Disability is the largest and fastest-growing minority group, with approximately 60 million people reporting some form of disability (Elflein, 2024). According to the U.S. Department of Labor, in 2024, only about 38% of working-age adults with disabilities were employed (USDOL, 2024). Individuals with disabilities often face issues of unemployment and underemployment and need resources and support to find meaningful, supportive careers. However, many counselors and career practitioners lack the necessary education and training to work with individuals with disabilities. Atkins et al. (2023) explored this issue through a study that utilized the Counseling Clients with Disabilities Scale (CCDS) to evaluate professionals’ attitudes, competencies, and preparedness when working with clients with disabilities. The findings underscore the critical need for education and exposure to disability-related topics in counselor training, demonstrating that such efforts improve competency, reduce biases, and foster more inclusive, equitable, and empowering support. However, disability continues to receive significantly less attention than other cultural and identity groups in professional training and discourse (M. Deroche et al., 2024; M. D. Deroche et al., 2020).

Research has shown that employment can be especially beneficial for those who live with disabilities and offers numerous tangible and intangible benefits, including increased self-esteem, financial security, enhanced psychological well-being, inclusive integration into the community, debunking of dependency myths, and improved social status (Vooijs et al., 2018). The schedule and structure of a workplace can help maintain some sense of routine, and social support from colleagues at work can be beneficial (Beatty, 2011). Work is a positive and essential part of life that contributes to psychological well-being, social identity, and financial security (Kalsi et al., 2016). The role of work is considered a valuable and fundamental part of identity (Henriksson et al., 2005). For this reason, The Council for Accreditation of Counseling and Related Educational Programs (CACREP) codifies “Career Development” as a foundational area for counselor education curriculum (CACREP, 2024).

Based on this evidence, it is vital that all counselors-in-training be exposed to concerns and issues related to work and disability and provided with resources to utilize when working with this population. In this article, four key considerations are presented for counselor educators on the relevance of disability to career development: stigma and discrimination in the workplace, the appropriate use of career assessments, the role of special education and vocational rehabilitation services, and the impact of different disability types on career opportunities and choices. Examples of disability inclusive teaching content and tools for a career development course are provided.

Positionality Statements

Dr. Julie Hill has lived with chronic pain and invisible disabilities for over 15 years. She is an assistant professor in counselor education at the University of Arkansas, where she teaches career counseling and rehabilitation counseling courses.

Dr. Tina Peterman is a professor of counselor education at Portland State University and the mother of two sons, one of whom lives with type 1 diabetes. She is also a licensed professional counselor with a private practice specializing in career counseling and supervision, focusing on disability and chronic illness.

Dr. Jessica Henry is a counselor, educator, and disability advocate who lives with multiple sclerosis. She blends personal lived experience with professional expertise in disability rights and career development. Her work advancing disability cultural competency is shaped by her background in rehabilitation counseling and extensive experience conducting workshops on disability etiquette and inclusive practices in healthcare and education.

Dr. Roy Chen is a professor in the School of Rehabilitation Services and Counseling at the University of Texas Rio Grande Valley. His research examines the challenges and opportunities of employing people with disabilities. He also explores the barriers to employment faced by this population and strategies to overcome them.

Dr. Mary Ann Rocha is an assistant professor in the counseling program at Our Lady of the Lake University. She is a disability advocate with experience as a licensed professional counselor and vocational counselor, specializing in chronic pain management, job placement, and readiness.

Relevance of Disability to Career Development

Stigma and Discrimination in the Workplace

In the United States, the Americans with Disabilities Act of 1990 (ADA: P.L. 101-336) is a law that prohibits discrimination against individuals with disabilities in the workplace. If a person has a diagnosed disability and is qualified to do a job, the ADA is intended to protect them from job discrimination based on disability. Under the ADA, a disability is a physical or mental impairment substantially limiting one or more major life activities. A substantial impairment significantly limits or restricts a major life activity such as hearing, seeing, speaking, walking, breathing, performing manual tasks, caring for oneself, learning, or working. A disabled person must also be qualified to perform the essential functions or duties of a job, with or without reasonable accommodation, to be protected from job discrimination by the ADA. This has three implications. First, they must disclose the disability or impairment to the employer to receive protections. Second, they must meet the employer’s requirements for the job, including educational qualifications, relevant work experience, required skills, and necessary licenses. Third, they must be able to perform the job’s essential functions with or without reasonable accommodation. Essential functions are the fundamental job duties they must be able to perform on their own or with the help of reasonable accommodations. For example, an employer may require an employee to stand at a cash register for the entire shift. A reasonable accommodation for an employee with joint pain would be to allow the employee to sit on a stool during their shift instead of standing.

