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Published on: June 20, 2020
Predictors of employment for adults with intellectual and developmental disabilities participating in a postsecondary
Lucy Barnard-Brak1, David M Richman2, Kagendo Mutua1
1Department of Special Education and Multiple Abilities, University of Alabama, Tuscaloosa, Alabama, USA.
Background:
Previous research has shown that post-secondary collegiate vocational educational programs often have positive effects on employment outcomes for young adults with intellectual and developmental disabilities.
Aims:
Using secondary data of a program in the United States collected over several years, we examined which intervention components of a postsecondary education transition program predicted subsequent employment for young adults with intellectual and developmental disabilities.
Materials & Methods:
The sample consisted of 56 individuals that participated in a transition-services collegiate program; Crossing Points, University of Alabama.
Results:
Results were able to robustly indicate that acquiring job-specific skills was a much better predictor than global measures of intellectual or adaptive behaviour. Additionally, survival curve analyses as an innovative approach to this population showed that there was a positive relation between the number of job-specific training sessions and eventual community employment.
Discussion:
Results are discussed in relation to a historical parallel movement to expand inclusion of students with intellectual and developmental disabilities in the least restrictive educational setting for primary and secondary public education years.
Conclusion:
In conclusion, the results of the current study suggest positive findings with job-skills training both specific and general.
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