Journal articles: 'Young adults with disabilities'

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Midjo, Turid, and Karin Ellingsen Aune. "Identity constructions and transition to adulthood for young people with mild intellectual disabilities." Journal of Intellectual Disabilities 22, no. 1 (February 7, 2017): 33–48. http://dx.doi.org/10.1177/1744629516674066.

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This article explores the self-constructions of young adults with mild intellectual disabilities in talk about their everyday living and how parents and professionals construct young adults with disabilities in talk about their involvement in transition processes. The analysis is related to an interpretive tradition and conducted based on individual interviews with four young adults with mild intellectual disability, five parents of young adults with mild intellectual disabilities and five professionals in the adult service system. The findings show that the young adults define themselves as actors in their own lives, while the parents recognize young adults with mild intellectual disabilities as both actors with resources and actors in need of assistance. Professionals in the adult service system, however, appear to rely on an identity perspective that might hamper young adults’ agency positioning and opportunities to define themselves and influence their future lives.

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Bailey, Susan, Bev O'Connell, and Julian Pearce. "The transition from paediatric to adult health care services for young adults with a disability: an ethical perspective." Australian Health Review 26, no. 1 (2003): 64. http://dx.doi.org/10.1071/ah030064.

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Young children with disabilities and their carers or parents tend to form a long-term dependent relationship with a paediatrician throughout childhood. At some stage when the young person with a disability reaches early adulthood, the relationship is severed. This paper draws upon recent research undertaken by the authors that describes the difficulties experienced by young people with disabilities as they go through the transition from paediatric care to adult mainstream health care services. The purpose of this article is to present the argument that the dependent,paternalistic relationship that tends to exist between young people with disabilities (and/or their carers) and paediatricians throughout childhood does not facilitate the successful negotiation of adult mainstream health care services, nor optimally promote the well-being of these young people with disabilities. It is proposed that the promotion of autonomy (or self-determination) via a well planned transition program will increase the likelihood that young adults with disabilities and/or their carers will be empowered to successfully negotiate the current mainstream health care system in Australia, and will enhance the well-being of young adults with disabilities.

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Lin, Sue C., Mei-Ling Ting Lee, and Terry A. Adirim. "Transition outcomes for young adults with disabilities." Journal of Pediatric Rehabilitation Medicine 8, no. 1 (2015): 23–30. http://dx.doi.org/10.3233/prm-150315.

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Wind, Haije. "Work outcome in young adults with disabilities." TBV – Tijdschrift voor Bedrijfs- en Verzekeringsgeneeskunde 22, no. 7 (September 2014): 320–21. http://dx.doi.org/10.1007/s12498-014-0139-x.

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Roffman, Arlyn J., Jane E. Herzog, and Pamela M. Wershba-Gershon. "Helping Young Adults Understand Their Learning Disabilities." Journal of Learning Disabilities 27, no. 7 (August 1994): 413–19. http://dx.doi.org/10.1177/002221949402700702.

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Francis, Grace L., Judith M. S. Gross, Carlos E. Lavín, Lu Ankely Casarez Velazquez, and Nicholas Sheets. "Facing Double Jeopardy: The Transition Experiences of Latina Family Caregivers of Young Adults With Disabilities Living in a Rural Community." Rural Special Education Quarterly 39, no. 1 (October 23, 2019): 17–34. http://dx.doi.org/10.1177/8756870519879069.

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The transition for young adults with disabilities from high school to gainful employment is often difficult. This transition is even harder for students from minority or marginalized backgrounds, including young adults who identify as Latino. As the Latino population increases in the United States, it is imperative that the transition from high school to employment becomes more effective for Latino young adults with disabilities. Using a portion of Bronfenbrenner’s Model of Human Development as a framework, we explore the experiences of Spanish-speaking Latina caregivers of young adults with disabilities to better understand the contextual and environmental factors that influence family systems as young adults with disabilities prepare to transition from high school to adulthood. Our findings highlight important factors in the micro-, meso-, exo-, and macrosystems, including the importance of family and community, distrust of authority, and the impact of discrimination. Implications for practice and future research are discussed.

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Weller, Carol, Lisa Watteyne, Michael Herbert, and Clifford Crelly. "Adaptive Behavior of Adults and Young Adults with Learning Disabilities." Learning Disability Quarterly 17, no. 4 (November 1994): 282–95. http://dx.doi.org/10.2307/1511125.

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This article reviews the conceptual foundations of adaptive behavior as they relate to adults and young adults who exhibit different subtypes and severities of learning disabilities. Research findings about adaptation to education, employment, and social settings are presented. Implications of the role of adaptive behavior in self-determination are hypothesized.

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Hops, Emily, Kristen F. Linton, and Heidi Mercado. "Perceptions of Reproductive Rights among Young Adults with Disabilities." Californian Journal of Health Promotion 15, no. 1 (April 1, 2017): 62–66. http://dx.doi.org/10.32398/cjhp.v15i1.1890.

