Use of Vocational Rehabilitation Supports for Postsecondary Education among Transition-Age Youth on the Autism Spectrum

Autor/inn/en	Rast, Jessica E.; Roux, Anne M.; Shattuck, Paul T.
Titel	Use of Vocational Rehabilitation Supports for Postsecondary Education among Transition-Age Youth on the Autism Spectrum
Quelle	In: Journal of Autism and Developmental Disorders, 50 (2020) 6, S.2164-2173 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-019-03972-8
Schlagwörter	Vocational Rehabilitation; Autism; Pervasive Developmental Disorders; Employment Opportunities; Disabilities; Social Services; Salaries; Postsecondary Education; Job Satisfaction; Intellectual Disability; Job Training; Youth; Transitional Programs + Suchen Sie Ihr Suchwort? Berufliche Rehabilitation; Autismus; Berufschance; Beschäftigungschance; Handicap; Behinderung; Social service; Soziale Dienstleistung; Soziale Dienste; Entlohnung; Gehalt; Post-secondary education; Tertiäre Bildung; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Intellect; Disability; Disabilities; Verstand; Berufsqualifizierender Bildungsgang; Jugend; Jugendlicher; Jugendalter
Abstract	Transition-age youth with autism (TAY-ASD) experience poor employment outcomes and gaps in services that could assist them in securing jobs. Vocational rehabilitation (VR) is a source of public assistance for people with disabilities seeking employment and TAY-ASD are a growing segment of VR service users. Postsecondary education (PSE) is essential for building vocational skills, contributing to employment satisfaction and better wages. VR provides services to support PSE success. Fewer TAY-ASD received PSE training from VR (18%) than TAY with other disabilities (32%), but more than TAY with an intellectual disability (15%). TAY-ASD who received PSE training were more likely to exit VR with a job. The importance of PSE to employment should be considered in TAY-ASD who seek employment supports. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01