Transition Outcomes of Young Adults with Disabilities in Rural Areas: A Research Synthesis

Abstract

The efficacy of special education is often measured by employment, independent living and social outcomes. Therefore, the purpose of this review was to synthesize articles concerning outcomes of young adults who have transitioned from secondary school to adult life in rural areas. Articles on transition of young adults with disabilities in rural areas published in numerous refereed journals between 1990 and 1998 were reviewed to determine the rates of employment and independent living. Additional variables included demographics, job types, wages, and benefits. Results indicated that few empirical studies examined special education outcomes for young adults living in rural areas. Studies that did examine employment outcomes indicated that, overall, fewer than 70% of young adults with disabilities in the studies' samples were employed. However, employment outcomes seem to have improved from 1990 to 1997. The synthesis also indicated that, overall, fewer than 40% of young adults with disabilities in rural areas live independently. More research on additional outcomes of employment, independence, and social well-being is called for as well as research on effective transition programs and processes in rural areas.

The School Adjustment of Rural Adolescents with and Without Disabilities: Variable and Person-Centered Approaches

“…Students' academic, behavioral, and social adaptation during the high school years has been linked to a range of critical outcomes including substance use, school completion, criminal activity, teen parenthood, and educational and career attainment (Bullis et al 1998;Cleveland et al 2008;Farmer 1995;Farrell et al 2006;Lipsey and Derzon 1998;Roeser and Peck 2003). While youth with disabilities are considered to have poor outcomes relative to their nondisabled peers as they transition to adult life Rojewski 1999;Sheehey and Black 2003;Wagner and Blackorby 1996), few studies have examined the school adaptation of students with high incidence disabilities during the high school years (Sabornie et al 2005). Further, the extant work on the adjustment of secondary students with high incidence disabilities has centered on youth from metropolitan areas.…”

“…Further, the extant work on the adjustment of secondary students with high incidence disabilities has centered on youth from metropolitan areas. To promote effective services and outcomes for adolescents with disabilities in non-metropolitan areas, there is a critical need for research that focuses specifically on high school students with high incidence disabilities in rural settings (Sheehey and Black 2003). In addition, many rural areas, particularly those with high concentrations of poverty, are experiencing significant demographic shifts including an influx of immigrant youth who are learning English.…”

Why Are All the Black Kids Still in Special Education? Revisiting the Issue of Disproportionate Representation

“…Although there has been a movement in recent years to address transition prior to high school and provide families of students with disabilities with information on the programs and services offered by many postsecondary institutions and local agencies, students with disabilities continue to face tremendous obstacles and challenges. The lack of transition services is particularly acute in urban and rural settings where issues such as teacher shortages and limited resources and supports contribute to the differential placement of students with disabilities and the quality of programming providing in these settings (Sheehey & Black, 2003). During this time of reform rhetoric and greater emphasis on what constitutes a high-quality teacher, there is little attention paid to what constitutes a quality special education program.…”

“…The efficacy of special education has most often been measured by employment outcomes, independent living, and socialization skills (Sheehey & Black, 2003). However, in a number of teacher preparation programs and local school districts the move to provide more comprehensive and responsive transition services addressing the Multicultural Perspectives Vol.…”

“It All Goes Back to the Services”: A Rural/Urban Comparison of Service Providers’ Perceptions of Challenges and Facilitators to Disability Services

“…Since youth make up considerable portion of individuals with disabilities; several studies have explored differences in utilization, accessibility and availability of support services for children with special health care needs (CSHCN) while transitioning to adult services, from parents', teachers' and youth perspectives [2]- [5]. However, there is lack in our understanding of the challenges to accessibility, availability and utilization of support services for transitioning CSHCN from service providers' perspective.…”