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Background: The perception that people with disabilities are asexual and lack reproductive rights has existed in the United States since the early 1900s. In the early 1900s in the U.S., approximately 42,000 institutionalized people with disabilities were lawfully sexually sterilized as a result of the Eugenics Movement. The state of California was responsible for one-third of all sterilizations during the Movement. Purpose: This study aimed to assess the perceptions of reproductive rights among young adults with disabilities. Methods: Purposive and snowball sampling was used. Twelve semi-structured interviews with eight young adults with various mental health, physical, intellectual/developmental, and learning disabilities were conducted. Results: Participants reported that their ability to have sex and their reproductive rights were commonly questioned by peers and professionals. Some internalized asexual stereotypes and questioned whether they should reproduce due to the potential that they might pass on a disability or burden their children with their own disability. Others confidently reported their desire to bear their own children. Conclusion: The asexuality stereotype of people with disabilities is pervasive and continues to be present in society today. It is important that professionals reflect on their own biases toward the reproductive rights of people with disabilities.

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Kelly, Stacy M., and Gaylen Kapperman. "Sexual Activity of Young Adults who are Visually Impaired and the Need for Effective Sex Education." Journal of Visual Impairment & Blindness 106, no. 9 (September 2012): 519–26. http://dx.doi.org/10.1177/0145482x1210600903.

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Introduction Little research has been reported on all aspects of sexuality as it pertains to individuals with visual impairments. This article analyzes data on the sexual experiences of young adults who are visually impaired and young adults without disabilities. Methods The authors conducted a secondary analysis of the National Longitudinal Transition Study-2 (NLTS2) federal database and assessed a nationally representative sample of transition-aged young adults with visual impairments. During the same period as the NLTS2, identical survey questions were asked of young adults without disabilities who participated in survey research by the Centers for Disease Control and Prevention (CDC). The CDC survey sample included young adults who were two to three years younger than the participants in the NLTS2 sample. The descriptive analysis presents estimates of the sexual activity and use of contraception by both samples. Results Of the transition-aged young adults with visual impairments, 57% reported having sexual intercourse, and of the transition-aged young adults without disabilities, 65% reported having sexual intercourse. Likewise, nearly 40% of the young adults with visual impairments and approximately 50% of those without disabilities reported having had sexual intercourse in the three months before the survey. The use of condoms was also similar (64% of those with visual impairments and 54% of those without disabilities) even though the use of contraceptives other than condoms varied between the samples. Discussion The transition-aged young adults with visual impairments reported having similar rates of sexual experiences as their sighted counterparts, except two to three years later. Implications for Practitioners The researchers concluded that there is a need to provide effective instruction in sexual health that incorporates meaningful methods and materials that are designed specifically to meet the unique needs of young adults who are visually impaired.

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Gallivan-Fenlon, Amanda. "“Their Senior Year”: Family and Service Provider Perspectives on the Transition from School to Adult Life for Young Adults with Disabilities." Journal of the Association for Persons with Severe Handicaps 19, no. 1 (March 1994): 11–23. http://dx.doi.org/10.1177/154079699401900102.

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Transition from school to adult life has recently become a significant concern for policy makers, educators, adult service providers, and families who have a son or daughter with a severe disability. How individuals understand this transition can be an important source of information for efforts in this area; yet little or no specific data currently exist on how transition services are being provided and whether or not they facilitate successful outcomes for young adults with disabilities. The purpose of this research was to discover how transition from school to adult life is experienced and understood by particular young adults with disabilities, families, and service providers. Qualitative methods were utilized over a 16-month period to gather and analyze data on the transition process for 11 young people with disabilities. Eight main themes emerged from the data: differing future expectations for young adults with disabilities; inconsistent implementation of special education curricula and lack of inclusive educational practices; lack of transition related knowledge; hastily and poorly coordinated transition planning; a prevalence of restrictive views on employment and community living opportunities for adults with disabilities; low levels of family participation; outcomes of unemployment and isolation for most young adult participants; and significant benefits of supported employment and community inclusion. The study has implications for policy making regarding transition, and recommended service practices are offered.

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Mellard, Daryl F., and J. Stephen Hazel. "Social Competencies as a Pathway to Successful Life Transitions." Learning Disability Quarterly 15, no. 4 (November 1992): 251–71. http://dx.doi.org/10.2307/1511317.

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Learning disabilities have been examined most carefully in the academic setting; however, learning disabilities is a lifelong condition that impacts individuals outside the academic environments. Since the formal school setting accounts for so little of a person's life experiences, it becomes important to understand the nonacademic manifestations of learning disabilities. Impaired social competency is one of these common manifestations exhibited by young adults with learning disabilities. This article describes post-secondary outcomes of young adults with learning disabilities, specific areas of social problems encountered, and the results of an assessment of social competencies in adults with learning disabilities. The authors recommend that secondary and post-secondary curricular experiences include greater attention to improving social competencies.

