Patterns of early adult work and postsecondary participation among individuals with high-incidence disabilities: A longitudinal person-centered analysis.

Abstract

Interest in the pathways young people take from high school to early adulthood indicates that participation in early employment and postsecondary education facilitates long-term independence, agency, and career stability (Eliason et al., 2015; Shanahan et al., 2002). Although many adolescents with disabilities do not participate in these early adult experiences at rates commensurate with their normative peers, the overall structure, timing, and persistence of these patterns is not well understood. The current study analyzes data from the National Longitudinal Transition Study 2 (NLTS2) to explore patterns of emerging adult engagement in employment and/or postsecondary school among young adults with high-incidence disabilities across three early adult time points (20 to 25 years old) as well as adolescent precursors to these patterns. The sample was comprised exclusively of youth with disabilities (i.e., learning disabilities, emotional disturbance, and intellectual disability), 32% of participants were students of color, and 23% were from families living below the federal poverty line. Results suggested 3 patterns of adult engagement: dynamically engaged (15%), primarily employed (51%), and primarily unengaged (34%). Student race and disability type were associated with these patterns as were individual skills (e.g., reading, mathematics & social skills), family characteristics (i.e., parent expectations), and school experiences (i.e., peer relationships, extracurricular activities) gathered during high school. These findings shed new light on the patterns of early employment and postsecondary participation among emerging adults with disabilities as well as adolescent predictors of these patterns.

Beyond college for all: Portrait of rapid and successful school-to-work transitions among vulnerable youth.

“…Still, extant research using disconnected or education-oriented pathways as benchmarks provide relevant (although often indirect) information about the antecedents of work-oriented SWT pathways. In terms of socio-demographics, these studies generally find that male youth are overrepresented in work-oriented pathways (Anders & Dorsett, 2017; Murray et al, 2021; Ranasinghe et al, 2019), possibly because low-skilled job opportunities with advantageous working conditions (e.g., high salary, benefits), such as construction work, are typically accessible and attractive mostly to men (Uppal, 2017). Conversely, some studies find that women are overrepresented in disconnected compared to work-oriented SWT pathways, in part reflecting women’s greater involvement in nonpaid care for significant others (Allmang & Franke, 2020; Murray et al, 2021; Struffolino & Borgna, 2021).…”

MADE 2 FADE: A Practical Strategy for Empowering Independence for Students With Disabilities

“…closer to exiting high school, fading is especially important for practicing sustained independence and social skills outside of school contexts, such as employment settings (e.g., Martin et al, 2003;Murray et al, 2021).…”

“…Fading support is key for increasing independence, but this process must be done gradually (e.g., one component at a time) for the benefit of long-term retention for the students (Estrapala et al, 2018). As students move closer to exiting high school, fading is especially important for practicing sustained independence and social skills outside of school contexts, such as employment settings (e.g., Martin et al, 2003; Murray et al, 2021).…”

“…Teachers who encourage their students are those who have successfully reinforced positive self-determination in their students such that they are both able to function without them and have an intrinsic desire to do so (e.g., Martin et al, 2003). The successful transfer of efficacy develops through self-esteem, self-determination, and participation in other activities in school and community life (e.g., Murray et al, 2021). When self-efficacy and self-determination increase alongside the technical skills, so too will independence and the likelihood of successful employment outcomes (e.g., Martin et al, 2003; Murray et al, 2021; NTACT, 2020).…”

“…The successful transfer of efficacy develops through self-esteem, self-determination, and participation in other activities in school and community life (e.g., Murray et al, 2021). When self-efficacy and self-determination increase alongside the technical skills, so too will independence and the likelihood of successful employment outcomes (e.g., Martin et al, 2003; Murray et al, 2021; NTACT, 2020).…”