Despite the ADA, stigma and discrimination in the workplace are real concerns for individuals with disabilities. (Antonak & Livneh, 2000; Au & Man, 2006; Harris, 2019). A distressing number of disabled employees still report experiencing extensive stigma present in the workplace, and this leads to lower job satisfaction when compared to colleagues without disabilities (J. Kim, 2022) “Disability stigma, characterized by negative attitudes as well as discriminatory behaviors based on structural power imbalance, is regarded as one of the biggest risk factors in the employment of people with disabilities” (J. Kim, 2022, p. 226). Evidence shows that some individuals may quit their jobs rather than request or attempt to use accommodations (Maestas et al., 2016; McArthur et al., 2025). Raising awareness of disability stigma and discrimination in workplaces is a critical need. Counselors and career counselors must remain aware of these issues when working with clients with disabilities and assist them in navigating the evaluation of potential employers and advocating for themselves with current employers.

Appropriate Use of Career Assessments

A wide variety of assessments are available for use in career counseling. However, not all assessments are appropriate or ethical to use with individuals with disabilities. It is essential to assess the appropriateness of assessments and research the norming populations for the assessment. Counselors have an ethical obligation to engage appropriately in the assessment process. Qualitative career development assessment approaches are an excellent and effective way to ensure an accurate assessment for clients with disabilities. Clients often appreciate the personalized approach, especially after undergoing extensive testing related to the diagnosis and treatment of their disability, as well as documenting their disability to agencies, universities, and other entities. Instruction should include non-standard career assessment approaches, including teaching and using the career genogram (Anctil, 2019) and the Career Construction Interview (Savickas, 2015).

The Role of Special Education and Vocational Rehabilitation Services

Counselors should know the career development provisions for students with disabilities in schools, which is a substantial service to high school students as they transition into higher education and/or the workforce. Students with disabilities in the United States receive instructional services through the protections provided by the Individuals with Disabilities Education Act (IDEA; P.L. 108-446), most recently amended in 2004. Students with disabilities qualifying under the IDEA receive a written Individualized Education Plan (IEP), which, by age 14, includes transition planning goals that must consist of opportunities to develop functional skills for work and community life. The National Technical Assistance Center on Transition (NTACT, n.d.-b, p. para 1) defines transition as “the very intentional, organized and coordinated process of guiding young people with disabilities with education, experiences, supports and services to help them have successful and meaningful lives beyond high school.” Special education teachers are the primary personnel responsible for the IEP; however, school counselors can also play an essential role in supporting students with disabilities in their career development.

The Workforce Innovation and Opportunity Act (WIOA; P.L. 113-128) in 2014 enhanced the need for a partnership between special education and vocational rehabilitation (VR). This legislation mandates that 15% of federal funding to VR agencies must be allocated to pre-employment transition services for youth with disabilities ages 16-21 (McKnight et al., 2022). Pre-employment transition services require: (a) job exploration counseling, (b) work-based learning experiences, (c) counseling on postsecondary education opportunities, (d) workplace readiness training, and (c) instruction in self-advocacy (NTACT, n.d.-a). Interagency collaboration between vocational rehabilitation and special education transition teachers is one variable that predicts successful post-high school outcomes for youth with disabilities (Plotner et al., 2015; Taylor et al., 2016). A study conducted by Taylor and colleagues (2016) found relatively low levels of satisfaction and collaboration between VR counselors and special education transition teachers, despite their rating a list of collaboration practices as highly important. The feasibility of collaboration implementation was rated low by the study participants. Riesen et al. (2014) reported that special education teachers do not fully utilize VR services in transition planning. McKnight and colleagues (2022) identified three factors that enhance collaboration between vocational rehabilitation and special education: consistent communication, understanding of roles and responsibilities, and establishing interagency teams and training. They recommended that VR counselors and special education teachers communicate with each other consistently and regularly and that the VR counselor maintain an active presence within the school to improve collaboration. They also recommended that special education teachers and VR counselors educate themselves about the other party’s roles, responsibilities, and resources. In summary, counselors should be aware of the dynamic between special educators and vocational rehabilitation counselors, as they can play a crucial supporting role in ensuring that students with disabilities receive career development services.