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Woodruff, Elizabeth A., and Oleg A. Sinelnikov. "Teaching young adults with disabilities through service learning." European Physical Education Review 21, no. 3 (December 29, 2014): 292–308. http://dx.doi.org/10.1177/1356336x14564171.

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Carter, Erik W., Beth Swedeen, Martha J. Walter, Colleen K. Moss, and Ching-Ting Hsin. "Perspectives of Young Adults With Disabilities on Leadership." Career Development for Exceptional Individuals 34, no. 1 (December 30, 2010): 57–67. http://dx.doi.org/10.1177/0885728810387411.

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Folsom-Meek, Sherry L., Ruth J. Nearing, and Renae E. Bock. "Transitioning Children, Youths, and Young Adults with Disabilities." Journal of Physical Education, Recreation & Dance 78, no. 3 (March 2007): 38–51. http://dx.doi.org/10.1080/07303084.2007.10597988.

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Sterr, Annette M. "Attention performance in young adults with learning disabilities." Learning and Individual Differences 14, no. 2 (January 2004): 125–33. http://dx.doi.org/10.1016/j.lindif.2003.10.001.

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Tophoven, Silke, Nancy Reims, and Anita Tisch. "Vocational Rehabilitation of Young Adults with Psychological Disabilities." Journal of Occupational Rehabilitation 29, no. 1 (May 10, 2018): 150–62. http://dx.doi.org/10.1007/s10926-018-9773-y.

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Eskow, Karen Goldrich, and Sandra Fisher. "An Inclusion Program for Young Adults with Disabilities." TEACHING Exceptional Children 36, no. 3 (January 2004): 26–32. http://dx.doi.org/10.1177/004005990403600303.

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Grainger, Michelle, Carol Dilley, Neil Wood, and George Castledine. "Osteoporosis among young adults with complex physical disabilities." British Journal of Nursing 20, no. 3 (February 8, 2011): 171–75. http://dx.doi.org/10.12968/bjon.2011.20.3.171.

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Dereka, Maria. "Life Skills for Young Adults with Learning Disabilities." Tizard Learning Disability Review 9, no. 3 (July 2004): 14–20. http://dx.doi.org/10.1108/13595474200400023.

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Pebdani, Roxanna N. "Factors Related to Early Termination From Work for Youth With Disabilities." Australian Journal of Rehabilitation Counselling 20, no. 2 (November 28, 2014): 100–113. http://dx.doi.org/10.1017/jrc.2014.11.

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This study of young adults with disabilities in transition explored what factors contributed to young adults with disabilities terminating early from a transition program. Data from 6,227 young adults with disabilities aged 17–22 living in one of eight major metropolitan areas in the United States were utilised (58.7% of the sample were male, 63.1% were African-American, and 71.4% had a learning disability). All participants were enrolled in a school-to-work transition programme in which service providers place students into paid internships. Service providers at the eight sites collected data while working with participants, and then collected follow-up data at three and twelve months post-programme completion or termination. Hierarchical Linear Modelling was used to explore how personal factors impacted early termination, while controlling for variation at the site level. Results showed the three main reasons for early termination from work to be: programme initiated termination, interpersonal conflicts with coworkers or supervisors and transportation issues. Additionally, the multilevel model that controlled for variance at the site level demonstrated that Asian-American young adults with disabilities were less likely to terminate early from work. These results can help individuals who work with young adults with disabilities, provide supplemental services to students who may need additional assistance to succeed in a transition programme.

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Brucker, Debra L., and Derek Nord. "Food Insecurity Among Young Adults With Intellectual and Developmental Disabilities in the United States: Evidence From the National Health Interview Survey." American Journal on Intellectual and Developmental Disabilities 121, no. 6 (November 1, 2016): 520–32. http://dx.doi.org/10.1352/1944-7558-121.6.520.

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Abstract People with intellectual or developmental disabilities (IDD) face higher levels of poverty than others, which can lead to concerns regarding areas of well-being, such as food security. Young adults with IDD who are, in many cases, transitioning from the system of educational, health care, and income supports of their youth into the adult world may be particularly vulnerable. Using pooled data from the 2011–2014 National Health Interview Survey, we find that young adults with IDD have significantly higher levels of food insecurity than young adults without disabilities, even when controlling for poverty. Young adults with IDD who are living in low-income households are not significantly more likely to participate in the Supplemental Nutrition Assistance Program (SNAP) than young adults without disabilities who are also living in low-income households. Although our results suggest that SNAP is effectively reaching many young adults with IDD in need of nutrition assistance, further research is needed to determine the specific effects of food insecurity and SNAP participation on overall economic and health outcomes for this population.

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Kim, Kyeong-Hwa, and Mary E. Morningstar. "Postschool outcomes for Korean American young adults with intellectual/developmental disabilities, and parental perceptions of transition planning." Social Behavior and Personality: an international journal 48, no. 12 (December 2, 2020): 1–13. http://dx.doi.org/10.2224/sbp.9421.

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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.

