Time trends in post-school outcomes for young Australians with intellectual disabilities.

IF 1.7 4区医学 Q1 EDUCATION, SPECIAL

Journal of Intellectual & Developmental Disability Pub Date : 2026-06-07 DOI:10.3109/13668250.2026.2668769

Stefanie Dimov, Marissa Shields, Zoe Aitken, Anne M Kavanagh, Helen Dickinson, Georgina Sutherland

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Abstract

Background: Young people with intellectual disabilities experience persistent disadvantages in post-school outcomes. This study examined trends in post-school outcomes for young Australians with intellectual disabilities over a 10-year period, relative to peers with other disability types or no disabilities.

Method: Using data from four waves of the Survey of Disability, Ageing and Carers (2012-2022), outcomes were examined for 20-29-year-olds with intellectual disabilities. Outcomes across five domains were examined: school completion, further education, labour force participation, income and government support.

Results: Analyses showed a persistent pattern of inequality across all domains. While secondary school completion improved, these gains did not translate to further education or employment - gaps widened in both areas. Economic inequality, including low income and reliance on government support, remained unchanged.

Conclusion: Despite major policy investment, outcomes remain poorer for this group. Greater focus on inclusion and coordinated cross-sector support is required to address entrenched inequities.

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澳大利亚有智力障碍的年轻人毕业后的时间趋势。

背景：有智力障碍的年轻人在毕业后的表现上一直处于劣势。这项研究调查了澳大利亚有智力障碍的年轻人在10年期间的毕业后结果趋势，相对于其他残疾类型或无残疾的同龄人。方法：利用2012-2022年四波残疾、老龄化和照顾者调查的数据，对20-29岁的智力障碍患者进行结果分析。研究考察了五个领域的结果：完成学业、继续教育、劳动力参与、收入和政府支持。结果：分析表明，在所有领域都存在持续的不平等模式。虽然中学完成率有所提高，但这些成果并没有转化为继续教育或就业——这两个领域的差距都扩大了。经济不平等，包括低收入和对政府支持的依赖，没有改变。结论：尽管有重大的政策投资，但这一群体的结果仍然较差。要解决根深蒂固的不平等问题，需要更加注重包容和协调的跨部门支持。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Intellectual & Developmental Disability Multiple-

CiteScore

3.40

自引率

7.70%

发文量

期刊介绍： Journal of Intellectual & Developmental Disability (formerly the Australia and New Zealand Journal of Developmental Disabilities) is the official journal of the Australasian Society for the Study of Intellectual Disability (ASSID). JIDD is an international, multidisciplinary journal in the field of intellectual and developmental disability. The journal publishes original qualitative and quantitative research papers, literature reviews, conceptual articles, brief reports, case reports, data briefs, and opinions and perspectives.