The Impact of Different Types of Disabilities on Career Choices

People with disabilities in the U.S. are more than twice as likely to be unemployed as their non-disabled peers (Bureau of Labor and Statistics, 2025). Further, a recent study in Canada found that persons with disabilities were twice as likely to report lower quality employment (i.e., felt trapped or unrewarded) than their non-disabled peers (Shahidi et al., 2023). Occupational choices for people with disabilities may be restricted due to self-imposed, culturally constrained, socially conditioned, or religious limitations. For instance, whether real or not, self-perceived physical and psychological limitations may discourage an individual from pursuing an occupation outside their comfort zone. Fear of discrimination can deter individuals from disclosing their disabilities, which limits their access to necessary job accommodations. Stereotyping can also limit career exploration for some disabled groups. For example, adults with intellectual disabilities have long been placed in the “Four F’s of Disability Employment”: food (i.e., food preparation and service), filth (i.e., cleaning and janitorial service), flowers (i.e., simple landscaping or decoration), and factories (i.e., light assembly work) (S. Kim, 2019). Those with autism may also be encouraged by counselors to explore computer programming before conducting an interest inventory or even asking, “what are you most interested in?” These are a few simple but impactful ways disability status influences career opportunities. By incorporating disability into the career development course, counselor educators can help future counselors recognize and address their biases toward people with disabilities in the workplace, discuss ways to dispel myths and stereotypes, and learn advocacy skills.

Infusing Disability into a Career Development Course

In the following sections, sample lecture content, discussion topics, and classroom activities that can be integrated into the career development course to enhance counselors’ knowledge and skills in working with clients with disabilities.

Lecture Content

The needs of disabled clients can be infused at strategic points throughout a career development course. Instructors can introduce the unique needs of individuals with disabilities in career counseling, such as limited discussion around career opportunities from a young age, lack of work experience, workplace stigma, and appropriate assessment techniques and considerations. Systems and services targeted toward clients with disabilities should be highlighted, such as pre-employment transition services (pre-ETS), VR partnerships with schools and special education, community rehabilitation providers (CRPs), and benefits planning. Additionally, state VR programs and other CRPs can provide excellent guest speakers or panel members. The following are additional suggestions for content inclusion.

INCOME Framework

In addition to traditional career development theories, instructors can incorporate disability-inclusive career models. INCOME is a career development framework with an empowerment perspective, proposed by Beveridge and colleagues (2002), for individuals with and without disabilities. Unlike models structured around “stages,” a distinct feature of the INCOME is its six statuses that may occur in any sequence, including revisiting or skipping a status, to emphasize that development is not fixed but influenced by the individual’s multifaceted context. Each status presents concerns and interventions for three subcategories: pre-career-onset disabilities, mid-career-onset disabilities, and episodic disabilities. Imagining is the status at which the individual becomes aware of work, job, and career concepts. Informing is the status where the individual learns about the relationship of self, abilities, and skills with the world of work. Choosing, or occupational choice, is the status where the individual applies the information from the prior two statuses. Obtaining is the status where the individual selects employment, including self-employment. In the Maintaining status, the individual can adjust and perform the demands of the job successfully. Existing refers to the status where an individual is leaving their current occupational standing due to retirement, promotion, or voluntary or involuntary termination. The INCOME framework process may be revisited as career needs evolve or impairments become more salient in the workplace.

After content is presented, each student can engage in an independent writing assignment or group discussion, in which they (a) describe the framework, (b) define each of the six statuses, (c) identify challenges faced by persons with disabilities in each status, and (d) explore interventions and solutions to address these challenges. This activity can be deepened further by presenting one or more case studies for application. The objective of these activities is to explore inclusive career development perspectives that include people with disabilities.

Disability Legislation and Work Incentives

Counselors-in-training should be aware of disability-specific public policy relevant to employment. Legislation can be used as a tool for advocacy and advancing clients’ rights, such as disclosure of disability, securing reasonable accommodations, combating discrimination, and maximizing work incentives. Suggested lecture content should emphasize legislation such as the Rehabilitation Act of 1973, the ADA, and WIOA; work incentives through the Social Security Administration, such as impairment related work expenses and trial work periods (SSA, n.d.); and the Work Opportunity Tax Credit (WOTC) through the Internal Revenue Service (IRS, n.d.). Additional resources for these discussion topics can be found in Appendix A. Guest lecturers from a local Centers for Independent Living or Work Incentives Planning and Assistance (WIPA) program can provide up-to-date information on these topics.