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Francis, Grace L., and Alexandra S. Reed. "Rethinking Efforts to Ground the Helicopter Parent: Parent Experiences Providing Support to Young Adults With Disabilities." Focus on Autism and Other Developmental Disabilities 34, no. 4 (February 7, 2019): 246–56. http://dx.doi.org/10.1177/1088357619827931.

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Transitioning out of school is often challenging, especially for young adults with disabilities. Fortunately, parent involvement can enhance the transition process and student outcomes following graduation. However, there is limited information regarding how and why parents provide support to their young adults in high school and college, thus reducing the ability for professionals to maximize parental investment in the well-being of their young adults. The purpose of this study was to learn about parent experiences providing support to their children with disabilities as they age into adulthood. A total of 26 parents of postsecondary education program (PSE) graduates participated in interviews. Participants described how they provided support to their young adults, discussed reasons why they provided support, and offered recommendations for other parents to effectively support their children with disabilities as they age into adulthood.

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Soffer, Michal, and Fiona Chew. "Framing disability among young adults with disabilities and non-disabled young adults: an exploratory study." Disability and Rehabilitation 37, no. 2 (April 28, 2014): 171–78. http://dx.doi.org/10.3109/09638288.2014.913701.

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McIntosh, Alison, and Candice Harris. "Hospitality training as a means of independence for young adults with learning disabilities." Hospitality Insights 2, no. 2 (October 24, 2018): 3–4. http://dx.doi.org/10.24135/hi.v2i2.38.

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Employment is a core plank of independent living for people with disabilities and a key part of their identity and self-esteem. Nevertheless, it is widely recorded that people with disabilities have lower employment rates than the non-disabled, and continue to experience workplace discrimination. Workers with disabilities are generally found to have greater loyalty to the company, punctuality to the job, dependability, greater levels of cooperation and dedication, and lower turnover rates and absenteeism. Representing an estimated 10–19 percent of the general population worldwide, people with disabilities are seen as an untapped source of workers for hospitality labour [1]. Yet evidence shows that the hospitality industry has, so far, been a follower rather than a leader with respect to training and employment practices for people with disabilities compared to other industries [2]. Viewing disability as a product of the disabling wider social and attitudinal barriers around disability (known as the social model of disability [3]), there is an opportunity for the hospitality industry to contribute toward positive social change. Given the need to change negative societal attitudes before there can be an increase in the employment of people with disabilities, there is an important need to examine representations of disability in hospitality training and employment. Representations are important because they set expectations around behavioural norms and can help break down barriers by influencing the perceptions of those who receive them. Applying a constructionist approach [4], this research examined how hospitality work and training is represented in the popular television documentary series The Special Needs Hotel as it relates to training for young adults with learning disabilities1 – a group who are rendered more marginalised in employment than any other group of young people with disabilities. The three-part TV series, which aired on TVNZ in 2017, followed the experiences of young people with learning disabilities as they received hands-on hospitality training at the Foxes Hotel and Academy – a specialist catering college and residential training hotel in Somerset, U.K., that is also a fully operating hotel with paying guests (http://foxesacademy.ac.uk/). Over their three years of study, learners are trained in three vocational departments – house-keeping, food preparation and food service – before being prepared to apply for and seek hospitality employment. The research found that the series positively presents hospitality training as a means of enjoyment and of ‘achieving independence’ for the young adults with learning disabilities, with coping strategies and accommodations used to ensure the learners meet the necessary ‘realistic expectations’ and requirements of hospitality work. Through the intensive hands-on training, the learners are found to successfully acquire life skills, gain independence, find hospitality employment, and make plans for the future. However, this positive representation contrasts with the fear and realities of independence and struggles with the pressures of hospitality work for the trainees themselves (struggles that are both emotional and physical due to the nature of their disability). Our research highlighted that not all learners wanted independence, and often struggled with the training; for example, the stress and speed of service delivery, difficulties in communicating with customers, and having to work alone. Lessons from this research provide the opportunity to review and vary what is expected of the ‘look and feel’ of hospitality work and service delivery in order to increase employment for people with disabilities. In particular, if left unchallenged, the stereotyping of the ‘professionalism’ expected in hospitality work and training can render people with learning disabilities as being and looking unprofessional as hospitality workers and requiring accommodation to meet the standards of ‘doing hospitality’. There is a need to give greater attention to disability awareness training, including information geared toward working alongside employees with disabilities, and HR practices. There are challenges to employers about their attitudes toward employing people with disabilities and management of the physical and service environment with regards to how they can render it welcoming or unwelcoming for employees with disabilities. Above all, this understanding can open opportunities to review and realign hospitality employment and training with ethical and non-discriminatory principles and guidelines, which are essential if the employment of people with disabilities is to be improved. As this research concluded, the inclusion of people with disabilities can make the hospitality experience more diverse, personal, meaningful, unique and memorable. The full research article can be accessed here: https://www.sciencedirect.com/science/article/pii/S0278431917307351 Note We use the terminology of the documentary series and recognise the varied, unique and highly complex nature of learning disabilities. Corresponding author Alison McIntosh can be contacted at: alison.mcintosh@aut.ac.nz References (1) Poria, Y.; Reichel, A.; Brandt, Y. Dimensions of Hotel Experience of People with Disabilities: An Exploratory Study. International Journal of Contemporary Hospitality Management 2011, 23(5), 571–591. (2) Groschl, S. Current Human Resources Practices Affecting the Employment of Persons with Disabilities in Selected Toronto Hotels. International Journal of Hospitality and Tourism Administration 2004, 5(3), 15–30. (3) Oliver, M. Understanding Disability: From Theory to Practice; Palgrave Macmillan: Basingstoke, U.K., 1996. (4) Hall, S. Representation: Cultural Representations and Signifying Practices; Sage: London, U.K., 1997.

