Rural Transition: What Are the Limitations?

While research exists on parent expectations associated with post-school outcomes of youth with intellectual disability, limited research examines issues of parent—and youth—post-school expectations relative to issues of community, such as living in rural versus urban or suburban settings. Through a secondary analysis of the National Longitudinal Transition Study (NLTS) 2012, we examined parent and youth expectations regarding post-school outcomes for students with intellectual disability relative to school locale (i.e., rural, urban, and suburban) and severity of intellectual disability. Youth from rural schools reported high rates of positive post-school expectations with regard to independent living and being employed, and their rates relative to independent living exceeded parental expectations. However, across the different variables, school locale was only a factor in the binary or ordinal logistic regression analyses for two dependent variables: parental expectation for their child to support themselves financially and parental expectations of obtained level of education.

Section: Discussionmentioning

confidence: 99%

Parent and Youth Post-School Expectations: Students With Intellectual Disability in Rural Schools

Bouck

Long

Costello

2020

“…Morgan and Openshaw (2011) explained that employment rates in rural communities for individual with disabilities are significantly lower as compared with urban communities. Further diminishing this rate is that students with ID are significantly less likely to obtain paid employment once they transition into their rural communities (Kinnison et al, 2005). The students in this study shared a similar concern of Morgan and Morgan (2006) about rural communities having additional challenges with individualized work opportunities, such as transportation.…”

Section: Discussionmentioning

confidence: 99%

“…In rural communities, nonprofit disability agencies tend to organize employment opportunities for people with ID with limited fiscal and human resources; thereby forcing agency personnel to limit individualized programming and offer more enclave (i.e., group) work experiences (Molina & Demchak, 2016;Wehman, Brooke, & West, 2006). Careful planning of resources, consideration to employer access, and access to public transportation create added barriers in rural communities where poverty and stagnant job growth are concerns (Kinnison, Fuson, & Cates, 2005;Thiede, Greiman, Weilier, Beda & Conroy, 2017;United States Bureau of Labor Statistics, 2016).…”

Section: Introductionmentioning

confidence: 99%

Participatory Action Research and Student Perspectives in a Rural Postsecondary Education Program

Love

Mock

2018

Students with intellectual disabilities have a unique pathway into college, and for many rural areas, this is a relatively new pathway. The reauthorization of the Higher Education Opportunity Act of 2008 (P.L. 110-315) prioritizes inclusive postsecondary education opportunities with an emphasis on students accessing academic, social, and meaningful employment experiences. However, in this legislation, inclusion is vaguely defined and left to postsecondary education institutions to structure within their program model. This article provides perspectives from students with intellectual disabilities from a postsecondary education program situated on a college campus in a rural town. Through participatory action research, students shared their experiences using a variety of communication modalities and offered a meaningful perspective on the challenges and opportunities faced in a rural setting. Disciplines Disciplines Education Comments Comments

“…It can be an incredible challenge for rural youth with disabilities to improve their employability (Commission for Rural Communities [CRC], 2013). Those who live in rural areas have experienced a much harder time gaining access to work experiences and obtaining paid employment (Irvin et al, 2012; Kinnison et al, 2005; Meece et al, 2009). Those who find jobs were more likely to earn lower wages and work in jobs that have little opportunity for career advancement or technical training (CRC, 2013).…”

Section: Accessing Work In Rural Communitiesmentioning

confidence: 99%

Voices of a Rural Community: How to Sustain and Improve Work Experiences for Youth with Disabilities

Mahiko

2023

The purpose of this study was to develop an understanding of how work experiences in rural communities can be sustained and improved for youth with disabilities. Employing a basic qualitative research design, this study captured the perspectives of rural community members who provided work experiences for youth with disabilities. Data analysis revealed key factors to sustain work experience partnerships between schools and community members: (a) effective communication, (b) competent personnel, and (c) the dispositions of students. The findings also revealed that there were missed opportunities for youth with disabilities during their work experiences because schools did not fully disclose the work needs and goals of students. The community members and their work sites could have been more effective if disability training and support was provided. The findings provide valuable insight into how work experiences can be sustained and improved for rural youth with disabilities.