Paid Employment of Transition-Age Youth with Intellectual Disability and Autism Compared with Other Youth. Think College Fast Facts. Issue No. 32

Autor/inn/en	Choiseul-Praslin, Belkis; Papay, Clare; Grigal, Meg; Migliore, Alberto; Chen, Jie
Institution	University of Massachusetts Boston, Institute for Community Inclusion; University of Massachusetts Boston, Think College
Titel	Paid Employment of Transition-Age Youth with Intellectual Disability and Autism Compared with Other Youth. Think College Fast Facts. Issue No. 32
Quelle	(2022), (3 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Employment Level; Intellectual Disability; Autism Spectrum Disorders; Students with Disabilities; Secondary School Students; Late Adolescents; Individual Differences; Federal Legislation; Individualized Education Programs; National Longitudinal Transition Study of Special Education Students + Suchen Sie Ihr Suchwort? Beschäftigungsgrad; Intellect; Disability; Disabilities; Verstand; Behinderung; Autism; Autismus; Student; Students; Schüler; Schülerin; Studentin; Sekundarschüler; Halbstarker; Individueller Unterschied; Bundesrecht; Individualized education program; Individualisierendes Lernen
Abstract	Employment is one of the most significant markers of independence and success for a person. One's ability to secure and maintain employment in a paid position can have a significant impact on their overall quality of life, community participation, financial self-sufficiency, and pathway to a long-lasting career. Unfortunately, the paid employment rate for youth and adults with a disability remains markedly lower than their peers without a disability. Our understanding of national employment trends and outcomes for youth with disabilities has been heavily informed by the National Longitudinal Transition Study (NLTS) and NLTS2, with data gathered in 1987-1991 and 2001-2009 respectively. The National Longitudinal Transition Study 2012 (NLTS 2012) dataset offers an updated look at employment of youth in 7th-12th grade with data gathered in 2012-2013. Using the NLTS 2012 data, we examined employment in the past 12 months of youth with intellectual disability (ID) and autism (collectively referred to here as ID/A) compared to other populations of youth with and without disabilities. (As Provided).
Anmerkungen	Institute for Community Inclusion. University of Massachusetts Boston, 100 Morrissey Boulevard, Boston, MA 02125. Tel: 617-287-4300; Fax: 617-287-4352; e-mail: ici@umb.edu; Web site: http://www.communityinclusion.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01