A (mis)guidance of disabled youth: Post-secondary schooling transition experiences in South Africa
Background: Globally, there is a disparity that exists between equal employment opportunities for people with disabilities post-schooling. While South Africa has aimed at the inclusion of people with disabilities, there has not been sufficient evidence of a successful transition from school to work...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
AOSIS
2023-11-01
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| Series: | African Journal of Disability |
| Subjects: | |
| Online Access: | https://ajod.org/index.php/ajod/article/view/1293 |
| _version_ | 1797405163914264576 |
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| author | Armand Bam Samantha Kriger Zelda Cottle |
| author_facet | Armand Bam Samantha Kriger Zelda Cottle |
| author_sort | Armand Bam |
| collection | DOAJ |
| description | Background: Globally, there is a disparity that exists between equal employment opportunities for people with disabilities post-schooling. While South Africa has aimed at the inclusion of people with disabilities, there has not been sufficient evidence of a successful transition from school to work environments.
Objectives: This study documents the experiences and barriers that influence the preparation of high school students with disabilities for post-secondary education and work opportunities.
Method: A qualitative research methodology employing multiple case study design was used where semi-structured in-depth interviews were conducted with youth between the ages of 18 years and 36 years who were currently employed. The participants were identified through purposeful sampling. Data were analysed by thematic analysis.
Results: The findings indicate two overarching themes indicating that the career choices of participants, firstly, were significantly influenced by teacher and guidance counsellor expectations and, secondly, experiences of discouragement where personal agency and autonomy were limited.
Conclusion: This study illuminates the need to enhance the decisions around careers for people with disabilities which should debunk the expectations of society.
Contribution: This study will make teachers, mentors and counsellors more aware of their contribution, influence and support to youth with disabilities as they transition into the workplace. |
| first_indexed | 2024-03-09T03:05:48Z |
| format | Article |
| id | doaj.art-3522ff05aa2c4ebfa20ccd96a43d780a |
| institution | Directory Open Access Journal |
| issn | 2223-9170 2226-7220 |
| language | English |
| last_indexed | 2024-03-09T03:05:48Z |
| publishDate | 2023-11-01 |
| publisher | AOSIS |
| record_format | Article |
| series | African Journal of Disability |
| spelling | doaj.art-3522ff05aa2c4ebfa20ccd96a43d780a2023-12-04T07:56:30ZengAOSISAfrican Journal of Disability2223-91702226-72202023-11-01120e1e1110.4102/ajod.v12i0.1293366A (mis)guidance of disabled youth: Post-secondary schooling transition experiences in South AfricaArmand Bam0Samantha Kriger1Zelda Cottle2Stellenbosch Business School, Faculty of Economics and Management Science, University of Stellenbosch, Cape TownDepartment of General Education and Training (GET), Faculty of Education, Cape Peninsula University of Technology, Cape TownStellenbosch Business School, Faculty of Economics and Management Science, University of Stellenbosch, Cape TownBackground: Globally, there is a disparity that exists between equal employment opportunities for people with disabilities post-schooling. While South Africa has aimed at the inclusion of people with disabilities, there has not been sufficient evidence of a successful transition from school to work environments. Objectives: This study documents the experiences and barriers that influence the preparation of high school students with disabilities for post-secondary education and work opportunities. Method: A qualitative research methodology employing multiple case study design was used where semi-structured in-depth interviews were conducted with youth between the ages of 18 years and 36 years who were currently employed. The participants were identified through purposeful sampling. Data were analysed by thematic analysis. Results: The findings indicate two overarching themes indicating that the career choices of participants, firstly, were significantly influenced by teacher and guidance counsellor expectations and, secondly, experiences of discouragement where personal agency and autonomy were limited. Conclusion: This study illuminates the need to enhance the decisions around careers for people with disabilities which should debunk the expectations of society. Contribution: This study will make teachers, mentors and counsellors more aware of their contribution, influence and support to youth with disabilities as they transition into the workplace.https://ajod.org/index.php/ajod/article/view/1293disabled youthemploymentinclusiontransitioncareer guidance |
| spellingShingle | Armand Bam Samantha Kriger Zelda Cottle A (mis)guidance of disabled youth: Post-secondary schooling transition experiences in South Africa African Journal of Disability disabled youth employment inclusion transition career guidance |
| title | A (mis)guidance of disabled youth: Post-secondary schooling transition experiences in South Africa |
| title_full | A (mis)guidance of disabled youth: Post-secondary schooling transition experiences in South Africa |
| title_fullStr | A (mis)guidance of disabled youth: Post-secondary schooling transition experiences in South Africa |
| title_full_unstemmed | A (mis)guidance of disabled youth: Post-secondary schooling transition experiences in South Africa |
| title_short | A (mis)guidance of disabled youth: Post-secondary schooling transition experiences in South Africa |
| title_sort | mis guidance of disabled youth post secondary schooling transition experiences in south africa |
| topic | disabled youth employment inclusion transition career guidance |
| url | https://ajod.org/index.php/ajod/article/view/1293 |
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