The Real Me: Insight into Youths with Physical Disabilities' TranXition to Adulthood through Digital Images

AIMS

Youths with physical disabilities experience various obstacles in their transition to adulthood which can contribute to poorer health and socioeconomic outcomes in later life, compared to their non-disabled peers. Transitional care offers these youths the necessary support to overcome such obstacles. The objective of this study was to explore participants' experiential learning in the development of life skills within the transitional care program TranXition, and their perceived contribution of the program to their goal attainment.

METHODS

Data were collected using photo-elicitation. Five participants were recruited from the TranXition program to audio-visually record (photographs or videos) their meaningful experiences in the program and to reflect on them during interviews.

RESULTS

Participants felt the TranXition program helped them build their self-awareness and self-efficacy, and to feel more confident and skilled, whether at home, in school or in the community. Moreover, they appreciated the program's group cohesion which facilitated learning life skills from others in order to achieve their goals. Finally, results suggest that group interventions, while important, may need to be complemented by individual consultations.

CONCLUSIONS

Rehabilitation programs in real-world settings, such as the TranXition program, may be a promising adjunct to traditional transitional care for youths with physical disabilities.

Job Interview and Vocational Outcomes Among Transition-Age Youth Receiving Special Education Pre-Employment Transition Services

Vocational outcomes among transition-age youth receiving special education services are critically poor and have only incrementally improved since the implementation of the Workforce Innovation Opportunity Act. Few studies highlight whether interviewing may be critical to obtaining vocational outcomes such as competitive employment or internships. This study evaluated vocational interviewing and outcomes among 656 transition-age youth receiving special education pre-employment transition services from 47 schools. Results suggest 20.8% of these youth were currently employed, and 88.8% of these employed youth interviewed prior to obtaining their job, which is higher than anecdotal evidence suggests and speaks to the importance of job interview skills as an intervention target for special education pre-employment transition services. We discuss the implications and directions for further study.

Promoting Readiness of Minors in Supplemental Security Income (PROMISE): Early Impacts from a Multi-Site Random Assignment Evaluation

BACKGROUND

PROMISE was a federal initiative to support youth receiving Supplemental Security Income (SSI) during the transition to adulthood.

OBJECTIVES

This article presents estimates of the impacts of the six PROMISE projects on youth and family outcomes as of 18 months after enrolling in PROMISE.

RESEARCH DESIGN

The study uses a randomized controlled trial design.

SUBJECTS

The six PROMISE projects each enrolled a minimum of 2000 treatment and control youth (and their parents) residing in their service areas who were aged 14 to 16 and receiving SSI.

MEASURES

We estimated impacts on outcomes related to youth and family service use, school enrollment, training, employment, earnings, and federal disability program participation using survey and administrative data.

RESULTS

The projects succeeded in connecting more youth to transition services and more families to support services during the 18 months after enrollment, and most increased the likelihood that youth applied for state vocational rehabilitation services. On average, there was no impact on youth's school enrollment, but there were favorable impacts on youth's receipt of job-related training, employment, earnings, and total income. The projects did not affect parents' employment, earnings, or income, on average. For most outcomes PROMISE affected, the impacts varied substantially across the projects.

CONCLUSIONS

The positive short-term impacts of PROMISE on youth's use of transition services, youth employment, and families' use of services are consistent with the program logic model and suggest there might be potential for longer-term favorable impacts on youth and family outcomes.

Identifying School-Based Factors that Predict Employment Outcomes for Transition-Age Youth with Autism Spectrum Disorder

There is a growing need to provide appropriate services to help students with autism spectrum disorder (ASD) transition to employment. Limited research has investigated what aspects of support should be prioritized when preparing youth with ASD for employment. By conducting structural equation modeling using a nationally-representative dataset on high school students receiving special education services (NLTS-2), this study examined the malleable predictors of employment during the transition and developed a model to examine the relationships between predictors and employment outcomes. The findings suggested two pathways for youth with ASD. For youth with higher daily functioning skills (DFS), academic performance mediated the relationship between parent participation and employment. For youth with lower DFS, school-based transition supports was the key mediator.

Examining the Role of Peer Support on Work Experiences for Young Women With Disabilities

This study examined the protective effect of perceived peer support on involvement in work experiences in a sample of 366 young women receiving special education services in 26 high schools. Career self-efficacy and career outcome expectations are well-established predictors of behaviors aimed at achieving career goals, such as obtaining work experiences. Hence, we also evaluated their role as mediators of the hypothesized effect of perceived peer support on work experiences. Regression analyses (accounting for clustering within schools) revealed that perceived peer support had an indirect effect on work experiences, with the effect being channeled through career self-efficacy, but not through career outcome expectations. Although perceived peer support was significantly associated with career self-efficacy and career outcome expectations, only career self-efficacy predicted work experiences at follow-up. Our findings suggest that perceived peer support, a relatively malleable factor, can promote career self-efficacy and career outcomes for this population.

People with intellectual disabilities as business owners: A systematic review of peer-reviewed literature

BACKGROUND

Microenterprises are very small businesses requiring little capital and can be an employment pathway for people with intellectual disabilities. This systematic review aims to identify the facilitators, barriers and outcomes from microenterprise.

METHOD

Web of Science, Scopus, EconLit, PsycINFO and ProQuest were searched to identify peer-reviewed studies on microenterprises owned by people with intellectual disability published up to and including 1 October 2019.

