Xueqin Qian and David R. Johnson, Institute on Community Integration, University of Minnesota; and.
Frank A. Smith and Clare K. Papay, Institute for Community Inclusion, University of Massachusetts, Boston.
Am J Intellect Dev Disabil. 2018 Jul;123(4):329-343. doi: 10.1352/1944-7558-123.4.329.
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.
本研究旨在确定与社区和技术学院智障（ID）学生获得有偿就业结果相关的预测因素。使用的数据来自在中西部两个社区和技术学院实施的智障学生过渡和高等教育计划（TPSID）收集。参与者包括 228 名参加大学课程的 ID 学生，他们根据“检查与连接”模式获得支持。使用逻辑回归的结果表明，仅参加包容性课程、参加校园活动、有先前有偿工作经验以及参加志愿服务和/或社区服务的学生，在参加 TPSID 计划的最近一年中更有可能获得最低工资或以上的工资。讨论了对政策和实践的影响。
