Offers an overview of programs and resources to support people with disabilities, especially disabled veterans, to enter and stay in the work place,.
"Veterans with disabilities constitute a vast, capable, deserving, and under-utilized workforce, and many successful hiring campaigns have targeted the employment of veterans. Colleges offering comprehensive, individualized transitional services have proven successful in supporting veterans with disabilities reentering the civilian workforce. With the incorporation of learning models and reasonable academic adjustments to educational pedagogies and policies, veterans can be poised to successfully transition from college to the workforce. Disability Service (DS) offices can serve as an important bridge between the disability and career transition needs of these students" (p.1). (Abstractor: Author)

Major Findings & Recommendations

"Each year, increasing numbers of veterans with disabilities reenter the civilian workforce. Postsecondary educational institutions and programs must endeavor to become more knowledgeable of the ADA, and the ADAA, as well as guidelines and innovative teaching pedagogies that facilitate greater inclusion" (p.73). "Online accessibility has become an area of paramount importance in order to provide veterans with disabilities opportunities for Distance Education (DE), telework and access to professional skill development, whether they are recuperating in a veterans hospital or transitioning from home" (p.73). "Having adequate medical, emotional, and transitional support are imperative for a successful outcome. Disability Service (DS) providers should therefore familiarize themselves with and explore resources such as the Job Accommodation Network (JAN), which offers a guide of accommodations and providers for particular disabilities" (p.68). "Postsecondary education must move beyond minimal legal requirements and endeavor to achieve best practices. Institutions of higher learning are ideally situated to lead the progressive wave towards utilizing technological advancements and developing a teaching pedagogy that embraces full inclusion and development of the academic and professional potential of veterans with disabilities" (p.70). "Educators often lack the first-hand experience necessary to effectively address real life scenarios that arise. Thus, they would greatly benefit from practical strategies that have been devised from the insight and experience of others. Disseminating this information to educators and DS providers is the logical next step towards ensuring that people with disabilities, especially veterans, are fully accommodated and represented in academic programs" (p.71). (Abstractor: Author)