Predictors associated with paid employment status of community and technical college students with intellectual disability

Xueqin Qian, David R Johnson, Frank A. Smith, Clare K. Papay

Research output: Contribution to journalArticlepeer-review

11 Scopus citations

Abstract

The present study sought to identify predictors associated with paid employment outcomes for community and technical college students with intellectual disability (ID). Data used were collected from the Transition and Postsecondary Programs for Students With Intellectual Disabilities (TPSID) implemented in two community and technical colleges in the upper Midwest. The participants included 228 students with ID attending college who received supports based on the Check & Connect model. Results using logistic regression showed that students who only took inclusive classes, participated in campus events, had prior paid work experience, and participated in volunteering and/or community service were more likely to earn at or above minimum wage during their most recent year in the TPSID program. Implications for policy and practice are discussed.

Original languageEnglish (US)
Pages (from-to)329-343
Number of pages15
JournalAmerican journal on intellectual and developmental disabilities
Volume123
Issue number4
DOIs
StatePublished - Jul 2018

Keywords

  • Employment
  • Inclusion
  • Intellectual disability
  • Transition and Postsecondary Programs for Students With Intellectual Disabilities (TPSID)

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