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在学校服务对智力残疾个体就业的预测。

In-school service predictors of employment for individuals with intellectual disability.

机构信息

Michigan State University, United States.

Michigan State University, United States.

出版信息

Res Dev Disabil. 2018 Jun;77:68-75. doi: 10.1016/j.ridd.2018.03.014. Epub 2018 Apr 17.

Abstract

BACKGROUNDS/AIMS/METHODS: Although there are many secondary data analyses of the National Longitudinal Transition Study-2 (NLTS-2) to investigate post-school outcome for students with disabilities, there has been a lack of research with in-school service predictors and post-school outcome for students with specific disability categories.

METHODS/PROCEDURES: This study was a secondary data analysis of NLTS-2 to investigate the relationship between current employment status and in-school services for individuals with intellectual disability. Statistical methods such as descriptive statistics and logistic regression were used to analyze NLTS-2 data set.

RESULTS

The main findings included that in-school services were correlated with current employment status, and that primary disability (i.e., mild intellectual disability and moderate/severe intellectual disability) was associated with current employment status.

CONCLUSION/IMPLICATIONS: In-school services are critical in predicting current employment for individuals with intellectual disability. Also, data suggest additional research is needed to investigate various in-school services and variables that could predict employment differences between individuals with mild and moderate/severe intellectual disability.

摘要

背景/目的/方法:尽管有许多针对国家纵向过渡研究-2(NLTS-2)的二次数据分析,以调查残疾学生的毕业后结果,但缺乏针对特定残疾类别的学生的在校服务预测因素和毕业后结果的研究。

方法/程序:本研究是对 NLTS-2 的二次数据分析,旨在调查智力残疾个体当前就业状况与在校服务之间的关系。使用描述性统计和逻辑回归等统计方法分析 NLTS-2 数据集。

结果

主要发现包括在校服务与当前就业状况相关,主要残疾(即轻度智力残疾和中度/重度智力残疾)与当前就业状况相关。

结论/意义:在校服务对于预测智力残疾个体的当前就业情况至关重要。此外,数据表明需要进一步研究,以调查各种在校服务和变量,这些变量可以预测轻度和中度/重度智力残疾个体之间的就业差异。

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