landmark College, examines the benefits of a neurodiverse work force, describes best management and hiring practices, and provides information about workplace accommodations.
The 2019 Careers for Students With Disabilities Task Force identified a variety of organizations engaged in best practices and promising practices related to students with disabilities.
The 2019 Careers for Students With Disabilities Task Force developed self-assessments by which career services and employers can gauge the progression of their work to include individuals with disabilities. The task force also developed a tool for use with students to help them navigate the process.
Collaboration among campus offices is a critical aspect in supporting students with disabilities during their search for employment.
Key aspects of building an effective neurodiverse hiring program are having a sustained supply of candidates and getting buy in from within.
There are several common missteps or “missed steps” that employers make in terms of recruiting students who are differently abled.
Landmark College’s strengths-based model gives students with autism the skills and strategies they need to achieve their goals.
Adults with autism could offer sought-after skills in a grossly untapped talent pool for industries that are facing a shrinking well of talented, skilled workers.
The Office of Federal Contract Compliance Programs (OFCCP) recently made further guidance about its Section 503 focused reviews available.
Among PPL’s diversity and engagement efforts are focusing on creating diverse applicant pools and developing a strong business resource group model.
Through videos, career services and URR professionals share the activities, processes, and practices their organizations and institutions have implemented to promote diversity and inclusion.
While the percentage of employers with a formal diversity recruiting effort has fluctuated since 2008, that percentage dropped significantly this year.
Career services and university recruiting professionals need to plan to meet the needs of students with autism spectrum disorder.
A final rule from the EEOC requires federal agencies to take steps to increase the number of employees with disabilities in their work forces.
Microsoft’s Autism Hiring Program increases the diversity of the company’s work force, and recognizes the untapped potential and technical skills among people with autism and their value as employees and innovators.
Janine Rowe of RIT offers some insight into the strengths and challenges of students on the autism spectrum, and provides tips for recruiting and onboarding these students.
To better understand the needs of the students at your school on the autism spectrum, career services practitioners should connect with the disability services office, recommends Janine Rowe of RIT.
During the NACE 60th Anniversary Innovation Challenge, a team that addressed the challenges of engaging, providing information to, and recruiting students with disabilities mapped out a series of events that would help overcome the lack of communication and information about disability services.
When creating a culture of diversity and inclusion in career services, Shelagh Saenz of the University of Michigan School of Public Health recommends taking small actionable steps to build momentum, increase your center’s reputation, and gain allies.
With focus and effort, Walgreen’s was able to surpass the new federal regulations that encourage federal contractors to achieve a goal of 7 percent representation of employees with disabilities.
Changes to Section 503 will encourage employers to be more inclusive and increase the hiring of people with disabilities. Career services should know how these changes will affect their students during the job-search process in order to advise them effectively.
Even after 20 years of antidiscrimination laws and the low cost of reasonable accommodations, in the United States, qualified applicants with disabilities have lower rates of employment than the general population. This discrimination exists throughout all levels of income and education.
In recent years, there has been an increase in the number of college and university students disclosing a diagnosis of Asperger's syndrome. Several assumptions have been made as to why there is an increase, most of which revolve around greater access to resources, improved diagnostics, and an overall higher prevalence of Asperger's in the general population.