Self-Determined Employment Preference for Youth in Transition from School to Work in Rural Areas

Abstract Self-determination, or the ability to identify and achieve goals based on a foundation of knowing and valuing oneself, is both a legal right and a responsibility of an individual. Self-determined employment is consistent with contemporary practice, outcome-based research, and the reauthorization of the Individuals with Disabilities Education Act of 2004. In this article, we describe three challenges facing youth with disabilities in rural areas related to determining their own employment, including (a) extensive or chronic poverty in some rural areas as a factor limiting selection of preferred employment, (b) intensive competition for limited jobs available, and (c) the potential for dropping out of high school or other educational programs. In response to these challenges, we describe guidelines that may assist youth, families, educators, and service professionals as they address employment issues. Contemporary literature on school-to-work transition recognizes youth with disabilities as central participants in decision-making processes (Agran & Wehmeyer, 2000). Unlike traditional transition services in which professional experts identify transition goals and services (Wehmeyer, 1996), the self-determination philosophy gives youth responsibilities to make choices, take risks, control outcomes, and assume responsibility for personal action (Agran & Wehmeyer). Selfdetermination is defined as "the ability to identify and achieve goals based on a foundation of knowing and valuing oneself (Field & Hoffrnan, 1994, p. 164). Selfdetermined employment preference involves identifying preferred jobs, setting transition goals related to a preferred career track, training in specific skills, and placing the youth in preferred employment upon completion of high school. Youth with various disabilities can assist in determining their preference for employment (Morgan & Ellerd, 2005), including those with specific learning disabilities, intellectual disabilities, emotional disturbance, autism spectrum disorders, and multiple disabilities. However, career awareness programs, preference assessment, and vocational training must be geared to the reading levels and other skills of each youth. Self-determined employment preference is important for youth with disabilities for three reasons. First, as noted by Wehmeyer, Agran, and Hughes (1998), self-determination is related to contemporary best practices in special education including the principle of normalization (Wolfensberger, 1972), the empowerment philosophy (Rappaport, 1987), quality of life (Schalock, 1996), and community integration (Bruininks, Chen, Lakin, & McGrew, 1992). For youth with disabilities to become valued and contributing community citizens, they must be taught to advocate for their needs and actively support the needs of others. Second, determining employment preference is supported by federal legislation on transition of youth with disabilities from school to work (i.e., Individuals with Disabilities Educational Improvement Act: IDEA, 2004). According to the 2004 reauthorization of IDEA, transition services refer to a coordinated set of activities for a youth with a disability age 16 or above "based on the individual child's needs, taking into account the child's strengths, preferences and interests ..." (Section 602, 34 (b). Moreover, the 2004 IDEA reauthorization now requires local education agencies (LEAs) to provide a summary of the youth's academic achievement and functional performance including recommendations on how to assist in meeting the youth's post- secondary goals (Section 614, (c)(B)(iii)). Therefore, LEAs are accountable for demonstrating their efforts to assist the youth in self-determined post-school goals, including those related to employment. Third, researchers report identification of preferred employment is associated with improved work outcomes (Mithaug & Hanawalt, 1978) and reduced problem behavior (Bambara, Ager, & Koger, 1994). …