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Journal of Disability Policy Studies
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Employer Perspectives on High School Diploma Options for Adolescents With Disabilities

Ryan Hartwig

University of Northern Iowa

Patricia L. Sitlington

University of Northern Iowa, Patricia.Sitlington{at}uni.edu

According to the amendments to the Individuals with Disabilities Education Act and the Individuals with Disabilities Education Improvement Act, students with disabilities are required to participate in state- and districtwide assessments with appropriate accommodations and modifications when necessary. The data on the performance of students with disabilities on these assessments indicate that they are not performing well compared to their general education peers. As a result, some states are issuing alternate exit documents from high school in the form of occupational diplomas, General Educational Development diplomas (GEDs), and certificates of attendance, achievement, or completion. The authors interviewed a random sample of employers, asking them if they were willing to hire prospective employees with these types of alternate diplomas. Employers were least willing to hire individuals with certificates of attendance, achievement, or completion and most willing to hire those with occupational diplomas and GEDs.

Key Words: accountability • assessment • evaluation • employment • secondary conditions • to work • transition(s)

This version was published on June 1, 2008

Journal of Disability Policy Studies, Vol. 19, No. 1, 5-14 (2008)
DOI: 10.1177/1044207308315279
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