Disability and the Transition to Adulthood

Janus, Alexander L.

doi:10.1353/sof.0.0248

Cited by 81 publications

(79 citation statements)

References 59 publications

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“…The use of substantive quotes by participants from both Spain and the UK demonstrate the largely universal nature of the experiences of students with AS. Such anxiety corroborates the literature (Attwood 1998;Forrester-Jones 2014) which suggests that social communication and interaction difficulties (symptomatic of AS) can be particularly difficult during transition periods from child to adulthood when a degree of independence is suddenly thrust upon the individual (Janus 2009). Whilst anyone can find transition difficult, for people with AS there can be additional obstacles due to their characteristics and behaviours, for example, their reliance on unchanging routines and difficulties in organising and planning in an environment which allows for more freedom (Hendricks andWehman, 2009 cited in Fertig 2015, 12).…”

Section: Participant Characteristicssupporting

confidence: 87%

Experiences of university life for students with Asperger’s Syndrome: a comparative study between Spain and England

Casement

Pinos

Forrester‐Jones

2016

International Journal of Inclusive Education

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Research has consistently shown that young people with Asperger's Syndrome (AS) are likely to experience increased anxiety during new social situations yet studies have been regionally and culturally bound with no sense of how experiences or practice differs across countries. The aim of this study was to explore how higher education students with AS experienced attending university in two European countries: the UK and Spain. The objective was to find out if experiences differed between the two countries in relation to contrasting support arrangements and what kinds of interventions might aid students' social well-being at university; an important learning outcome for future practice. This small-scale comparative exploratory study incorporated life-history interviews with nine students with AS. The interviews were transcribed verbatim and subjected to Interpretative Phenomenological Analysis. Four superordinate themes with seven sub-themes emerged from the data which were significant to both groups of students in Spain and the UK attending university. These were 'meeting new people', 'special interests', 'environment' and 'support mechanisms'. Students with AS need and want clear, unambiguous and structured information from academics; support to get to know others in 'small social networks' such as special interest peer groups; more designated 'quiet zones' across campuses; and above all, a move away from ableist notions of AS. To our knowledge, this is the only Spanish-UK comparative study of university students with AS.Keywords: Asperger's Syndrome; Higher Education; Student experiences; Spain; England AcknowledgementsThe Spanish part of the project was funded by the European Union Fondo Europeo de Desarrollo Regional and we thank them for their generosity. We also thank the two anonymous referees for their insight and comments. We particularly thank the participants for their time and contribution.

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Section: Participant Characteristicssupporting

confidence: 87%

Experiences of university life for students with Asperger’s Syndrome: a comparative study between Spain and England

Casement

Pinos

Forrester‐Jones

2016

International Journal of Inclusive Education

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“…4 People growing up with a disability are less likely to marry compared to people without disabilities. [5][6][7][8][9] For example, among American young adults, disability was associated with 14% lower hazard of entry into first marriage. 7 This delay of marriage among young adults with disabilities may delay transitions to other adult roles, including employment, parenthood, and independent living.…”

Section: Introductionmentioning

confidence: 99%

Marriage trends among Americans with childhood-onset disabilities, 1997–2013

Tumin

2016

Disability and Health Journal

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“…15 Longitudinal studies using nationally representative samples to examine the transition of adolescents with disabilities into adulthood are few, and those that do exist have limitations, such as a focus on students in special secondary education and exclusion of individuals with severe disabilities. 2,[15][16][17] Using nationally representative data, we examined how early life disabilities are associated with human capital accumulation in young adulthood, focusing on educational attainment, employment status, occupation, income, wage rate, and subjective perception of social status. Given that previous studies have repeatedly reported that individuals with disabilities have worse performance on these outcomes, we hypothesized that (1) young adults with physical and cognitive disabilities would demonstrate lower educational and economic achievements compared with individuals without disabilities and (2) individuals with physical disabilities alone would perform better on these outcomes than individuals with cognitive disabilities.…”

mentioning

confidence: 99%

Developmental Disabilities and Socioeconomic Outcomes in Young Adulthood

2015

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Objective. We assessed the associations between developmental disabilities and indicators of socioeconomic outcomes (i.e., educational attainment, employment status, occupation type, subjective perception of socioeconomic status [SES], income, and wage rate) among young U.S. adults aged 24-33 years.Methods. We used data from the National Longitudinal Study of Adolescent Health (n513,040), a nationally representative study of U.S. adolescents in grades 7-12 during the 1994-1995 school year. Young adult outcomes (i.e., educational attainment, employment status, income, occupation, and subjective SES) were measured in Wave IV (2008 for those aged 24-33 years). Multivariate methods controlled for sociodemographic characteristics and other relevant variables.Results. Nearly 12% of this sample presented with a physical or cognitive disability. Respondents with physical disabilities had lower educational attainment (odds ratio [OR] 5 0.69, 95% confidence interval [CI] 0.57, 0.85) and ranked themselves in lower positions on the subjective SES ladder (OR50.71, 95% CI 0.57, 0.87) than those without a physical disability. Compared with individuals without disabilities, young adults with a cognitive disability also had lower educational attainment (OR50.41, 95% CI 0.33, 0.52) and, when employed, were less likely to have a professional/managerial occupation (OR50.50, 95% CI 0.39, 0.64). Young adults with disabilities also earned less annually (2$10,419.05, 95% CI 2$4,954.79, 2$5,883.37) and hourly (2$5.38, 95% CI 2$7.64, 2$3.12) than their non-disabled counterparts.Conclusion. This study highlights the importance of considering multiple developmental experiences that may contribute to learning and work achievements through the transition from adolescence to young adulthood.

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Disability and the Transition to Adulthood

Cited by 81 publications

References 59 publications

Experiences of university life for students with Asperger’s Syndrome: a comparative study between Spain and England

Experiences of university life for students with Asperger’s Syndrome: a comparative study between Spain and England

Marriage trends among Americans with childhood-onset disabilities, 1997–2013

Developmental Disabilities and Socioeconomic Outcomes in Young Adulthood

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