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Francis, Grace L., Alexandra S. Reed, and Maureen E. Howard. "Interactions With and Between Families and Professionals in College: Perspectives of Young Adults With Intellectual and Developmental Disabilities." Inclusion 8, no. 2 (June 1, 2020): 163–79. http://dx.doi.org/10.1352/2326-6988-8.2.163.

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Abstract Postsecondary education programs (PSEs) are becoming increasingly available for young adults with intellectual and developmental disabilities across the United States. Positive interactions between young adults and their families and professionals, and collaborative family-professional interactions can enhance transition outcomes for people with disabilities, including successful transition into and out of PSEs. However, there is limited research on the perspectives of the young adults who attend PSEs regarding these topics. The purpose of this qualitative study was to examine the retrospective perceptions of 10 PSE graduates regarding (a) interactions with their families, (b) interactions with PSE professionals, and (c) interactions between their families and PSE professionals. Participants reported negative and positive interactions with their families and PSE professionals, described how their families and PSE professionals interacted, and also provided recommendations for families and professionals to support young adults with disabilities. Implications and future research are discussed.

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White, Julie A. "The Role of Community Colleges in Strengthening Access to Employment for Individuals With Disabilities." Inclusion 3, no. 2 (June 1, 2015): 55–64. http://dx.doi.org/10.1352/2326-6988-3.2.55.

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Abstract Community colleges have a mission to provide access to postsecondary education. As such, they enroll nearly half of all U.S. undergraduates, with 12% of enrollees indicating that they are students with disabilities (American Association of Community Colleges, 2015). This article describes Onondaga Pathways to Careers (OPC), a pilot project which will research, develop, test, and evaluate innovative systems models for providing inclusive integrated education and career development services to youth and young adults with disabilities, including those with significant disabilities. OPC will implement a model program to improve transition planning for youth and young adults with disabilities through secondary education, into and through supportive community college pathways, and ultimately into skilled employment for which they have trained and which will offer living wages, benefits, and opportunities for advancement. OPC fully embraces what the Americans With Disabilities Act declared in 1990: that “the Nation's proper goals regarding individuals with disabilities are to assure equality of opportunity, full participation, independent living, and economic self-sufficiency….” This article will provide an overview of OPC while also discussing the importance of interagency collaborations to improve outcomes for youth and young adults with disabilities.

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Francis, Grace L., Judith M. S. Gross, Carlos E. Lavín, Lu Ankely Casarez Velazquez, and Nicholas Sheets. "Hispanic Caregiver Experiences Supporting Positive Postschool Outcomes for Young Adults With Disabilities." Intellectual and Developmental Disabilities 56, no. 5 (October 1, 2018): 337–53. http://dx.doi.org/10.1352/1934-9556-56.5.337.

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Abstract The rate of competitive employment, or employment in community settings for minimum wage or higher, of working-age individuals with disabilities trails behind individuals without disabilities in the United States. These statistics are even more alarming among Hispanic individuals who have disabilities. The purpose of this study was to explore the negative and positive experiences of Hispanic caregivers from a Midwestern state as they support their family members with disabilities to achieve positive postschool outcomes, including competitive employment. We conducted semistructured interviews with 13 caregivers of family members with disabilities aged 14–25 years. Three key themes emerged from our analysis: (a) negative experiences with school educators, (b) negative experiences with community-based service providers, and (c) positive experiences and strategies for overcoming barriers. Implications for practice and future research are discussed.

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Nittrouer, Christine L., Karrie A. Shogren, and Julie L. Pickens. "Using a Collaborative Process to Develop Goals and Self-Management Interventions to Support Young Adults With Disabilities at Work." Rehabilitation Research, Policy, and Education 30, no. 2 (2016): 110–28. http://dx.doi.org/10.1891/2168-6653.30.2.110.

