Abstract
Purpose. The purpose of this descriptive study was to identify program options and factors that were perceived by Workability I directors that contributed to and interfered with employment outcomes for learning disabled young women served by their programs. Methodology. This qualitative study used descriptive research methods. The data for this descriptive study were collected through surveys administered to 304 Workability I directors who serve California public high schools. The study's four research questions guided the development of the survey. The results of the study's survey were analyzed, triangulating with two other sources of data, the Workability I follow-up study (1999) and the National Longitudinal Transition Study of (1996). Findings. Based on the reported perceptions heard from the Workability I directors and with analysis of the Workability I follow-up study and the National Longitudinal Transition Study the findings include: (1) the Workability I project offers more program options than was revealed in nationals reports of transition; (2) the Workability I projects reported that learning disabled young women and disabled young men receive equivalent offerings of program options; (3) Workability I directors identified as the top five factors that contributed to employment outcomes for learning disabled young women as: social skills and attitude, basic skills remediation, vocational career training, work-based learning and paid work experience; (4) Workability I directors identified as the top five factors that interfered with employment outcomes for learning disabled young women as: lack of family support, pregnancy, lack of positive female role models, lack of self-advocacy skills, and lack of pre-employment skills. Conclusions and recommendations. Transition programs that focus on social skills development, basic skill remediation, vocational training options, work-based learning, and paid work experience for learning disabled young women may support greater employment outcomes for their students.