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Most college students find themselves at a crossroads upon graduating, and the transition from academic life to a career may prove to be a difficult time for many. Students with disabilities, however, face additional challenges after college. According to recent government data, the employment rate for college graduates without disabilities is 89.9%, yet only 50.6% for students with disabilities. Fortunately, there are plenty of resources available that deal specifically with the college-to-career path for graduates with disabilities.

In-college preparation is a crucial element of the career planning process for students with disabilities. Many campuses offer a variety of work-based learning options for students to explore, including internships, cooperative learning experiences, and independent study opportunities. Disability career resources are also increasingly abundant at many colleges and universities.

Students with disabilities can make the college-to-career transition a smooth one with the assistance of career counseling, job search workshops, and career plan development on campus. This guide provides career planning resources for students with disabilities who are just beginning their job search.

The largest minority group in the world, people with disabilities are sometimes underestimated in the workforce, even though they are often just as capable - if not more - of completing the tasks required. General misunderstanding of a student's disability by others can present a challenge in the career planning process.

Common challenges faced by job-seeking college students with disabilities

Discrimination by employers in the hiring process

Limited understanding of job-seekers' rights

Lack of disability resources at a student's college

Lack of access to internships

Lack of career planning resources at college

Lack of access to career counseling services

Inability to meet specific skills required of job

Limited local jobs available to match their skill set

Underdeveloped leadership/teamwork skills

Limited experience in communicating with employers

Fear of disclosing their disability on job applications

Limited relevant professional experience on resume

Limited understanding of disability rights

Taking advantage of career resources at a college or university is important for any student, whether or not they are living with disabilities. Career-prep in particular is essential to those who want to gain experience and stand out when entering the job market. Below are some of the most common career-prep resources for students.

Work-Based Learning

Work-based learning prepares students to apply their academic skills in a professional environment by helping them choose a career and develop the personal and professional skills needed for that field. Work-based learning is often a high priority among students, as it combines academic knowledge with crucial social and interpersonal skills that they may not learn elsewhere. Employers tend to prefer graduates with the following work-based learning experience:

By completing an internship, students can gain invaluable experience in the workplace, explore career options, and possibly network in their field of choice. Several internship opportunities are available specifically for students with disabilities who want to show off their skills in a workplace setting. The Emerging Leaders Internship Program for College Students with Disabilities, coordinated by the National Disability Council, places students with disabilities in competitive internship programs that help them gain leadership and networking skills. The AAAS Entrypoint! internship program is also aimed specifically towards students with apparent and non-apparent disabilities studying science, engineering, math, computer science, and business.

With the guidance of an academic advisor, students may enter an independent study program, designed to provide academic credit through a personalized study track outside of a traditional school schedule. Independent study programs often focus on a research paper or project. This is particularly beneficial to students with disabilities, as they can tailor coursework around their needs. Independent study also demonstrates to future employers skills like self-discipline and organization.

Through collaborations between students, faculty, employers, and staff, cooperative work experiences allow students to gain paid, practical work experience as a trainee or temporary worker at a participating business or organization. In some cases, academic credit is available as part of the experience. This program provides the student with experience in their field of choice and can also help potential employers gauge teamwork and interpersonal skills.

Job Shadowing

During the job shadowing process, students observe an employee in a position or field of interest to them. While they do not typically provide academic credit, job shadowing programs allow students to learn about every aspect of the day-to-day responsibilities of a specific role. Job shadowing can provide an especially realistic and intense perspective on potential careers. This can help students with disabilities, in particular, gauge whether they have the specific skillset required of a job.

Service learning encompasses a variety of non-paid, volunteer learning opportunities. These positions are designed to show students the rewards of becoming engaged with their environment by giving back through community service projects. They may or may not yield academic credits. These opportunities are useful for all students, as they show potential employers a student's willingness to gain enrichment on both a personal and professional level.

Extracurricular involvement

Extracurricular involvement is another important supplement to academic study on the college-to-career path. Career services at most colleges will encourage student participation in extracurricular activities in order to show potential employers a wide variety of skills, including engagement and camaraderie outside of traditional academia. The following are just some examples of extracurricular activities that may be attractive to employers:

Involvement in academic and professional organizations, from the math club to the FFA, shows not only a commitment to professional growth in a student's field of choice, but an effort toward career networking while still in school. Employers are typically impressed to see students considering early career options and forging professional relationships before graduation. Many schools' alumni associations are essentially an extension of the academic and professional ties created by students while studying on campus.

Volunteer- and service-related activities include community service projects, participating in charitable events, donating time and/or services, and helping others in need without anticipating anything in return. Students who volunteer contribute to their community and gain invaluable team-building skills. Service-related activities also look great on a resume.

Participating in student government activities is a great way for students to practice leadership and teamwork skills. Whether they participate behind-the-scenes of the electoral/political process or pursue an elected position on campus, students with experience in this area may be especially qualified for similar career paths in state or local government.

Joining a sports team or taking part in an athletic activity on campus is a form of team-building and helps build interpersonal skills. Depending on the student's disability and whether it is possible for them to take part in physical athletic activity, this can be a great way to incorporate healthy habits into their routine while adding a high-energy extracurricular to their resume.

