Predictors Associated With Paid Employment Status of Community and Technical College Students With Intellectual Disability

Abstract

The present study sought to identify predictors associated with paid employment outcomes for community and technical college students with intellectual disability (ID). Data used were collected from the Transition and Postsecondary Programs for Students With Intellectual Disabilities (TPSID) implemented in two community and technical colleges in the upper Midwest. The participants included 228 students with ID attending college who received supports based on the Check & Connect model. Results using logistic regression showed that students who only took inclusive classes, participated in campus events, had prior paid work experience, and participated in volunteering and/or community service were more likely to earn at or above minimum wage during their most recent year in the TPSID program. Implications for policy and practice are discussed.

Parents’ Postsecondary Education Expectations for Students with Autism, Intellectual Disability, and Multiple Disabilities: Findings From NLTS 2012

“…When examining the labor market for all workers, the median weekly earnings of persons 25 years or older with a 2-year associate’s degree (US$887) or bachelor’s degree (US$1,248) are greater than individuals who only completed high school education (US$746) (U.S. Bureau of Labor Statistics, 2020). In short, postsecondary education has increasingly become the ticket to an individual’s economic self-sufficiency and capacity to become an independent and contributing member of the community (Qian et al, 2018). Although attending postsecondary education is not the only avenue to meaningful employment opportunities, it represents an important avenue for students with ASD, ID, and MD to achieve economic well-being and independence.…”

“…In addition, the Act created the Comprehensive Transition and Postsecondary Program, which provides access to various sources of student aid (e.g., Federal Pell Grants) for students with disabilities. The success of these model demonstration efforts has begun to be well-documented (Grigal et al, 2016; Qian et al, 2018), thus helping to raise the expectations of professionals, parents, and young people with disabilities regarding the benefits of postsecondary education in achieving meaningful employment outcomes.…”

A Synthesis of Reading Comprehension Interventions for Persons With Mild Intellectual Disability

“…This small increase suggests that the legislation has had minimal impact on the educational experience of students with mild ID. Yet, research indicates that the postsecondary participation of individuals with ID in inclusive classes is possible and can have a positive impact on their outcomes (Qian, Johnson, Smith, & Papay, 2018). Because education at the K-12 level prepares students for postsecondary education, K-12 educators must embrace ambitious but reasonable academic goals (Prince, Yell, & Katsiyannis, 2018) to help students with ID "make progress appropriate in light of [their] circumstances" (Endrew v. Douglas County School District, 2017, p. 3).…”

Experiences That Predict Employment for Students With Intellectual and Developmental Disabilities in Federally Funded Higher Education Programs

“…This variable examined whether students took either any or no specialized courses. We included this binary variable as a similar binary variable was found to be a significant predictor of employment by Qian et al (2018); (f) If a student lived in IHE housing at any point during their program. Some TPSID programs were located at campuses that offered housing to all students and some created access to IHE housing for students in the TPSID program.…”

“…For example, Petcu, Chezan, and Van Horn (2015) conducted a survey of higher education programs serving students with IDD in the United States (both TPSID and non-TPSID), finding the majority of students were receiving numerous employment preparation supports but little access to paid work experiences. A study by Qian, Johnson, Smith, and Papay (2018) examined predictors of paid employment for students with IDD who were attending two community and technical colleges in one midwestern state funded by a TPSID grant. They found students who took only inclusive courses, participated in campus events, had work experience before entering the program, and volunteered or did community service were more likely to have a paid job at or above minimum wage during 1 year of attendance at a TPSID program.…”