Predictors Associated with Paid Employment Status of Community and Technical College Students with Intellectual Disability

The present study sought to identify predictors associated with paid employment outcomes for community and technical college students with intellectual disability (ID). Data used were collected from the Transition and Postsecondary Programs for Students With Intellectual Disabilities (TPSID) impleme...

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Bibliographic Details
Published in:American journal on intellectual and developmental disabilities 2018-07, Vol.123 (4), p.329-343
Main Authors: Qian, Xueqin, Johnson, David R, Smith, Frank A, Papay, Clare K
Format: Article
Language:English
Subjects:
Americans with Disabilities Act 1990-US
Career advancement
Career Development
Career development planning
Census of Population
College Students
Colleges & universities
Community Colleges
Developmental disabilities
Earnings
Employment
Higher education
Inclusion
Intellectual disabilities
Intellectual Disability
Labor market
Predictor Variables
Regression (Statistics)
Related Services (Special Education)
Researchers
School Statistics
Secondary schools
Student Employment
Student Participation
Student Records
Students with Disabilities
Technical Education
Two Year College Students
Two Year Colleges
Vocational rehabilitation
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Summary:The present study sought to identify predictors associated with paid employment outcomes for community and technical college students with intellectual disability (ID). Data used were collected from the Transition and Postsecondary Programs for Students With Intellectual Disabilities (TPSID) implemented in two community and technical colleges in the upper Midwest. The participants included 228 students with ID attending college who received supports based on the Check & Connect model. Results using logistic regression showed that students who only took inclusive classes, participated in campus events, had prior paid work experience, and participated in volunteering and/or community service were more likely to earn at or above minimum wage during their most recent year in the TPSID program. Implications for policy and practice are discussed.
ISSN:1944-7515
1944-7558
DOI:10.1352/1944-7558-123.4.329