Belonging to a fraternity or sorority can instill a sense of camaraderie and fellowship among students, but membership in such an organization also requires active participation in charitable activities, community service events and fundraising efforts, all of which can enhance a traditional resume.

Career Center and Career Counseling

Taking advantage of career centers and career counseling services is a must for all students. National studies showed that in 2015, among job-seeking students, nearly 22% made four or more visits to their career center per semester, and 29.3% visited two to three times. Further, 56.5% of these students who performed an internship or co-op - one of many crucial services facilitated by career counselors - received at least one job offer, while only 36.5% of students with no internship/co-op experience received an offer. The services provided by career centers are essential to not only career planning, but also postgraduate life. Below are some examples of the most beneficial career center resources for job-seeking students:

Career counselors help students by guiding them towards a career they are interested in. They can also help students assess their skills in that area, which may prove particularly beneficial to students with disabilities. Identifying personal strengths is key in this process, as this not only helps students to realize and pursue career options that are a good fit, but also encourages them to learn how to present a positive, confident image to future employers.

Job interview preparation helps students with disabilities in a very specific way. Career center staff are often the first professionals to explain workers' rights to disabled students seeking a job. This service is crucial for those who are unsure how (or if) they should handle disclosure of their disability and/or any disability-related questions during the interview.

Resumes and cover letters are often the first materials a potential employer sees when considering job candidates. Knowing what to include and what to omit from a resume, as well as how to draft an appropriate cover letter, are skills that need specific guidance from a qualified career counselor or specialist.

On-campus career services are just the tip of the iceberg when it comes to college-to-career potential for students with disabilities. Beyond local one-on-one services provided by career counselors, these services are far-reaching and can lead to substantial long-term employment. Students are exposed to career fairs, recruitment events, and alumni mixers through participation in career center services.

Many organizations offer a variety of support tools for students and graduates with disabilities. Those seeking additional resources to begin their job search or review their workers' rights may choose to join a union or career-specific disability agency to discuss their options. Some schools even offer support groups for students with disabilities.

While the college-to-career transition may present a new set of challenges, we have outlined several crucial tips to help adjust to life after graduation. Our primary recommendations to aid this process include:

Disclosing a disability

Disclosure of a disability is a personal choice. Should a job applicant decide to disclose his or her disability, there is also no right or wrong way to do it. Workers with a disability who do choose to disclose this information may want to consider how their disability may or may not affect the specific functions required of their job, as well as the potential accommodations their employer may need to consider in order for them to perform their job duties. The U.S. Department of Labor emphasizes that both the decision to disclose and the appropriate timing of disclosure are up to the candidate. Each applicant can decide whether or not to disclose their disability when they feel the time is right, which may be during the application process, after they are hired, or any time in between.

Tips & advice for the job hunt

The Resume
Be sure to emphasize strengths and leadership qualities on your resume. If your resume contains work gaps due to your disability, consider writing "illness and recovery" as an explanation, which shows the employer you are now recovered and ready to start work again. Resources such as the Job Accommodation Network host blogs specifically for job-seekers with disabilities to discuss resumes and the job-searching process.

The Cover Letter
Always maintain a positive attitude throughout your cover letter, and discuss your abilities specifically for the job required. If there are gaps in your work history or you experienced extended leaves of absence due to your disability, avoid over-explaining in your cover letter, as this can seem defensive. Instead, stay brief and to-the-point about the skills and talents you can offer in the workplace.

Searching for Jobs
Under protection of the ADA, you are free to search for any jobs for which you are qualified and not limited by your disability. However, depending on the severity of your disability and whether you choose to disclose it to potential employers, you may feel more comfortable starting your search with an organization dedicated to assisting those with disabilities, such as the SSA's Ticket to Work site, or your state's local One-Stop Disability Navigator initiative.

Interviewing
Before your interview, decide your position on whether or not to disclose your disability. Also, be prepared to answer any questions that may come up regarding a lack of experience, work gaps, or other discrepancies on your resume or application, if they are related to your disability. You may want to practice a mock-interview with someone you trust. Be flexible, and always stay on the positive side of all interview topics.

Physical Disabilities

Hearing Impairment/Deaf

Visual Impairment/Blind

Learning Disabilities

Psychiatric Disabilities/Mental Health Disabilities

General Resources

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Career Information for Students with Disabilities

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Most college students find themselves at a crossroads upon graduating, and the transition from academic life to a career may prove to be a difficult time for many. Students with disabilities, however, face additional challenges after college. According to recent government data, the employment rate for college graduates without disabilities is 89.9%, yet only 50.6% for students with disabilities.

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Addressing the Needs ofNeurodiversity in Transition and Pre-Employment

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Addressing the Needs ofNeurodiversity in Transition and Pre-Employment

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Leading by Convening:The Human Side ofPractice Change

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Leading by Convening:The Human Side ofPractice Change

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Presentation by Sue Sawyer

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Bridging the Ga p to Self Sufficiency Utilizing a School-Based Model

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individuals with disabilities education improvement act

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Dedicated to improving outcomes for students and youth with disabilities through shared work and learning.