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Purpose:This study examined the impact of using a collaborative process with person-centered teams and a functional assessment of problems in the workplace to design individualized goals and self-management interventions to support young adults with disabilities. These young adults had achieved employment through a customized employment process but were beginning to face challenges maintaining and advancing in their job roles.Method:A single subject, multiple baseline study was conducted with three individuals ages 22–29 years with autism and/or intellectual disability to determine the impact of the intervention on on-task behavior and job task completion.Results:The results suggest that the process can lead to meaningful change in the on-task and job completion behavior of young adults with disabilities in inclusive employment settings, although there were limitations.Conclusion:The findings, outcomes, and implications confirm and extend our understanding of the impact of person-centered teams, goal setting, functional assessment, and self-management after young adults with disabilities are employed in community-based settings.

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Millar, Dorothy Squatrito, and Adelle Renzaglia. "Factors Affecting Guardianship Practices for Young Adults with Disabilities." Exceptional Children 68, no. 4 (July 2002): 465–84. http://dx.doi.org/10.1177/001440290206800404.

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Some contend developing self-determination in young adults with disabilities is the ultimate goal of education and promoting it may lead to improved postschool outcomes. Although there are efforts to promote self-determination, the results may be negated as an individual's right to make decisions are eliminated when a guardianship is imposed. This research is the first to examine guardianship as it affects young adults with disabilities. Two hundred and twenty-one court files were reviewed across nine jurisdictions in Michigan. Overall, 120 plenary guardians and 101 partial guardians were appointed. Distinctions between the powers of plenary and partial guardians, however, were often found to be minimal. Guardianship is a complex issue with many significant questions in need of answers.

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Harun, Dzalani, Normah Che’ Din, Hanif Farhan Mohd Rasdi, and Khadijah Shamsuddin. "Employment Experiences among Young Malaysian Adults with Learning Disabilities." International Journal of Environmental Research and Public Health 17, no. 1 (December 23, 2019): 115. http://dx.doi.org/10.3390/ijerph17010115.

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The aim of this study was to describe the employment experiences of persons with learning disabilities (LDs) in developing countries, such as Malaysia. Factors associated with respondents’ employment were also determined. A cross-sectional survey was conducted among young adults with LD who left the special education programs in secondary schools in Kuala Lumpur and Selangor. Ninety young adults with LD, aged 18 to 25 years were interviewed face-to-face at an agreed upon convenient place on their working experiences after leaving secondary schools. A total of 13 respondents were excluded from the analysis because their intellectual quotient (IQ) score demonstrated a high possibility of intellectual disability with IQ estimation <70. Of the 77 young adults analyzed, 74.0% reported having work experience and 64.9% were working at the time of interview. Statistical analysis showed significant associations between individual, family, and community factors with respondents’ employment. Two factors made a unique statistically significant contribution to the model (gender, p = 0.043 and adult service: Financial support p = 0.012). This study suggests the current school-to-work transition program at secondary and post-secondary schools should be improved to better prepare young adults with LD with necessary skills relevant for the current job market so that they could improve their employability.

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HIRST, MICHAEL. "Dependency and family care of young adults with disabilities." Child: Care, Health and Development 11, no. 4 (July 1985): 241–57. http://dx.doi.org/10.1111/j.1365-2214.1985.tb00467.x.

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Delman, Jonathan. "Participatory Action Research and young adults with psychiatric disabilities." Psychiatric Rehabilitation Journal 35, no. 3 (2012): 231–34. http://dx.doi.org/10.2975/35.3.2012.231.234.

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Fresher-Samways, K., S. E. Roush, E. Cardinal, H. Maynard, J. Rabbitt, and J. Stolgitis. "QUALITY OF LIFE OF YOUNG ADULTS WITH DEVELOPMENTAL DISABILITIES." Pediatric Physical Therapy 13, no. 4 (2001): 194. http://dx.doi.org/10.1097/00001577-200113040-00019.

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Liebert, Diane, Larry Lutsky, and Amy Gottlieb. "Postsecondary Experiences of Young Adults with Severe Physical Disabilities." Exceptional Children 57, no. 1 (September 1990): 56–63. http://dx.doi.org/10.1177/001440299005700107.

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Waldman, H. Barry, and Steven P. Perlman. "Young Adults With Disabilities and Uninsured for Health Care." Alpha Omegan 102, no. 3 (September 2009): 102–6. http://dx.doi.org/10.1016/j.aodf.2009.06.002.

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Schneider, Cornelia, and Brenda Hattie. "Exploring the social lives of young adults with disabilities." Alter 10, no. 3 (July 2016): 236–47. http://dx.doi.org/10.1016/j.alter.2016.02.003.

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Patterson, Margaret Becker. "Transitions Out: Young Adults with Disabilities Along Career Pathways." New Directions for Adult and Continuing Education 2018, no. 160 (December 2018): 113–30. http://dx.doi.org/10.1002/ace.20304.

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Blue-Banning, Martha, Ann P. Turnbull, and Lourdes Pereira. "Hispanic Youth/Young Adults with Disabilities: Parents' Visions for the Future." Research and Practice for Persons with Severe Disabilities 27, no. 3 (September 2002): 204–19. http://dx.doi.org/10.2511/rpsd.27.3.204.

