Vocational Rehabilitation of Transition-Age Youth with Disabilities: A Propensity-Score Matched Study

2016 ◽  
Vol 27 (1) ◽  
pp. 15-23 ◽  
Author(s):  
F. L. Fredrik G. Langi ◽  
Ashmeet Oberoi ◽  
Fabricio E. Balcazar ◽  
Jessica Awsumb
Keyword(s):  
Propensity Score ◽  
Vocational Rehabilitation ◽  
Transition Age Youth ◽  
Youth With Disabilities ◽  
Transition Age ◽  
Matched Study

Case Management Strategies to Promote Employment for Transition-Age Youth With Disabilities

2021 ◽  
Vol 44 (2) ◽  
pp. 120-131
Author(s):  
Sara T. McCormick ◽  
Noelle K. Kurth ◽  
Catherine E. Chambless ◽  
Catherine Ipsen ◽  
Jean P. Hall
Keyword(s):  
Case Management ◽  
Students With Disabilities ◽  
Transition To Adulthood ◽  
Independent Living ◽  
Management Strategies ◽  
Case Managers ◽  
Transition Age Youth ◽  
Youth With Disabilities ◽  
Transition Age ◽  
Education And Employment

Transitioning students with disabilities are at a disadvantage for post-school employment. This article explores ASPIRE case managers’ roles in promoting employment among transition-age youth with disabilities receiving SSI. Qualitative and quantitative studies examined programmatic factors related to employment. Results showed that higher rates of face-to-face case management meetings and early employment experiences were associated with improved employment outcomes. Effective case managers’ interactions with families were characterized by persistence, flexibility, and a holistic focus. Case management during the transition to adulthood, which crosses independent living, education, and employment domains, is important. A cross-domain case management model can be effective in mitigating multiple barriers to self-sufficiency experienced by families living with disability and poverty. Limitations and implications for research and practice are included.

Service needs assessment of employment-related soft skills for transition age youth with disabilities

2021 ◽  
pp. 1-11
Author(s):  
Weili Lu ◽  
Janice Oursler ◽  
Ni Gao ◽  
Samantha Herrick ◽  
Jake Mariani ◽  
...  
Keyword(s):  
Service Providers ◽  
Soft Skills ◽  
Service Needs ◽  
Transition Age Youth ◽  
Youth With Disabilities ◽  
Individuals With Disabilities ◽  
Transition Age ◽  
Work Related ◽  
Employment Success ◽  
Disability Service Providers

BACKGROUND: Work-related soft skills can be an important factor for successful employment outcomes, particularly for individuals with disabilities. OBJECTIVE: This study conducted a survey on the needs of important work-related soft skills for employment success of transition age youth with disabilities. METHODS: 183 participants included 27 individuals with disabilities, 32 family members of individuals with disabilities,35 disability service providers, 47 disability advocates and 42 employers, completed surveys to identify a list of soft skills by importance for transition age youth with disabilities to succeed at work. RESULTS: All five groups noted the top two skills: asking for help and responding to feedback, as most important. Employers also rated interview skills as third most important skills, while the other four groups advocated requesting for accommodations and negotiating conflicts as the third and fourth most important skills. CONCLUSIONS: Findings indicated soft skills being critical to work success for transition age youth with disabilities, with some skills potentially being more important. Vocational counseling implications were discussed.

Parent Perspectives on Pre-Employment Transition Services for Youth With Disabilities

2021 ◽  
pp. 003435522199354
Author(s):  
Michele A. Schutz ◽  
Jessica M. Awsumb ◽  
Erik W. Carter ◽  
Elise D. McMillan
Keyword(s):  
Transition Services ◽  
Intellectual And Developmental Disabilities ◽  
Transition Age Youth ◽  
Youth With Disabilities ◽  
Transition Age ◽  
Potential Barriers ◽  
Employment Preparation ◽  
Employment Transition ◽  
Survey Responses ◽  
Local Transition

Parents have long been recognized as critical supports and partners to youth with disabilities preparing for the world of work. We collected survey responses from 253 parents of transition-age youth with disabilities regarding their views on practices related to pre-employment transition services (Pre-ETS), the overall employment preparation of their children, potential barriers to future employment, and their knowledge of local transition resources. Parents reported that their children would benefit from an array of employment-focused transition practices. However, they were quite mixed in their views of prevailing barriers and current employment preparation. Moreover, a large majority of parents said they were unfamiliar with a range of transition-related resources available in their communities. In some areas, the views of parents differed based on the type of community in which they lived (i.e., rural vs. non-rural) or the nature of their child’s disability (i.e., intellectual and developmental disabilities vs. other disabilities). We offer recommendations for supporting families as they prepare their children with disabilities for life after high school.

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