Education and Employment Transitions among Young Adults with Disabilities: Comparisons by Disability Status, Type and Severity

Autor/inn/en	Cheatham, Leah P.; Randolph, Karen
Titel	Education and Employment Transitions among Young Adults with Disabilities: Comparisons by Disability Status, Type and Severity
Quelle	In: International Journal of Disability, Development and Education, 69 (2022) 2, S.467-490 (24 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cheatham, Leah P.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1034-912X
DOI	10.1080/1034912X.2020.1722073
Schlagwörter	Young Adults; Adolescents; Individual Characteristics; Disabilities; Symptoms (Individual Disorders); Severity (of Disability); Adjustment (to Environment); Adolescent Development; Postsecondary Education; Employment; High School Graduates; Physical Disabilities; Intellectual Disability; Predictor Variables; National Longitudinal Study of Adolescent Health + Suchen Sie Ihr Suchwort? Young adult; Junger Erwachsener; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Handicap; Behinderung; Psychiatrische Symptomatik; Schweregrad; Post-secondary education; Tertiäre Bildung; Dienstverhältnis; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Physical handicap; Körperbehinderung; Intellect; Disability; Disabilities; Verstand; Prädiktor
Abstract	It is well established that successful transitions into adulthood vary greatly by numerous factors (e.g., race, gender); yet, understanding of ways that disability-related factors shape transitions into adulthood are less clear. While individuals with disabilities, generally, often fall short of their non-disabled peers in achieving many early adult milestones, fuller conceptualisations that recognise the diversity among individuals with disabilities are warranted. Informed by recent findings suggesting the variability of experiences of young adults with disabilities by disability type and severity, as well as disability frameworks that focus on 'normative' population outcomes as proxies of activities and participation among individuals with and without disabilities, this study uses data from two waves of the National Longitudinal Study of Adolescent Health to describe and compare the success of young people by disability status, type, and severity as they transition from high school, enrol in college, or gain employment. Findings derived from logistic regression models suggest consistent disadvantages for individuals with cognitive disabilities relative to peers with physical disabilities as well as peers without disabilities across important early adult transitions. Policy and practice implications to address these inequalities are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01