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Abstract:

The rapid increase of culturally and linguistically diverse populations in the United States has important implications for service delivery. Addressing the needs of individuals transitioning from adolescence to adulthood and their families requires that outcomes of service recognize the cultural differences of people with disabilities. The Hispanic population is one of the fastest growing of the culturally and linguistically diverse populations in the United States. To provide effective support services, a clearer understanding is needed of the perspectives of Hispanic parents of youth/young adults with disabilities concerning their hopes and expectations for their child's future. To address this issue, focus group interviews were conducted with 38 Hispanic parents of youth/young adults with developmental disabilities. The findings suggest that Hispanic parents have a diversity of hopes and expectations concerning future living, employment, and free-time options for their children with disabilities. Key recommendations focus on the implications for education and human service systems as well as directions for future research.

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Sosnowy, Collette, Chloe Silverman, and Paul Shattuck. "Parents’ and young adults’ perspectives on transition outcomes for young adults with autism." Autism 22, no. 1 (October 11, 2017): 29–39. http://dx.doi.org/10.1177/1362361317699585.

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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.

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Bonti, Eleni, Christina E. Bampalou, Eleni M. Kouimtzi, and Zacharias Kyritsis. "Greek Young Adults With Specific Learning Disabilities Seeking Learning Assessments." Learning Disability Quarterly 41, no. 2 (September 1, 2017): 119–26. http://dx.doi.org/10.1177/0731948717727439.

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The purpose of this study is to investigate the reasons why Greek young adults with Specific Learning Disabilities (SLD) seek learning assessments. The study sample consisted of 106 adults meeting Diagnostic and Statistical Manual of Mental Disorders criteria for SLD. Data were collected through self-report records (clinical interview) of adults with SLD as well as from case records that included information on cognitive and learning assessment. The majority of the participants mentioned academic issues regarding different types of academic exams as the main referral reason for learning assessment. SLD females have more possibilities to seek learning assessments compared with males, and adults with writing difficulties have more possibilities to seek learning assessments compared with adults without writing difficulties. The reasons for referral in adulthood, at least within the Greek cultural context, are mostly socioeducational and less psychologically oriented. The findings are discussed in terms of postsecondary education services and early screening and identification.

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Wickman, Kim. "Experiences and Perceptions of Young Adults with Physical Disabilities on Sports." Social Inclusion 3, no. 3 (June 25, 2015): 39–50. http://dx.doi.org/10.17645/si.v3i3.158.

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People with disabilities seldom get a chance to voice their opinions on their sport experiences. A deeper understanding of the context-related experiences of sport is a prerequisite for teachers and leaders to be able to provide adequate, inclusive and meaningful activities. The aim of this qualitative case study was to examine how young people with disabilities made sense of sport, within both the compulsory school system and the voluntary sports movement. The study involved 10 young adults (aged 16 to 29 years) with disabilities, five males and five females. All the participants had rich experiences of sport. An inductive approach to qualitative content analysis of semi-structured interviews was used to enable individuals to explain and give meaning to their experiences of sport including those pertaining to gender and inclusion. The findings illustrated that dominating gender and ability norms influenced the interviewees’ understanding of themselves in relation to sport; as a consequence, some of the female interviewees had a more diverse, sometimes contradictory experience of sport than the male interviewees. The basic premise of this study is that researchers can develop more insightful understandings of inclusion by studying the subjective meanings that are constructed by people with disabilities in their sport experiences.

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Meyer, Jill M., Vanessa M. Hinton, and Nicholas Derzis. "Emerging Adults with Disabilities: Theory, Trends, and Implications." Journal of Applied Rehabilitation Counseling 46, no. 4 (December 1, 2015): 3–10. http://dx.doi.org/10.1891/0047-2220.46.4.3.

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Emerging adulthood, a relatively new and promising developmental period coined by Arnett (2000), has come to the forefront of the developmental psychology literature. Emerging adulthood is defined as the developmental period between late adolescence and young adulthood that includes individuals between 18-29 years old. As a developmental period, emerging adulthood applies to all individuals, including those with disabilities. Although there have been numerous studies on youth with disabilities, this population has not been studied from the vantage point of Arnett's concept of “emerging adulthood.” The purpose of this manuscript is to explore the primary theoretical constructs of emerging adulthood: (a) self-exploration (e.g., identity development); (b) uncertainty; (c) self-focus; (d) transition; and (e) optimism, as well as the social trends and implications. Emerging adulthood provides insight that has implications for the educational and rehabilitation services for young adults, including transition services.

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Poole, Janet L. "A Comparison of Limb Praxis Abilities of Persons with Developmental Dyspraxia and Adult Onset Apraxia." Occupational Therapy Journal of Research 20, no. 2 (April 2000): 106–20. http://dx.doi.org/10.1177/153944920002000202.

