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Artículos de revistas sobre el tema "Young adults with disabilities"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 1 de agosto de 2024

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1

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 a

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2

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

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3

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 d

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4

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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5

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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6

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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7

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 disabili

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8

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

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9

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-struc

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10

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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11

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

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12

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

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13

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 contr

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14

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 e

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15

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 adultho

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16

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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17

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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18

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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19

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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20

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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21

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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22

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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23

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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24

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 ret

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25

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 w

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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

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27

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

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28

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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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 int

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Kim, Doo Young. "Analysis of Socio-demographic Characteristics, Desire for Education and Welfare Services according to Life Cycle of Adults with Physical Disabilities." Korean Society for Rehabilitation of Persons with Disabilities 27, no. 2 (June 30, 2023): 1–26. http://dx.doi.org/10.16884/jrr.2023.27.2.1.

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The present study is intended to provide a detailed analysis of socio-demographic characteristics and desire for education and welfare services from adults with physical disabilities, and, building upon these results, propose policy tasks related to education and welfare support according to their life cycle. To this end, the author collected data about adults with physical disabilities from original data in the government-led “survey on current situation of people with disabilities” conducted in 2020 for research and went into secondary analysis. The key results are stated as follows. First,

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31

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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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

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32

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 appo

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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

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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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36

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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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

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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 l

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Totolan, Mircea Damian, and Vlad-Alexandru Cioranu. "Social integration of unemployed young people and adults with disabilities." „Black Sea” Journal of Psychology 14, no. 2 (November 1, 2023): 26–40. http://dx.doi.org/10.47577/bspsychology.bsjop.v14i2.231.

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The study aims to achieve the objective of special psychopedagogy, which aims at two distinct aspects: improving the quality of life of people with disabilities and their social and professional integration. The central objective of this research is the identification of the social and professional integration of people with disabilities from Constanta county. Furthermore, the models of social and professional integration are observed with the help of three Questionnaires: Questionnaire of assessment of social and professional integration (ISP); Quality of life inventory- QOLI and „Happiness”

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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

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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 assess

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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 exp

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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 adultho

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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 d

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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 w

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Conley, Quincy, Jessica Scheufler, Gina Persichini, Patrick R. Lowenthal, and Michael Humphrey. "Digital Citizenship for All." International Journal of Digital Literacy and Digital Competence 9, no. 1 (January 2018): 1–20. http://dx.doi.org/10.4018/ijdldc.2018010101.

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Digital literacy is important, particularly for young people as they prepare for college and a career in modern society. From computer-based tests used to measure student progress on college applications and online job applications, the transition to college and career requires the use of technology. Individuals must have digital literacy skills to fully participate and contribute on the job and at school. This includes people with disabilities. These young adults have aspirations for jobs and higher education just like others their age and therefore deserve to be taken seriously. This article

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