Social and Communicative Interventions and Transition Outcomes for Youth with Disabilities

Purpose: To examine the outcomes (rehabilitated vs. nonrehabilitated) of youth with disabilities (ages 14–22 years) participating in the transition program from a midwestern state.Method: Five years of vocational rehabilitation transition data (N = 6,252) were analyzed to determine what demographic and system-level factors were related to rehabilitated or nonrehabilitated outcomes.Results: Postsecondary and employment outcomes were predicted by race, gender, type of disability, office region, total number of services, and case expenditure. Hispanic youth had the highest percentage of rehabilitation; males faired significantly better than females and participants in small towns were significantly more likely to be rehabilitated than participants living in large urban areas.Conclusions: Based on the data findings, it was recommended that the vocational rehabilitation agency alters and updates its transition program. Strategies to help youth with disabilities achieve positive employment and postsecondary educational outcomes are discussed.

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Practicing What We Preach: Reclaiming the Promise of Multicultural Transition Programming

Career Development and Transition for Exceptional Individuals ◽

10.1177/2165143418766498 ◽

2018 ◽

Vol 42 (3) ◽

pp. 188-193

Author(s):

Edwin Obilo Achola

Keyword(s):

Special Education ◽

Special Education Teachers ◽

Ethnically Diverse ◽

Career Transition ◽

Clinical Applications ◽

Youth With Disabilities ◽

Research And Practice ◽

Transition Outcomes ◽

Transition Programming ◽

Multicultural Research

Translating multicultural research and theory into practices that improve transition outcomes for all children especially, youth who come from predominantly culturally and ethnically diverse (CED) communities, remains a substantial challenge for career transition specialists (CTSs) today. The purpose of this article was to consider the state of transition programming for CED youth with disabilities, paying particular attention to the clinical applications of Banks’s dimensions of multicultural pedagogy in addressing inequities in transition programming. In light of this discussion, a set of five research- and practice-based tips for CTSs, special education teachers, and other members of individualized transition teams are shared.

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Self-determination and Transition Outcomes of Youth with Disabilities: Findings from the Special Needs Education Longitudinal Study

Advances in Neurodevelopmental Disorders ◽

10.1007/s41252-019-00105-1 ◽

2019 ◽

Vol 3 (2) ◽

pp. 129-137 ◽

Cited By ~ 3

Author(s):

Pen-Chiang Chao ◽

Yu-Chi Chou ◽

Shu-Fen Cheng

Keyword(s):

Longitudinal Study ◽

Special Needs ◽

Self Determination ◽

Youth With Disabilities ◽

Transition Outcomes ◽

Special Needs Education ◽

Education Longitudinal Study

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Using Community Conversations to Inform Transition Education in Rural Communities

The Journal of Special Education ◽

10.1177/0022466920950331 ◽

2020 ◽

pp. 002246692095033

Author(s):

Erik W. Carter ◽

Michele A. Schutz ◽

Shimul A. Gajjar ◽

Erin A. Maves ◽

Jennifer L. Bumble ◽

...

Keyword(s):

Rural Communities ◽

School Districts ◽

Students With Disabilities ◽

Postsecondary Education ◽

Local Community ◽

Community Partnerships ◽

Rural School ◽

Rural School Districts ◽

Youth With Disabilities ◽

Transition Outcomes

Nearly one quarter of all youth with disabilities attend rural schools. Supporting the successful postschool transitions of these youth can be a complex and challenging endeavor. In this study, we used “community conversation” events as a methodology for identifying the practices and partnerships needed to improve transition outcomes for students with disabilities in rural school districts. We analyzed the diverse ideas ( n = 656) for preparing youth with disabilities for adulthood generated by a cross section of the local community in five participating rural school districts. Although practices related to employment and family engagement were prominent, fewer suggestions addressed postsecondary education and community living. Perceptions of existing school–community partnerships varied within and across districts. We offer recommendations for research and practice aimed at strengthening the capacity of rural communities to prepare their students with disabilities well for life after high school.

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Improving the Transition Outcomes of Low-Income Minority Youth with Disabilities

Exceptionality ◽

10.1080/09362835.2012.670599 ◽

2012 ◽

Vol 20 (2) ◽

pp. 114-132 ◽

Cited By ~ 16

Author(s):

Fabricio E. Balcazar ◽

Tina Taylor-Ritzler ◽

Shawn Dimpfl ◽

Nelson Portillo-Peña ◽

Alberto Guzman ◽

...

Keyword(s):

Low Income ◽

Minority Youth ◽

Youth With Disabilities ◽

Transition Outcomes

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Predictors of Employment and College Attendance Outcomes for Youth in Transition: Implications for Policy and Practice

Journal of Applied Rehabilitation Counseling ◽

10.1891/0047-2220.44.1.38 ◽

2013 ◽

Vol 44 (1) ◽

pp. 38-45 ◽

Cited By ~ 4

Author(s):

Fabricio E. Balcaza ◽

Ashmeet Oberoi ◽

Joanna M. Keel

Keyword(s):

Logistic Regression ◽

College Enrollment ◽

Transition Services ◽

College Attendance ◽

Competitive Employment ◽

Regression Analyses ◽

Policy And Practice ◽

Youth With Disabilities ◽

Plan Implementation ◽

Transition Outcomes

An analysis of vocational rehabilitation (VR) data over a period of five years from a Midwestern state was conducted to identify predictors of employment and college attendance outcomes for youth with disabilities receiving transition services. The database included 26,292 transition cases. Transition outcomes were identified for 4,010 youth (15.3%). Results indicated that 11.2% of the cases were closed from application (ineligible), 45.2% were closed before the rehabilitation plan was completed, and 13.1% were closed after plan implementation (non-rehabilitated). Logistic regression analyses for predictors of employment and college enrollment indicated that females had a higher chance of going to college, as well as youth with a sensory disability. The chances of gaining competitive employment increased as the amount of money spent on the case increased. Youth who received vocational guidance and on-the job supports had higher chances of obtaining competitive employment than of going to college. Recommendations for VR practice with transition youth are suggested.

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Jobs for Youth Program: An Intervention to Improve Transition Outcomes of Former Dropout Minority Youth

Career Development and Transition for Exceptional Individuals ◽

10.1177/2165143417747225 ◽

2018 ◽

Vol 41 (3) ◽

pp. 166-174

Author(s):

Fabricio E. Balcazar ◽

Jessica Awsumb ◽

Shawn Dimpfl ◽

F. L. Fredrik G. Langi ◽

Jazmin Lara

Keyword(s):

Vocational Rehabilitation ◽

Students With Disabilities ◽

Low Income ◽

Graduation Rate ◽

Positive Impact ◽

Minority Youth ◽

Youth With Disabilities ◽

Transition Outcomes ◽

Youth Program ◽

Future Work

This study describes an intervention developed to implement several best transition practices with a high risk/high need population. In all, 116 students with disabilities from a charter school for dropouts participated. All students were interviewed at different points in time to track their progress as they completed the program. Records of participant’s activities and outcomes were collected. Results suggest a positive impact on students’ graduation rate (95%), enrollment in vocational rehabilitation (100%), proportion of students obtaining certificates for employment (56%), and paid internship (37%). Overall, 35% of the vocational rehabilitation cases were closed successfully with students meeting the 90-day employment requirement after graduation. Results inform future work on the implementation of interventions designed to help low-income minority youth with disabilities.

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