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The purpose of this study was to determine whether gesture performance in developmental dyspraxia and adult onset apraxia are similar. The performance of children and adults with dyspraxia and adults with apraxia on similar tasks were compared. A convenience sample of six groups of participants were as follows: children with learning disabilities and dyspraxia, young adults with learning disabilities and dyspraxia, older adults with left hemisphere brain damage and apraxia, and three age-matched groups of control participants. There were 10 subjects in each group except the young adults with learning disabilities. Performance on two types of motor tasks was measured: item (transitive, intransitive) and mode (verbal command and imitation). A mixed-model analysis of variance showed significant main effects for Diagnosis, Item, Mode, and the interactions of Diagnosis X Item and Mode X Item. This study suggests that participants with developmental dyspraxia and adult onset apraxia exhibit similar performance deficits in gestural motor tasks. The children and young adults with dyspraxia also scored similarly implying that dyspraxic behaviors continue into adulthood. Application of the findings to intervention suggest that task performance may improve if therapists demonstrate motor tasks and eliminate or minimize tool use.

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McMahon, Mary, Karen Moni, Monica Cuskelly, Jan Lloyd, and Anne Jobling. "Aspirations held by young adults with intellectual disabilities and their mothers." Australian Journal of Career Development 29, no. 2 (June 22, 2020): 107–16. http://dx.doi.org/10.1177/1038416220916813.

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This study reports on Australian small-scale exploratory descriptive research into how young people with intellectual disability and their families construct their futures. The aims of this research were to (a) better understand the future aspirations held by young adults with intellectual disability and their parents, (b) identify enablers and barriers to the achievement of these aspirations, and (c) provide insights for career practitioners who support young people with intellectual disability and their parents to achieve their personal and career goals. Participants were four young people with intellectual disabilities aged between 18 and 30 years and their mothers. Data were collected through semi-structured interviews and analysed thematically. Results provide a nuanced understanding of the issues facing young people with intellectual disabilities and their families in constructing their futures. Suggestions are offered that can inform career development practice and policy.

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Meyer, Jill, Vanessa Hinton, Jinhee Park, Lindsay Portela, Christine Fleming, Nick Derzis, and Sharon Weaver. "An Exploration of Emerging Adulthood, Self-Esteem, Well-Being, and Vocational Rehabilitation Services." Journal of Applied Rehabilitation Counseling 50, no. 4 (December 1, 2019): 286–99. http://dx.doi.org/10.1891/0047-2220.50.4.286.

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In recent years there has been a visible shift in societal norms surrounding milestones that were once associated with one's transition to adulthood due to contemporary economic and social changes. Most young adults may experience some degree of adversity, yet experiences of transitioning to adulthood can be more challenging among youth with disabilities due to an impact of disability on development, additional educational and vocational barriers, and societal attitudes toward individuals with disabilities. This manuscript explores the re-conceptualized process of development from adolescence to adulthood, known as “emerging adulthood,” while also exploring resilience, and the delivery of vocational rehabilitation services. Specifically, the purpose of this study was to examine self-esteem and satisfaction with life (i.e., well-being) in emerging adults with and without disabilities, and discuss how vocational rehabilitation services can be administered while improving resiliency for youth and young adults with disabilities. Findings and implications are discussed.

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Francis, Grace L., April Regester, and Alexandra S. Reed. "Barriers and Supports to Parent Involvement and Collaboration During Transition to Adulthood." Career Development and Transition for Exceptional Individuals 42, no. 4 (December 19, 2018): 235–45. http://dx.doi.org/10.1177/2165143418813912.

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Parent involvement and parent–professional collaboration influence positive transitions from school into adult life among young adults with disabilities. However, parents frequently report being uninformed and uninvolved in transition planning and there is a paucity of information on how to develop these relationships in high school and postsecondary settings. The purpose of this study was to investigate the perspectives of parents of young adults who graduated from a postsecondary education program. We conducted semistructured interviews with 26 parents of young adults with intellectual and developmental disabilities who graduated from a postsecondary education program in the United States. Participants identified five primary barriers to parent–professional collaboration and six strategies to support parent involvement and collaboration. Implications for practice and research are discussed.

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Darrah, Johanna, Joyce Magill-Evans, and Nancy L. Galambos. "Community services for young adults with motor disabilities – A paradox." Disability and Rehabilitation 32, no. 3 (December 15, 2009): 223–29. http://dx.doi.org/10.3109/09638280903071834.

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Jenkinson, Josephine C. "Factors Affecting Decision-Making by Young Adults With Intellectual Disabilities." American Journal on Mental Retardation 104, no. 4 (1999): 320. http://dx.doi.org/10.1352/0895-8017(1999)104<0320:fadbya>2.0.co;2.

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Eisenman, Laura T. "Social Networks and Careers of Young Adults With Intellectual Disabilities." Intellectual and Developmental Disabilities 45, no. 3 (June 2007): 199–208. http://dx.doi.org/10.1352/1934-9556(2007)45[199:snacoy]2.0.co;2.

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Journal articles on the topic 'Young adults with disabilities'

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