Effects of a Paid Internship Model on Postschool Outcomes of At-risk Youth with Disabilities

Background Employment rates of individuals with disabilities are consistently below those without. Keeping students with disabilities on track to earn a regular diploma, and gain career preparation and paid work experiences can improve their outcomes. Virginia Commonwealth University (VCU), awarded a grant from the National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR), established a Rehabilitation and Research Training Center (RRTC) focused on employment for transition-age youth with disabilities. One study examined the benefits of the Start on Success paid internship model for at-risk students with disabilities. Objective To investigate whether the SOS internship model, comprising a career and technical education course followed by a paid internship, improves postschool outcomes for students with disabilities who earned a regular diploma. Methods This quantitative, quasi-experimental design study compared the postschool outcomes of students with disabilities who participated in the SOS program with those who received standard transition services. Seniors took a CTE course in the fall and a paid internship in the spring. Both groups took the Transition Assessment Goal Generator (TAGG) at the start and end of their senior year, and Indicator #14 data were analyzed for both groups. Results The results revealed that students in the SOS model showed significant improvements in self-determination and were more likely to pursue postsecondary education, training, or employment compared to their peers who did not participate. Conclusion The study underscores the benefits of combining structured career and technical education with real-world experience to enhance postschool outcomes for students with disabilities. The authors recommend further research involving families and community partners in transition planning to prepare these students for their future goals better.