高中毕业后的生活:自闭症青少年的就业经历

IF 2.3 3区 教育学 Q1 EDUCATION, SPECIAL
Bonnie R. Kraemer, Lindsay F. Rentschler, Brianne Tomaszewski, Nancy McIntyre, Leann Dawalt, Kara A. Hume
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引用次数: 0

摘要

本研究调查了 129 名患有自闭症的年轻人的就业情况。数据是在高中和成年早期等多个阶段收集的。家长参与了访谈,并回答了有关青壮年就业结果、在职支持、工作匹配度和总体工作满意度的问题。研究了校内变量与就业结果之间的预测关系。研究结果表明,50% 以上的抽样调查对象在社区至少有一份独立的有偿工作。家长们报告说,他们需要正规和非正规的支持来获得和维持就业。半数以上的家长表示,青少年的工作符合他们的兴趣/特长,而且青少年对工作感到满意。预测分析表明,高中阶段基于工作的学习经历和高中阶段参与的普通教育与成年后的有偿就业之间存在关系。本文讨论了未来的研究、局限性和对实践的影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Life After High School: The Employment Experiences of Autistic Young Adults
The present study examined the employment landscape for 129 autistic young adults. Data were collected over multiple waves including high school and early adulthood. Parents participated in interviews and responded to questions regarding young adult employment outcomes, on-the-job supports, job match, and overall job satisfaction. The predictive relationship between in-school variables and employment outcomes was examined. Findings indicate over 50% of the sample had at least one job working independently in the community for pay. Parents reported the need for both formal and informal support to both obtain and sustain employment. Over half of the parents reported that the young adult’s job was aligned with their interests/strengths and that the young adult was satisfied. Predictive analyses indicated a relationship between work-based learning experiences in high school and general education involvement during high school and later paid employment in adulthood. Future research, limitations, and implications for practice are discussed.
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来源期刊
Remedial and Special Education
Remedial and Special Education EDUCATION, SPECIAL-
CiteScore
5.70
自引率
8.30%
发文量
28
期刊介绍: Remedial and Special Education (RASE) is devoted to the discussion of issues involving the education of persons for whom typical instruction is not effective. Emphasis is on the interpretation of research literature and recommendations for the practice of remedial and special education. Appropriate topics include, but are not limited to, definition, identification, assessment, characteristics, management, and instruction of underachieving and exceptional children, youth, and adults; related services; family involvement; service delivery systems; legislation; litigation; and professional standards and training.
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