Postschool outcomes for Korean American young adults with intellectual/developmental disabilities, and parental perceptions of transition planning

2020 ◽  
Vol 48 (12) ◽  
pp. 1-13
Author(s):  
Kyeong-Hwa Kim ◽  
Mary E. Morningstar
Keyword(s):  
Higher Education ◽  
High School ◽  
Young Adults ◽  
Developmental Disabilities ◽  
Transition Planning ◽  
Past Research ◽  
Parental Perceptions ◽  
Korean American ◽  
Postschool Outcomes ◽  
American Young Adults

In the literature on young adults with intellectual and/or developmental disabilities (IDD), little research has been conducted regarding the perspectives of Korean American young adults with disabilities and their families. This study investigated the postschool outcomes of Korean American young adults (aged 18–25 years) with IDD, and their parents' perceptions of transition planning. The postsecondary employment outcomes of Korean American young adults with IDD were poorer than those of other groups of young adults with IDD. Korean American young adults with IDD were also less likely to be enrolled in higher education than were other young adults with IDD studied in past research. Many parents were dissatisfied with the transition planning for their children leaving high school. It is, therefore, important for professionals to ensure that Korean American parents are equipped with appropriate information related to their child's transition planning.

High School to College: Transition Experiences of Young Adults With Autism

2015 ◽  
Vol 34 (1) ◽  
pp. 52-64 ◽  
Author(s):  
Charlotte Y. Alverson ◽  
Lauren E. Lindstrom ◽  
Kara A. Hirano
Keyword(s):  
High School ◽  
Young Adults ◽  
Postsecondary Education ◽  
College Transition ◽  
Transition Planning ◽  
Adults With Autism ◽  
Disability Awareness ◽  
High School To College ◽  
Transition Experiences ◽  
Transition From High School

Youth with disabilities are less likely to enroll and complete postsecondary education than their nondisabled peers. Using a qualitative, cross-case design, we investigated the high school to college transition experiences of young adults diagnosed with Asperger syndrome (AS). Data sources included a family questionnaire, review of special education records, and multiple individual interviews ( N = 27) with young adults with AS, family members, teachers, and rehabilitation counselors. Social skills, communication, and executive functioning challenges in high school continued into postsecondary education settings. Across cases, five reoccurring themes seemed to influence the transition from high school to postsecondary education: (a) motivation to attend college, (b) high levels of disability awareness, (c) intentional family supports, (d) coordinated transition planning, and (e) clear postschool goals.

Gender Differences in the Dating Experiences of African American Young Adults: The Challenge of Forming Romantic Relationships Within the Context of Power Imbalance

2019 ◽  
Vol 53 (1) ◽  
pp. 3-25 ◽  
Author(s):  
Leslie Gordon Simons ◽  
Tara E. Sutton ◽  
Antoinette M. Landor ◽  
Ashley B. Barr ◽  
Chalandra M. Bryant ◽  
...  
Keyword(s):  
Young Adults ◽  
African American ◽  
African American Women ◽  
African American Men ◽  
Past Research ◽  
Mate Preferences ◽  
Structural Factors ◽  
Dating Relationships ◽  
Using Data ◽  
American Young Adults

Past research has documented that structural factors produce a skewed dating market in African American communities that advantages men over women. Using data collected from a sample of 495 African American young adults (55.8% women, Mage = 22), we tested the idea that African American men can be more selective when choosing dating partners than their female counterparts due to their power advantage. Consonant with this hypothesis, our results indicated that women who had characteristics consistent with men’s mate preferences were significantly more likely to be involved in dating relationships. However, there were no associations between the likelihood of men’s dating frequency or relationship status and whether they typified women’s mate preferences. These findings support the contention that, unlike their male counterparts, African American women may have to compromise their mate preferences and date less desirable partners due to the gendered power disadvantage in the dating market.

Place Matters in Perceived Tobacco Exposure Among Korean American Young Adults: Mixed Methods Approach

2014 ◽  
Vol 49 (8) ◽  
pp. 1054-1063 ◽  
Author(s):  
Jimi Huh ◽  
James Paul Thing ◽  
Zarina Sabrina Abramova ◽  
Mojgan Sami ◽  
Jennifer Beth Unger
Keyword(s):  
Young Adults ◽  
Mixed Methods ◽  
Korean American ◽  
Tobacco Exposure ◽  
Mixed Methods Approach ◽  
American Young Adults

scholarly journals Factors Predictive of Midlife Occupational Attainment and Psychological Functioning in Adults With Mild Intellectual Deficits

2009 ◽  
Vol 114 (2) ◽  
pp. 128-143 ◽  
Author(s):  
Marsha Mailick Seltzer ◽  
Frank J. Floyd ◽  
Jan S. Greenberg ◽  
Jinkuk Hong ◽  
Julie Lounds Taylor ◽  
...  
Keyword(s):  
High School ◽  
Social Participation ◽  
Psychological Functioning ◽  
Role Models ◽  
Transition Planning ◽  
Past Research ◽  
Occupational Attainment ◽  
Men And Women ◽  
The Life Course ◽  
Intellectual Deficits

Abstract The life course of individuals with mild intellectual deficits and the factors that account for heterogeneity in their midlife outcomes were examined. Past research has shown that such individuals are at risk for poor occupational attainment in adulthood and more compromised psychological functioning, including increased depression. Although predictors varied for men and women, in general greater midlife occupational attainment was predicted by continuation of education beyond high school, having role models for achievement, and social participation earlier in adulthood. Midlife psychological functioning was predicted by having role models of achievement, having discussed plans for the future with parents and teachers, and achievement of aspirations set in high school. Implications for contemporary models of transition planning are discussed.

Postschool Outcomes of Youths with Deafblindness in the United States: Building Further Understandings for Future Practice

2019 ◽  
Vol 113 (3) ◽  
pp. 274-282
Author(s):  
Jerry G. Petroff ◽  
Nadya Pancsofar ◽  
Engy Shaaban
Keyword(s):  
United States ◽  
High School ◽  
General Education ◽  
Independent Living ◽  
Transition Planning ◽  
The United States ◽  
School Experiences ◽  
Postschool Outcomes ◽  
High School Experiences ◽  
Paid Employment

Introduction: This study examines the postschool outcomes for youths with deafblindness, aged 18–30 years, in the areas of independent living, employment, and friendships. Methods: Survey data were collected on 80 youths with deafblindness across the United States. Data addressed postschool outcomes, in addition to youths’ demographics and high school experiences. Results: The findings of this study suggest that very few youths were living independently or engaged in paid employment. Conversely, it was reported that the vast majority of youths had friends, and most youths had five or more friendships. Associations between the youths’ demographics, high school experiences, and postschool outcomes show that youths with higher skills in reading and problem-solving were more apt to have been educated in inclusive secondary education settings, had access to the general education curriculum, and to have experienced positive postschool outcomes. Transition planning for these youths was not significantly associated with their postschool outcomes. Discussion: These findings are consistent with trends in previous studies regarding postschool outcomes for youths with deafblindness. Future research is needed in formal transition planning and what additional factors may need to be better understood in providing opportunities in postschool life for youths with deafblindness. Implications for practice: Findings from this study suggest better inclusion efforts are needed for students with deafblindness in terms of associated opportunities and experiences that would prepare them for paid employment and independent living, along with social engagement and friendships.

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