Committee Chair

Rausch, David W.

Committee Member

Taylor, Jessica; Awsumb, Jessica; Crawford, Elizabeth K.

Department

Dept. of Applied Leadership and Learning

College

College of Health, Education, and Professional Studies

Publisher

University of Tennessee at Chattanooga

Place of Publication

Chattanooga (Tenn.)

Abstract

The implementation of the Workforce Innovation and Opportunity Act (WIOA) in 2014, changed the way state operated vocational rehabilitation (VR) programs provide services to students with disabilities. WIOA did this with the introduction of the provision of preemployment transition services to students with a disability aged 14-22 and allowed for the provision of services to both potentially eligible students and eligible students with an IPE. This study explored the associations of preemployment transition services in relation to the number of days from eligibility to VR case closure with an exit reason of competitive integrated employment outcome. The quantitative results of the study demonstrated a decrease in the number of days from eligibility to VR case closure with an exit reason of competitive integrated employment for students who received preemployment transition services. Additionally, the qualitative embedded thematic analysis results of this research allowed for the identification of three themes. Discomfort in self-advocating, level of understanding and successful transition, and value of lived experiences are the three themes that emerged from the researcher’s embedded analysis of the student participants’ responses to the survey and interview open-ended questionnaires. The results of this study provide VR professionals and educators information about the importance of preemployment transition services, the student and parent desires to be involved in the selection of services, and student perspectives about preemployment transition services assisting them with life after high school.

Acknowledgments

First, I want to give thanks to God for guiding me throughout this journey and giving me the strength to persevere to the end. In addition, I want to acknowledge my husband who continuously supported me throughout my journey. To cohort 14, thank you for being amazing, supportive, problem solvers, and most importantly extended family and friends. You all made this journey much more enjoyable. I want to thank the VR team members, Transition Tennessee, and TN STEP teams for their assistance and support in helping me share my study with Tennessee families. Also, I want to thank all the professors in the Learning and Leadership Doctoral Program. Each of you demonstrated your true desire for us to learn and be successful. Moreover, I want to thank my chair and committee for being my cheerleaders, supporters, coaches, and leaders.

Degree

Ph. D.; A dissertation submitted to the faculty of the University of Tennessee at Chattanooga in partial fulfillment of the requirements of the degree of Doctor of Philosophy.

Date

5-2025

Subject

Students with disabilities--Vocational guidance--United States; Vocational rehabilitation--United States

Keyword

Preemployment; Transition; Person-Centered; Disability; Vocational Rehabilitation; Workforce Innovation and Opportunity Act

Document Type

Doctoral dissertations

DCMI Type

Text

Extent

ix, 83 leaves

Language

English

Rights

http://rightsstatements.org/vocab/InC/1.0/

License

http://creativecommons.org/licenses/by-nc-nd/4.0/

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