Does Providing Transition Services by Age 14 Produce Better Vocational Outcomes for Students With Intellectual Disability?

Cimera, Robert Evert; Burgess, Sloane; Bedesem, Peña L.

doi:10.1177/1540796914534633

Cited by 30 publications

(25 citation statements)

References 14 publications

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“…59.6% of sheltered workshop supported employees were competitively employed compared to 60.4% for individuals who did not participate in shetered workshops prior to entering supported employment. This difference was not statistically significantCimera et al [49], USACohort study. Matched pairs 2006–2009.…”

Section: Resultsmentioning

confidence: 86%

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The Effectiveness of Rehabilitation Interventions on the Employment and Functioning of People with Intellectual Disabilities: A Systematic Review

et al. 2019

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Purpose This systematic review analyzed the effectiveness of rehabilitation interventions on the employment and functioning of people with intellectual disabilities (ID), as well as barriers and facilitators of employment. Methods This was a systematic review of quantitative, qualitative, and mixed methods studies. The outcomes were employment, transition to the open labor market and functioning. The review included qualitative studies of employment barriers and facilitators. The population comprised people with ID aged 16–68 years. Peer-reviewed articles published in English between January 1990 and February 2019 were obtained from the databases Cinahl, the Cochrane Library, Embase, Eric, Medic, Medline, OTseeker, Pedro, PsycInfo, PubMed, Socindex, and the Web of Science. We also searched Google Scholar and Base. The modified selection instrument (PIOS: participants, intervention, outcome, and study design) used in the selection of the articles depended on the selection criteria. Results Ten quantitative (one randomized controlled, one concurrently controlled, and eight cohort studies), six qualitative studies, one multimethod study, and 21 case studies met the inclusion criteria. The quantitative studies showed that secondary education increases employment among people with ID when it includes work experience and personal support services. Supported employment also increased employment in the open labor market, which sheltered work did not. The barriers to employment were the use of sheltered work, discrimination in vocational experience, the use of class teaching, and deficient work experience while still at school. The facilitators of employment were one’s own activity, the support of one’s family, job coaching, a well-designed work environment, appreciation of one’s work, support form one’s employer and work organization, knowledge and experience of employment during secondary education, and for entrepreneurs, the use of a support person. Conclusions The employment of people with ID can be improved through secondary education including proper teaching methods and personal support services, the use of supported work, workplace accommodations and support from one’s family and employer. These results can be utilized in the development of rehabilitation, education, and the employment of people with ID, to allow them the opportunity to work in the open labor market and participate in society.Electronic supplementary materialThe online version of this article (10.1007/s10926-019-09837-2) contains supplementary material, which is available to authorized users.

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Section: Resultsmentioning

confidence: 86%

“…Two studies [51, 59] did not report the gender of the participants. Seven studies reported the ethnicity of the participants [45, 47–49, 51, 52, 79].…”

Section: Resultsmentioning

confidence: 99%

The Effectiveness of Rehabilitation Interventions on the Employment and Functioning of People with Intellectual Disabilities: A Systematic Review

et al. 2019

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“…These negative outcomes are due to several barriers, including a lack of guidance on how to achieve goals, negative parent-professional relationships, a lack of knowledge of available services and support, low expectations and discrimination (Francis et al, 2014;US GAO, 2012). However, effective transition planning as young adults prepare to exit educational systems can address these common barriers and improve post-school outcomes (Cimera et al, 2014). Similar to educational policies outside the US (for example, Special Education Needs and Disability Code of Practice: 0 to 25 years, UK Department for Education and Department of Health and Social Care, 2015; United Nations Convention on the Rights of Persons with Disabilities, UN, 2006), in the US, the Individuals with Disabilities Education Act (IDEA, 2004) requires that adolescents with disabilities receive appropriate services to successfully transition out of secondary school.…”

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confidence: 99%

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confidence: 99%

Transition strategies and recommendations: perspectives of parents of young adults with disabilities

Francis¹,

Stride²,

Reed³

2018

British J Special Edu

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Effective transition planning is critical for young adults with disabilities to experience positive post-school outcomes, including employment, living in a place of their choice and engaging in social activities. However, these outcomes are often marred by barriers such as poorly constructed transition plans, low expectations and a lack of available services. While researchers have investigated transition strategies, there remains uncertainty in the field regarding the effectiveness of strategies used in high school and college. This study investigated the perspectives of parents of young adults with intellectual and developmental disabilities as they supported their young adults in transitioning from high school and college. This study reports findings from semi-structured interviews conducted with 26 parents of young adults with intellectual and developmental disabilities who graduated from a post-secondary education programme in the US. Participants described seven primary strategies: starting earlier; maintaining high expectations; permitting choice and risk; recognising family interdependence and involvement; prioritising parent skill development and support; maximising technology; and promoting inclusion. Study findings provide numerous practical strategies that participants employed or believed to be beneficial during transition. Implications for practice and research are discussed.

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“…The provision of transition services to children by age 14 produces better vocational outcomes for young adults with ID. Cimera, Burgess and Bedesen [39] compared two groups of states requiring transition services be addressed in individualized educational programs by age 14 and by age 16. The study results indicated that in states where transition services were provided early, by age 14, individuals were more likely to be employed by the time their cases were closed, compared to their peers in states where transition services were provided later, at age 16.…”

Section: Theme Two: Key Objectives Of Transition Servicesmentioning

confidence: 99%

Parent Perceptions of Transition Services Effectiveness for Students with Intellectual Disabilities

Almutairi¹

2016

IIJE

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Does Providing Transition Services by Age 14 Produce Better Vocational Outcomes for Students With Intellectual Disability?

Cited by 30 publications

References 14 publications

The Effectiveness of Rehabilitation Interventions on the Employment and Functioning of People with Intellectual Disabilities: A Systematic Review

The Effectiveness of Rehabilitation Interventions on the Employment and Functioning of People with Intellectual Disabilities: A Systematic Review

Transition strategies and recommendations: perspectives of parents of young adults with disabilities

Parent Perceptions of Transition Services Effectiveness for Students with Intellectual Disabilities

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