A Multi-Method Scoping Review on Implementation of Job Preparation Programs for Students with Disabilities

Funding text 1: Eight of the 10 articles discussed program development, which was defined as how to initiate or sustain an employment preparation program, with many articles focusing on funding logistics. In some cases, the larger transition programs reviewed were started with federal funds. Iowa\u2019s Super Senior program (i.e., Nietupski et al., ) was funded by the U.S. Department of Education\u2019s Office of Special Education Programs. With this funding, staff were paid to support program implementation. Other local and state grants were able to help fund student salaries during job exploration activities, relieving institutions of any additional costs for the partnership (Sabbatino & Macrine, ). Swank and Huber () identified a need for collaboration across multiple partners, such as school counselors, teachers, administrators, students, families, and community members, to develop and implement employment preparation programs. The authors articulated that funding to implement a comprehensive job preparation program is a perennial challenge.; Funding text 2: This research for funded by National Center for Special Education Research, Institute of Education Sciences [R324A190104-20].

Funding text 1: Eight of the 10 articles discussed program development, which was defined as how to initiate or sustain an employment preparation program, with many articles focusing on funding logistics. In some cases, the larger transition programs reviewed were started with federal funds. Iowa\u2019s Super Senior program (i.e., Nietupski et al., ) was funded by the U.S. Department of Education\u2019s Office of Special Education Programs. With this funding, staff were paid to support program implementation. Other local and state grants were able to help fund student salaries during job exploration activities, relieving institutions of any additional costs for the partnership (Sabbatino & Macrine, ). Swank and Huber () identified a need for collaboration across multiple partners, such as school counselors, teachers, administrators, students, families, and community members, to develop and implement employment preparation programs. The authors articulated that funding to implement a comprehensive job preparation program is a perennial challenge.; Funding text 2: This research for funded by National Center for Special Education Research, Institute of Education Sciences [R324A190104-20].

Funding text 1: Eight of the 10 articles discussed program development, which was defined as how to initiate or sustain an employment preparation program, with many articles focusing on funding logistics. In some cases, the larger transition programs reviewed were started with federal funds. Iowa\u2019s Super Senior program (i.e., Nietupski et al., ) was funded by the U.S. Department of Education\u2019s Office of Special Education Programs. With this funding, staff were paid to support program implementation. Other local and state grants were able to help fund student salaries during job exploration activities, relieving institutions of any additional costs for the partnership (Sabbatino & Macrine, ). Swank and Huber () identified a need for collaboration across multiple partners, such as school counselors, teachers, administrators, students, families, and community members, to develop and implement employment preparation programs. The authors articulated that funding to implement a comprehensive job preparation program is a perennial challenge.; Funding text 2: This research for funded by National Center for Special Education Research, Institute of Education Sciences [R324A190104-20].

Funding text 1: Eight of the 10 articles discussed program development, which was defined as how to initiate or sustain an employment preparation program, with many articles focusing on funding logistics. In some cases, the larger transition programs reviewed were started with federal funds. Iowa\u2019s Super Senior program (i.e., Nietupski et al., ) was funded by the U.S. Department of Education\u2019s Office of Special Education Programs. With this funding, staff were paid to support program implementation. Other local and state grants were able to help fund student salaries during job exploration activities, relieving institutions of any additional costs for the partnership (Sabbatino & Macrine, ). Swank and Huber () identified a need for collaboration across multiple partners, such as school counselors, teachers, administrators, students, families, and community members, to develop and implement employment preparation programs. The authors articulated that funding to implement a comprehensive job preparation program is a perennial challenge.; Funding text 2: This research for funded by National Center for Special Education Research, Institute of Education Sciences [R324A190104-20].