Abstract

This research study identifies the digital technology skills important for entry-level employees in the 21st-century workforce and assesses the digital technology preparation currently provided in Inclusive Postsecondary Education programs for students with intellectual disabilities. Digital technology skills were evaluated using the Digital Competence Conceptual Reference Model (2016). A survey was distributed to 100 U.S. employers to assess the digital technology skills in demand in the workforce. Inclusive Postsecondary Education programs were then evaluated to assess the digital technology skill preparation offered at 83 programs across the U.S. The results were analyzed to determine whether Inclusive Postsecondary Education programs are preparing individuals with intellectual disabilities with the digital technology skills necessary for job market competitiveness. Results indicated a misalignment in type of digital technology preparation offered at Inclusive postsecondary education programs and the digital technology skills perceived important in the workforce. The findings and implications of this study will provide a platform for further research and discussion about preparing individuals with disabilities for the 21st-century job market.

Notes

If this is your thesis or dissertation, and want to learn how to access it or for more information about readership statistics, contact us at STARS@ucf.edu

Graduation Date

2023

Semester

Summer

Advisor

Hines, Rebecca

Degree

Doctor of Philosophy (Ph.D.)

College

College of Community Innovation and Education

Department

School of Teacher Education

Degree Program

Education; Exceptional Education

Identifier

CFE0009756; DP0027864

URL

https://purls.library.ucf.edu/go/DP0027864

Language

English

Release Date

August 2023

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

Download

Share

COinS