Summer Activities of Youth with High-Incidence Disabilities from High-Poverty Backgrounds

Abstract

Secondary-level practitioners face mounting challenges in providing effective transition services to youth with disabilities living in high-poverty neighborhoods. We examined the summer activities of youth with high-incidence disabilities from high-poverty backgrounds who had taken vocational classes and participated in a self-determination curriculum during the previous school year. Few of the students were employed by the midpoint of summer, with the majority reporting difficulties related to finding a job. Students who were not employed were involved in a variety of activities (e.g., "hanging out" with friends or family, doing occasional odd jobs, caring for a child), but few reported satisfaction with these activities. Findings are discussed and recommendations are suggested for improving the effectiveness of secondary-level educational programming.

Summer Employment and Community Experiences of Transition-Age Youth with Severe Disabilities

“…Although research on transition services typically has focused on programming delivered during the school year, the summer months may offer an especially propitious time for youth with severe disabilities to gain work-related experiences that could further their transition-related goals and equip them for their future careers (Hughes et al, 2004;Trainor, Carter, Owens, & Swedeen, 2008). The availability of jobs for youth typically spikes during the summer months, as evidenced by contemporary data suggesting that between 35% and 58% of youth without disabilities are working at any given point during the summer (Sum, McLaughlin, Khatiwada, & Palma, 2008;U.S.…”

The effects of transition intervention on students with mild disabilities.

“…A unique study by Hughes et al (2004) examined the summer activities of youth with disabilities living in high-poverty neighborhoods. The participants had taken vocational classes and participated in a self-determination curriculum in the previous school year through a three-year grant called Project OUTCOME.…”

“…Project OUTCOME (Hughes et al, 2004) students attended sessions two times per week for 45 minutes with 6-9 students in a group. The Next S.T.E.P.…”

“…Results (Hughes et al, 2004) indicated that only six (24%) of the students were employed for wages (fast foods, groceries, and movie theaters) with average wages of $ 6.25 (range, $5.50 to $7.00). Four worked full time and 2 part-time.…”

“…33) employed students had fewer behavioral deficits than unemployed students. Hughes et al (2004) suggested further research to understand the factors needed to overcome barriers to high-poverty backgrounds and neighborhoods, lowered expectations, and lack of motivation for students with disabilities. School, home, and community partnerships were needed to address this situation.…”