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ERIC Number: ED521377
Record Type: Non-Journal
Publication Date: 2008-Jun
Pages: 6
Abstractor: As Provided
Reference Count: 10
ISBN: N/A
ISSN: N/A
Effective Career Development Strategies for Young Artists with Disabilities. The Institute Brief. Issue Number 24
Boeltzig, Heike; Hasnain, Rooshey; Sulewski, Jennifer S.
Institute for Community Inclusion
While many people with disabilities are becoming and remaining employed, recent studies show that employment rates for people with disabilities continue to be substantially lower than rates for those without disabilities. In a subset of youth with disabilities, the National Longitudinal Transition Study found that 40 percent of these younger individuals with disabilities, 15 to 19 years old, were employed at the time they were surveyed in 2003, compared to 63 percent of their peers without disabilities (Wagner et al., 2006). One potential arena of employment for young people with disabilities is the arts. This brief reports on effective strategies that 47 young artists with disabilities used to gain access to arts-related experiences in order to further their educational and career pathways. Across program years 2002-2005, these young artists, all aged 16 to 25, were finalists in the VSA arts/Volkswagen of America, Inc. Program, an arts competition that was intended to showcase their talents and accomplishments. As part of the overall evaluation, we were able to identify career development strategies based on a review of finalists' program applications. This brief is mainly targeted at visual artists, although the strategies may also apply to other groups of artists.
Institute for Community Inclusion. University of Massachusetts Boston, 100 Morrissey Boulevard, Boston, MA 02125. Tel: 617-287-4300; Fax: 617-287-4352; e-mail: ici@umb.edu; Web site: http://www.communityinclusion.org
Publication Type: Reports - Research
Education Level: N/A
Audience: Counselors; Teachers
Language: English
Sponsor: National Institute on Disability and Rehabilitation Research (ED/OSERS); VSA
Authoring Institution: University of Massachusetts Boston, Institute for Community Inclusion