RESULTS

A total of 1080 papers were independently screened by two reviewers. Six papers met the inclusion criteria. Barriers included lack of access to business expertise and resources, and the tension between growing microenterprises and maintaining eligibility for welfare payments. Formal and informal supports were key facilitators. Outcomes experienced included additional income, skills development, increased confidence and engagement in meaningful activities.

CONCLUSION

Additional research is required to develop an evidence base which may support investment in this employment pathway, making microenterprise more accessible to people with intellectual disabilities.

A Review of CommunityWorks Canada®: Toward Employability Among High School-Age Youth With Autism Spectrum Disorder

CommunityWorks Canada^® is a 12-week (30-hour) program that provides social, communication, and job skill–building activities as well as peer mentorship to youth with autism spectrum disorder. Administration of a pre- and postprogram employment readiness measure (n = 76 participants) demonstrated positive changes as reflected by the participants’ decreased concerns about their responsibility, flexibility, job skills, communication, self-view, and health and safety. Postprogram qualitative interviews and survey data collected from a range of program stakeholders (participants, parents, peer mentors, and community partners/employers) corroborated identified gains in personal development, employment exposure, work proficiency, and comfort in work settings. For community partners/employers and peer mentors, greater understanding about autism spectrum disorder and commitment to inclusive hiring reportedly resulted from program engagement. Implications and recommendations are offered.

Impact of Participation in School-to-Work Programs on Postsecondary Outcomes for Youth With Disabilities From Low-Income Families

Individuals with disabilities who also live in poverty face a double jeopardy. Disability and poverty are each separately associated with poorer education and employment outcomes. One approach to ameliorate these poorer outcomes is to improve the transition from high school to adulthood. Using data from the National Longitudinal Study of Adolescent to Adult Health, this article examines the role of school-to-work training programs on adult outcomes for individuals with disabilities who live in welfare receiving households. A linear probability model identifies the differences in outcomes for youth by disability and welfare status. Participation in school-to-work programs for youth with disabilities from welfare receiving homes was found to predict higher rates of employment, lower rates of conviction, and lower wages. Implications of these results and recommendations for future research design are included.

A Summary of NCSER-Funded Projects in the Area of Transition Outcomes for Secondary Students With Disabilities

Special education practitioners are required to use instructional practices based on scientific research. Conducting high-quality research can be expensive and researchers often need federal funding to assist in documenting effective practices. The National Center for Special Education Research (NCSER) within the Institute of Education Sciences (IES) is a preferred source of funding for this type of special education research. The purpose of this review was to summarize publications from grants funded from 2006 until 2013 by NCSER in the area of Transition Outcomes for Special Education Secondary Students, describe major findings, and discuss their contributions to the field. We reviewed information from 22 grants and 132 articles published in refereed journals with an additional one article in press. Contributions to the field, limitations, suggestions for future research, implications for practice, and conclusions are discussed.

Youth and young adults with acquired brain injury transition towards work-related roles: a qualitative study

PURPOSE

The purpose of this research was to explore the experiences of youth and young adults with acquired brain injury as they transition towards work-related roles. Little is known about employment experiences among this age group. Understanding their perspectives can inform programs and clinical practice.

MATERIALS AND METHODS

A descriptive qualitative design, including semi-structured interviews with 14 participants (8 females; 6 males) was used. Interviews were transcribed verbatim and analyzed using an open-coding, thematic approach.

RESULTS

Three major themes emerged related to the experience of work-related roles: (1) getting to know the new me; (2) navigating support systems; and (3) taking control of my experience. Some participants used coping strategies to acquire and/or maintain work-related roles, while others felt limited by their condition.

CONCLUSIONS

A variety of work-related roles, people, and environments directly and indirectly influenced the work-related transition of youth and young adults with acquired brain injury. Individuals expressed the importance of acquired brain injury awareness in informing others about their impairments. In fact, a lack of acquired brain injury awareness was often a main reason for receiving less than adequate support and accommodations. Without an understanding of acquired brain injury, people in the lives of these individuals were unable to perceive the legitimacy of acquired brain injury-related impairments. Implications for rehabilitation The purpose of this study is to understand the experiences of youth and young adults with acquired brain injury as they transition into work-related roles. Using these experiences as a guideline can promote acquired brain injury awareness, and contribute to how current interventions are designed and delivered. Clinicians should ensure that youth and young adults with acquired brain injury have access to the resources they need to maximize their independence. Healthcare professionals can play a pivotal role in relaying important acquired brain injury-related education, implementing suitable treatment plans, and providing them with effective tips to help them through their transition. A healthy transition to work-related roles should include ample social support and communication, acquired brain injury-related information that informs the community of acquired brain injury impairments, needs, and recovery trajectory, as well as adequate and consistent coordination within and between the person and the environment.

Predictors of Postschool Employment Outcomes for Young Adults With Severe Disabilities

Although entry into the world of work is a prominent marker of postschool success in the United States, students with severe disabilities often leave high school without the skills, experiences, and supports that lead to meaningful employment. The authors examined the extent to which an array of student, family, and school factors was associated with employment during the 2 years following high school. Having held a paid, community-based job while still in high school was strongly correlated with postschool employment success. In addition, being male and having more independence in self-care, higher social skills, more household responsibilities during adolescence, and higher parent expectations related to future work were all associated with increased odds of employment after school for young adults with severe disabilities. Implications for transition policy and practice are presented along with recommendations for future research addressing the career development of youth with intellectual disabilities, multiple disabilities, and autism.