Reasonable Accommodations and Assistive Technology

Reasonable accommodations are essential to facilitating the career development of many people with disabilities. A reasonable accommodation is “a modification or adjustment to a job, the work environment, or the way things are usually done during the hiring process” (Office of Disability Employment Policy, n.d., p. para 1). Instructors should familiarize students with resources to consider reasonable accommodations and assistive technology throughout the career counseling process. The Job Accommodation Network (www.askjan.org) offers a wealth of multimedia content suitable for classroom use. National Assistive Technology Act Technical Assistance and Training (AT3) Center (https://at3center.net/) also provides resources for understanding the implementation of assistive technology and finding local resources for support.

Course Activities and Discussion Topics

This section provides complete classroom activities and smaller opportunities to infuse disability into classroom discussions. All activities can be modified for online teaching.

Soul (2020) Case Analysis

Instructors may find that novice counseling trainees will initially approach career counseling without multicultural competence, especially empathy for the experiences of persons with disabilities (Farmawati, 2020), because they lack exposure to diverse perspectives. Counseling students across specializations may initially approach careers from the vantage of their personal experiences with career development and decision-making. As such, the curriculum may lead students to ponder, “What do you want to be when you grow up?”, though their experiences may have lacked consideration of privilege (i.e., abled-bodied) and oppression (i.e., disabled). In these cases, students may seldom consider how disability and other marginalized identities can impact how someone might experience career development. Counselor educators may have students consider their own identities and biases by developing positionality statements. These statements invite students to explore social positions and power dynamics that may have contributed to these experiences (Akurigo, 2023; Phillips, 2021). However, another approach can be employed to expand students’ overall cultural awareness, including disability as a form of diversity.

Using film to make content more salient for students is a useful pedagogical approach across counselor education training curriculum (Greene et al., 2014; Holloway et al., 2016). The 2020 Disney-Pixar movie, Soul, provides character and plot subtext to explore how diversity can impact career development and counseling. The film offers several nuanced themes that connect career development, exploration, and decision-making to disability, as well as other aspects of multicultural career counseling such as race, gender, and socioeconomic status. Students can view the film independently or as a class, followed by guided small-group discussions that prompt them to analyze the characters through a critically conscious lens (Barraclough et al., 2024). Students are encouraged to examine and consider the experiences related to diversity (including disability) observed among the main and supporting characters, who each have unique career dilemmas.

Using the film as a case study, students can (a) identify key issues, including strengths and limitations of each character; (b) consider ways the characters’ diversity characteristics may have contributed to concerns; (c) draw on relevant career counseling theories to conceptualize approaches, (d) recommend career-based interventions, and (e) justify recommendation for those inventions. As a learning tool, Soul provides awareness of diversity and disability-related impacts through the film’s symbolism. It challenges the idea that a person’s worth is not inherently tied to their career or productivity outcomes. Seibert et al. (2024) underscored that career success for marginalized groups, such as those with disabilities, is not exclusively shaped by subjective and objective career success but rather considers other factors, including intersectionality, stigma, passion, and purpose. Suggested discussion prompts for this activity are provided in Appendix B.

Holland’s Party

Holland’s (1959) Theory of Career Choice suggests that career interests are a byproduct of personality, and that greater career fulfillment and satisfaction occur when interests closely align with vocational choices. To bring this theory to life, counselor educators and career counselors can apply what Bolles (2022) called “Holland’s Party” (the Career Interest Party), which is a career intervention constructed using the six personality types of Holland’s RIASEC model: realistic, investigative, artistic, social, enterprising, and conventional. This experiential learning activity actualizes the six personality types by designating them as “rooms” at a hypothetical party where students can discover more about their personality type and learn how this activity might benefit future clients. Students engage in role-play, counseling scenarios, group discussion, and self-reflection, integrating personal values and gaining a deeper understanding of practical issues (Fernandez, 2013).

