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.

Meeting the Needs of Adolescents and Young Adults with Disabilities

2010 ◽  
pp. 135-147
Author(s):  
Katharine Hill ◽  
Joe Timmons ◽  
Christen Opsal
Keyword(s):  
Youth Development ◽  
Transition To Adulthood ◽  
Educational Opportunities ◽  
At Risk Youth ◽  
Mentoring Program ◽  
Electronic Mentoring ◽  
Transition Age Youth ◽  
Youth With Disabilities ◽  
Transition Age ◽  
Caring Adults

Resilience in at-risk youth is anchored by supportive adults who may be relatives, neighbors, teachers, employers, or other members of the community. Telementoring or electronic mentoring (e-mentoring) is a promising practice for improving transition-to-adulthood outcomes for youth with disabilities through connections with caring adults. E-mentoring supports the development of technological and social skills and also increases their understanding of the employment and educational opportunities that await youth upon completion of high school. Connecting to Success (CTS) is an e-mentoring program for transition-age youth with disabilities. In this chapter, CTS is discussed in the context of healthy youth development and transition to adulthood. An overview of the CTS program model is provided, and a discussion of future directions is identified.

What happens after high school? A review of independent living practices to support youth with disabilities transitioning to adult life

2021 ◽  
pp. 1-16
Author(s):  
David R. Mann ◽  
Mira Wang
Keyword(s):  
Independent Living ◽  
Literature Search ◽  
Adult Life ◽  
Minority Youth ◽  
Transition Age Youth ◽  
Youth With Disabilities ◽  
Transition Age ◽  
Early Adult Life ◽  
Out Of School Youth ◽  
School Youth

BACKGROUND: Centers for Independent Living (CILs) can help out of school youth with disabilities. CIL services may be particularly important for minority youth with disabilities that face additional transition barriers. OBJECTIVE: This literature review documents existing practices that might aid CILs as they seek to help youth, including minority youth, with disabilities transition to adult life. METHODS: First, we conducted a literature search to identify practices that might help CILs assist youth with disabilities transition to independent living (IL) in early adult life. Then we examined various literature syntheses of postsecondary transition interventions with evidence of promise or efficacy for any IL-related outcome—regardless of whether the intervention targeted youth with disabilities. RESULTS: We discovered a variety of practices CILs might learn from or consider adopting to help youth with disabilities transition to adult life. However, the practices rarely focused on minority youth and usually had limited or no evidence about whether they improved IL outcomes. CONCLUSIONS: The limitations of the evidence we found suggest the need to develop and test interventions that help transition age youth with disabilities—especially minority youth with disabilities—achieve their IL goals.

Centers for Independent Living and their involvement with transition-age youth with disabilities

2017 ◽  
Vol 46 (1) ◽  
pp. 39-48 ◽  
Author(s):  
Anthony J. Plotner ◽  
Kathleen Marie Oertle ◽  
Gwendlia J. Reed ◽  
Kimberly Tissot ◽  
Gerda Kumpiene
Keyword(s):  
Independent Living ◽  
Transition Age Youth ◽  
Youth With Disabilities ◽  
Transition Age

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.

Parents’ and young adults’ perspectives on transition outcomes for young adults with autism

Autism ◽  
2017 ◽  
Vol 22 (1) ◽  
pp. 29-39 ◽  
Author(s):  
Collette Sosnowy ◽  
Chloe Silverman ◽  
Paul Shattuck
Keyword(s):  
Autism Spectrum Disorder ◽  
Young Adults ◽  
Postsecondary Education ◽  
Transition To Adulthood ◽  
Independent Living ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Adults With Autism ◽  
Young Adults With Autism ◽  
Education And Employment

Existing research shows that young adults with autism spectrum disorder have poorer outcomes than their peers with other developmental disabilities in the key areas of independent living, postsecondary education, and employment. However, we understand little about how young adults with autism and their families understand and value outcomes and whether these indicators match their goals and aspirations. We interviewed parents (n = 21) and young adults with autism spectrum disorder (n = 20) about their experiences with the transition to adulthood to understand what they consider to be desirable outcomes and how they seek to achieve them. Understanding these perspectives will help identify areas of need as well as disconnections between service objectives and the goals of young adults and their families. Participants described outcomes as more complex and nuanced than current conceptions and measures account for. They defined and evaluated outcomes in relation to their or their child’s individual abilities, needs, and desires. These findings provide important insight into challenges to and facilitators of desired outcomes, which has implications for programming, service delivery, and policy.

Parents’ future visions for their autistic transition-age youth: Hopes and expectations

Autism ◽  
2018 ◽  
Vol 23 (6) ◽  
pp. 1363-1372 ◽  
Author(s):  
Jennifer Chen ◽  
Ellen S Cohn ◽  
Gael I Orsmond
Keyword(s):  
Independent Living ◽  
Transition Planning ◽  
Service Providers ◽  
Critical Role ◽  
Autism Spectrum ◽  
Contributing Factors ◽  
Adults With Autism ◽  
Transition Age Youth ◽  
Transition Age ◽  
Future Visions

Researchers have documented that young adults with autism spectrum disorder have poor outcomes in employment, post-secondary education, social participation, independent living, and community participation. There is a need to further explore contributing factors to such outcomes to better support successful transitions to adulthood. Parents play a critical role in transition planning, and parental expectations appear to impact young adult outcomes for autistic individuals. The aim of this study was to explore how parents express their future visions (i.e. hopes and expectations) for their autistic transition-age youth. Data were collected through focus groups and individual interviews with 18 parents. Parents’ hopes and expectations focused on eight primary domains. In addition, parents often qualified or tempered their stated hope with expressions of fears, uncertainty, realistic expectations, and the perceived lack of guidance. We discuss our conceptualization of the relations among these themes and implications for service providers and research.

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