Science and Engineering as Viable Career Choices for Students with Disabilities

Abstract

Although the availability of jobs in science and technology fields are abundant, awareness has increased that certain populations (e.g., persons with disabilities) have fewer opportunities to pursue these careers and, consequently, are underrepresented as employees in these fields. The purpose of this study was to examine the perceptions of parents and teachers concerning the following variables as they relate to career entry of persons with disabilities into science and engineering: (a) facility access, (b) expense of accommodations, (c) role models, (d) teachers' understanding of students' academic needs, (e) length of learning time, (f) student aptitude and educational preparation, (g) career guidance, and (h) employer attitudes. A MANOVA indicated significant differences between parents and teachers on several variables. Psychometric properties of the scale developed for the study are described, and implications of the findings for rehabilitation counselors providing career development to secondary school students are discussed.

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