Schillaci Rebecca S, Parker Caroline E, Grigal Meg, Paiewonsky Maria
Rebecca S. Schillaci, Education Development Center, University of Massachusetts Boston.
Caroline E. Parker, SRI International, University of Massachusetts Boston.
Intellect Dev Disabil. 2021 Aug 1;59(4):269-282. doi: 10.1352/1934-9556-59.4.269.
Most youth in transition services with labels of intellectual and developmental disabilities (IDD) have poorer employment outcomes than their peers with other or without disabilities. One alternative approach to address this challenge provides youth with IDD access to transition services in the context of a college or university campus. College-based transition services (CBTS) provide students with IDD access to college courses, internships, and employment during their final 2 to 3 years of secondary education. A quasi-experimental design evaluation of one college-based transition services model, Think College Transition, found that, after controlling for student baseline scores, the college-based transition services had a significant effect on students' scores of self-determination at post-test. Implications for further refining the model are discussed.
大多数接受智力和发育障碍（IDD）标签的过渡服务的年轻人，与其他残疾或无残疾的同龄人相比，就业结果更差。应对这一挑战的一种替代方法是，让患有IDD的年轻人在大学校园环境中获得过渡服务。基于大学的过渡服务（CBTS）为患有IDD的学生在中等教育的最后两到三年提供大学课程、实习和就业机会。对一种基于大学的过渡服务模式“思考大学过渡”的准实验设计评估发现，在控制学生基线分数后，基于大学的过渡服务对学生在后测中的自我决定分数有显著影响。文中还讨论了进一步完善该模式的意义。
