Pursuing Graduation: Differences in Work Experience Supports for Young SSI Recipients Pursuing Diplomas or Certificates

Oct 15, 2026

Students with Individualized Education Programs (IEPs) or Section 504 Plans can earn a diploma or a certificate of completion when leaving secondary education. This study analyzes differences in career- and work-based learning services and work experiences among 969 students with disabilities who exited high school with either a diploma or a certificate. Results show group differences in service types, work experiences, post-high-school expectations, and parent-expressed concerns.

LanguageEnglish

CategoryHealthcare

FormatPDF

Pages10

Reading Time25 min

AccessFree to download

Abstract

Background and Policy Context

IDEIA, IEP, FAPE, and LRE

Diploma and Certificate Definitions

Prior Literature and Outcomes

Post-school Expectations and Public Benefits

Data on High School Exit Outcomes

Educational Attainment and Employment

Pursuing Graduation: Differences in Work Experience Supports for Young SSI Recipients Pursuing Diplomas or Certificates Mari S. Guillermo, EdD 1, Mark S. Tucker, PhD 1, Vanessa Corona, MS 1, Fred R. McFarlane, PhD 1, and Ron Jacobs, PhD 1 Career Development and Transition for Exceptional Individuals 2021, Vol. 44(2) 110–119 © Hammill Institute on Disabilities 2021 Article reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/2165143421989409](DOI: 10.1177/2165143421989409)[ ](DOI: 10.1177/2165143421989409)[cdtei.sagepub.com](cdtei.sagepub.com) Abstract Students with Individualized Education Programs (IEPs) or Section 504 Plans may earn a diploma or a certificate of completion when leaving secondary education. This study examined differences in career-and work-based learning services and work experiences of students who earned a high school diploma or a certificate of completion upon exiting high school. Case service data of 969 students with disabilities were analyzed. Results suggested groups differed in the number and types of career-and work-based services, work experiences, post-high school expectations, and work-related concerns expressed by parents. Differences between groups were observed by types of career and work experiences. Significantly greater proportions of diploma-earners expressed expectations to work and attend college. Parents of both groups expressed concerns about their youth losing Supplemental Security Income (SSI) benefits and about their youths’ safety and ability to work independently. Limitations and implications for research, policy, and practice are provided. Keywords students with disabilities, secondary transition, SSI, employment, postsecondary education The 1975 landmark legislation, Education for All Handicapped Children Act (EHA, P.L. 94-142), reauthorized as the Individuals with Disabilities Education Improvement Act of 2004 (IDEIA, P.L. 108-446), was a historic milestone, guaranteeing access to public education for schoolage children with disabilities. From its inception, the two most important principles of IDEIA are a free and appropriate public education (FAPE) and least restrictive environment (LRE) . These principles are implemented for students with disabilities through the Individualized Education Program (IEP) developed by the IEP team. FAPE and LRE requirements also apply to transitions services, which are mandated by IDEIA to be included in the IEP by age 16. The transition services, including courses of study, are determined by the IEP team based on the student’s needs, strengths, preferences, and interests. The courses of study, exiting options, and programs available to students will differ based on the state, region, and local education agency (LEA) with examples ranging from a highschool diploma or certificate of educational achievement to an alternate high school diploma, General Educational Development (GED), or certificate of completion. For the purposes of this study, the term diploma refers to the traditional high school diploma awarded when a student fulfills the academic achievement standards for graduation set by the state. The term certificate or certificate of completion encompasses all forms of certificates, including certificates of credit, promotion, achievement, or proficiency. The literature describes both the strengths and weaknesses of the different paths to high school exit with regard to post-high school preparation and outcomes (Bouck, 2017; Clark et al. , 2019; LoBianco & Kleinert, 2013) . The research addresses the discrepancy in outcomes between students with disabilities and their peers without disabilities in high school, postsecondary education attainment, employment outcomes, and earning potential (Gaumer Erickson et al. , 2007; National Center 1 San Diego State University, CA, USA Corresponding Author: Mari S. Guillermo, Department of Ad

FAQs

What are the main exit options examined for students with IEPs or Section 504 Plans?

The study compares students who leave secondary education with either a high school diploma or a certificate of completion. The certificate category includes multiple certificate types described in the text.

What differences did the study find between diploma-earners and certificate-earners?

Groups differed in the number and types of career- and work-based services, work experiences, post-high-school expectations, and work-related concerns expressed by parents. Diploma-earners more often expected to work and attend college.

What concerns do parents express about benefits after students exit high school?

Parents from both groups expressed concerns that their youth might lose Supplemental Security Income (SSI) benefits. They also raised concerns about safety and the ability to work independently.

Oct 15, 2026

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