In this activity, participants are prompted to imagine the following: “You arrive at a party and see six rooms, each full of people with different interests. Which room are you most drawn to? What room would you go to next based on the description of what each room offers?” Before the activity begins, the facilitator prepares a medium-to-large room with designated areas representing each RIASEC trait, which include a label and may also consider including props that reflect each type. For example, the “Realistic Room” might feature plant displays, tools, and building blocks with instructions to build something interesting, while the “Artistic Room” might include art supplies and musical instruments. During the activity, participants select the top three rooms of interest. The facilitator can encourage discussion among participants about what attracted them to various rooms, how they see their personality types reflected in these spaces, and commonalities across responses. Debriefing of the activity should focus on the applicability and utility of this approach for groups of clients or students, and deeper application of trait-factor theories.

While this activity is widely used for counselor trainees in career courses (Charnley & Williams, 2024), counselor educators can integrate disability concepts to help all students increase their cultural awareness of disability and its impact on career development. First, from a logistical perspective, students should consider potential adaptations and accommodations that might be necessary for clients or students with disabilities to participate. The activity also has limitations in addressing cultural and disability bias. For example, RIASEC is based on neurotypical assumptions that may overlook clients with non-traditional career aspirations (LeFevre-Levy et al., 2023). When using this activity as a learning strategy, opportunities for advocacy emerge where students can reflect on gaps that highlight the experiences of people from marginalized groups. For instance, some people with disabilities may feel drawn to rooms that align with vocations that might not be readily accessible to them. The primary threat is the potential misapplication of theory could lead to career recommendations that are neither appropriate nor attainable, even with reasonable accommodations and training. Additionally, the theory is premised on individuals sharing personality traits, and potentially behaviors, aligned with each of the traits. This could also lead to false assumptions. For example, while interest in a specific trait group may exist for a person with autism, they might have difficulty demonstrating some typically expected behaviors and social skills for that environment. Attempting to conform in social camouflage to fit in may lead to distress for autistic clients (Klein & Macoun, 2025). These considerations, and others, can be explored following the activity to encourage critical thinking around disability.

Disability-Focused Discussion Prompts

Within existing common career counseling lectures or online discussion boards, the following prompts can be utilized to infuse disability concepts:

  • In what ways can someone’s disability identity intersect with other aspects of their identity (e.g., race, gender, age) to influence career development?

  • What does an inclusive and accessible workplace look like to you?

  • What are some ways employers can proactively support employees with disabilities beyond legal compliance?

  • How can K-12 and higher education institutions better support students with disabilities in planning their careers?

  • What role has mentorship played in your career journey, and how can mentors be more inclusive?

  • What changes would you recommend to corporate or government policy to promote more equitable career development for people with disabilities?

  • What are meaningful ways colleagues and managers can be allies to professionals with disabilities?

  • How can organizations build a culture where discussing disability and requesting accommodations is normalized and supported?

Career Development Assignments

Labor Market Research and Career Decisions

One factor in determining the viability of a career goal is whether it will be attainable for a person, especially in their local economy. Students can apply their knowledge of career exploration tools, like O-NET Online or the Occupational Outlook Handbook, and job search engines (e.g. Indeed, Glassdoor) to determine a fitting career for a client by conducting labor market research. Case studies can be developed, though a good resource for case studies is The Career Counseling Casebook: A Resource for Students, Practitioners, and Counselor Educators (Niles et al., 2013); as only some case study clients in the book have a disability, instructors may need to assign a disability to the person in the vignette. Potential career areas for the client can either be assigned to student groups or they can select viable choices based on the vignette. Students should complete a Labor Market Research Worksheet (Appendix C) for their case study client for each of three career areas. Based on their research, they should provide a written or oral justification of the best-fitting career based on (a) availability of jobs in that field, (b) potential for accommodations and inclusion within that industry, and (c) knowledge of the client from the case study. While counselors would never choose a career for a client without their input and direction, this activity familiarizes students with the tools to consider careers, while considering personal characteristics (including disability) and the potential for accommodation.

Considering Job Accommodations

Effective workplace accommodations can be a critical element in the employment of people with disabilities. Counseling students should familiarize themselves with national resources to add to their career counseling toolbox; two types of classroom activities can support application of these resources.. The ADA National Network (https://adata.org/) is an online career database that supports job accommodation and restructuring under the Americans with Disabilities Act. After exploring the website, in pairs or small groups, students can use the Explore By tab to select a job accommodation topic (e.g., service animal, transportation). Students can then present to the class what they learned about the chosen topic and how the information expanded their career counseling perspective. This can be done through (a) creating presentation slides to add to a classroom slide deck, (b) developing a 60-second elevator pitch or infomercial, or (c) designing a one-page informational flyer. In this way, the class can “crowdsource” and share knowledge on the topics.

