Considerations of Preparing Youth with Disabilities for Post-High School

Transitioning to college can feel overwhelming. College is a new environment with new expectations and people around you. Responsibilities change, and there is a sense of increased independence and freedom. With uncertainty about where to begin or how to prepare for this new chapter, this article provides a good starting point in considering what skills are essential to grow for the future. 

In a review by Mazzotti et al. (2021), researchers compiled a list of items or predictors of success following graduation from high school for youth with disabilities. Success is defined in three categories - education, employment, and independent living skills. Most of the predictors of success are based on research completed, meaning that success in education, employment, or independent living skills is informed by research supporting that particular predictor (i.e. participating in goal setting is a research-based predictor of success in education following high school). Other predictors are evidence-based, meaning a particular practice or predictor has been proven effective. Evidence-based predictors are the strongest predictors of success. The remaining predictors are “promising,” which means a predictor is appealing and most likely leads to success in some area.

What are some predictors of success following high school for youth with disabilities?

Consider the list below. There are various areas in which to grow and maintain to achieve further education and employment and develop independent living skills. Many predictors of success post-high school are skills required to continue success throughout an inclusive post-secondary education (IPSE) program. Reflect on how these skills or opportunities can be developed in high school.

1. Career awareness

Career awareness is a promising predictor of success in education and employment following high school (Mazzotti et al., 2021). Understanding the careers or jobs that may spark interest can help one move forward. 

2. Career Technical Education (CTE)

Career technical education provides academic skills, technical skills, and training for success in future career endeavors (Start a career-tech program, n.d.). Career technical education is an evidence-based predictor of success in employment and a research-based predictor of success in education following high school (Mazzotti et al., 2021). 

3. Community Experiences

Community experiences are research-based predictors of success in education and evidence-based predictors of success in employment after high school (Mazzotti et al., 2021). Consider how you may join clubs, complete volunteer work, attend community events, go to church, or simply engage with others. Skills from these experiences can translate to skills used in educational and employment settings. 

4. Goal setting 

Goal setting is a research-based predictor of success for education, independent living, and employment following high school. For a student, assistance with goal setting can be utilized through a trusted adult such as a parent, teacher, occupational therapist, or even a friend. In high school, students and families may be aware of IEPs or Individualized Education Programs. According to the United States Department of Education, the first IEP regarding transition planning must be discussed at 16 years old or younger (2020). The IEP must include “appropriate measurable postsecondary goals based upon age-appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills” (A transition guide to postsecondary education and employment for students and youth with disabilities, 2020, p. 10).

5. Paid employment or work experience 

Experiencing a form of employment is a research-based predictor of success in education, independent living, and employment after high school (Mazzotti et al., 2021). There is no better way to prepare for future employment than gaining work experience! In a study by Barnard-Brak et al. (2019), following a cohort of students with intellectual disabilities attending a postsecondary transition program, the researchers found that IQ and adaptive functioning scores of students were not significantly related to employment but rather job-related skill scores and job task analysis scores were significantly related to being employed. Intellectual abilities and adaptive behaviors may be less important to employers when compared to the actual job or vocational skills required to complete tasks. Teaching job-specific skills may be most valuable for students (Barnard-Brak, 2019).

6. Parent involvement

Parent involvement is a promising predictor of success in employment following high school (Mazzotti et al., 2021). Having support through a significant transition in life, such as the one to college, is essential to overall well-being and confidence. Support and accommodations in college change compared to what is provided in high school, indicating parents' different roles in supporting their child during this transition. The role of a parent can change from director or overseer to supporter and encourager. Parents play a vital role in their child's success in post-secondary education and are needed throughout the transition process. Their input is valuable and should be balanced with their child's input and growing independence.

7. Psychological empowerment 

College students with intellectual disabilities may be at risk of experiencing health and wellness problems, such as worries about bullying or failure (Oakes et al., 2020). They can also be more at risk for mental illnesses like depression, substance abuse, social anxiety, and loneliness (Oakes et al., 2020). Psychological empowerment is a promising predictor of success with education, employment, and independent living after high school (Mazzotti et al., 2021). Speaking kindly to yourself and finding ways to take care of your mental health is vital. 

8. Self-care/independent living skills 

Learning and mastering self-care and independent living skills is a promising predictor of success with education and employment and is a research-based predictor of success with independent living skills following high school (Mazzotti et al., 2021).

9. Social skills

Social skills are a promising predictor of success in education and employment after high school (Mazzotti et al., 2021). Social skills are needed to carry out meaningful daily activities, whether you are communicating with a coworker at a job, a classmate at school, or a friend.

Conclusion

Other factors beyond what is listed above may impact the success of youth with disabilities. Every person is on a unique journey with specific considerations. What may lead to success for one individual may not for another. It is essential to consider what areas are important to you, depending on your goals or hopes for the future.

References 

A transition guide to postsecondary education and employment for students and youth with disabilities. (2020). Office of Special Education and Rehabilitative Services United States Department of Education.

Barnard-Brak, L., Richman, D. M., Mutua, K., & Williamson, A. (2023). Predictors of employment for adults with intellectual and developmental disabilities participating in a postsecondary transition program in the United States. Journal of applied research in intellectual disabilities, 36(1), 116–121. https://doi.org/10.1111/jar.13040 

Mazzotti, V. L., Rowe, D. A., Kwiatek, S., Voggt, A., Chang, W.-H., Fowler, C. H., Poppen, M., Sinclair, J., & Test, D. W. (2021). Secondary transition predictors of postschool success: An update to the research base. Career Development and Transition for Exceptional Individuals, 44(1), 47-64. https://doi.org/10.1177/2165143420959793 

Oakes, L. R., Milroy, J. J., & Hickerson, B. D. (2020). Health disparities and health promotion needs of college students with intellectual and/or developmental disabilities: A systematic literature review. Journal of American College Health, 68(7), 742–753. https://doi.org/10.1080/07448481.2019.1615495  

Start a career-tech program. (n.d.). Ohio.gov; Ohio Department of Education and Workforce. https://education.ohio.gov/Topics/Career-Tech/start-a-new-cte-program