Alternatively, groups of students can consider accommodation recommendations for an assigned case study about a client with a disability who is considering a potential career or specific work environment. Client vignettes should include relevant demographics, disability information, and functional limitations. This can be paired with a case study of a fictional employment opportunity, or a detailed job posting from an actual company website can be used. Using the Job Accommodations Network website, students can suggest recommendations for interventions to promote self-advocacy, as well as counselor advocacy strategies for accessing accommodations and assistive technology for clients to consider.

Career Development and Disability Interview

The instructor can assemble a panel of individuals with disabilities and have them share their experiences in class about navigating career development and living with a disability. Including a vocational rehabilitation counselor, who may be an individual with a disability, can also offer a rich discussion of employment services. Some guiding questions are listed below.

  1. Tell me about your current career and how you decided to pursue that career.

  2. Did your disability influence the career you chose?

  3. How did you navigate the job search process as a person with a disability?

  4. Have you disclosed your disability to supervisors and/or co-workers? Why did you decide to disclose, or why did you choose not to reveal?

  5. Have you requested reasonable accommodations at work? If so, what was that process like?

  6. Do you anticipate staying in your current job/career long term? Why or why not?

  7. What do you like about your job?

  8. What do you dislike about your job?

Resources

Course Readings

The following course readings support the lecture content, classroom/online discussion, activities, and assignments shared in this article:

  • Anctil, T. M. (2016). Action theory of career assessment with chronic illness and disability

  • Anctil, T. M.(2019). Career genogram

  • Bend, G. L., & Priola, V. (2018). What about a career? The intersection of gender and disability

  • Dean, E. E. et al. (2019). *Career design and development for adults with intellectual disability: A program evaluation *

  • Dhania, D. R., & Susanti, R. N. (2023). Career wellbeing for workers with physical disabilities: A phenomenology study

  • Dispenza, F. (2021). Empowering the career development of persons with disabilities

  • Dispenza, F. et al. (2019). Career development of sexual and gender minority persons living with disabilities

  • Ferrari, L. et al. (2017). Career adaptability and career resilience: The roadmap to work inclusion for individuals experiencing disability

  • Gupta, A., & Priyadarshi, P. (2020). When affirmative action is not enough: Challenges in the career development of persons with disability

  • Lindsay, S. et al. (2021). Career aspirations and workplace expectations among youth with physical disabilities

  • Lindstrom, L. et al. (2013). *Navigating the early career years: Barriers and strategies for young adults with disabilities *

  • Phillips, L. (2021). Culture-centered counseling

  • Rumrill, P. D., & Koch, L. C. (2019). Employment, career development, and vocational rehabilitation considerations for people with emerging disabilities

  • Santilli, S. et al. (2014). Career adaptability, hope and life satisfaction in workers with intellectual disability

  • Santuzzi, A. M., & Waltz, P. R. (2016). Disability in the workplace: A unique and variable identity

  • Wilson-Kovacs, D. et al. (2008). ‘Just because you can get a wheelchair in the building doesn’t necessarily mean that you can still participate’: Barriers to the career advancement of disabled professionals

Instructor Resources

  • Strauser, D. R. (2021). Career development, employment, and disability in rehabilitation: From theory to practice. Springer Publishing Company.

  • The Employment Readiness Model: This is an assessment that can be used with clients with disabilities to determine the factors they need to be “employment-ready.” The assessment helps identify the supports that may be needed for success in the workplace. The assessment also measures self-sufficiency on four employability factors: career decision-making, skills enhancement, job search, and ongoing career management.

  • The Career Pathways Webinar Series: This webinar series from the National Disability Institute provides examples of how DEI projects utilized intervention strategies to create inclusive career pathways and offers tools that provide a framework for achieving functional alignment.

  • National Technical Assistance Center on Transition: This website provides information on pre-employment transition services (Pre-ETS) for youth with disabilities. They provide information about the five required pre-ETS services and a training library, as well as information regarding laws, regulations, and policy.

  • Resources for Job Training and Employment Programs for People with Disabilities: This site provides information about organizations that can assist individuals with disabilities in developing job skills and conducting job searches, as well as the Ticket to Work program and the free training it offers. Additionally, it offers resources for finding job listings tailored to people with disabilities.