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Use of Vocational Rehabilitation Supports for Postsecondary Education Among Transition-Age Youth on the Autism Spectrum.

Authors
  • Rast, Jessica E1
  • Roux, Anne M2
  • Shattuck, Paul T2
  • 1 A.J. Drexel Autism Institute, Drexel University, 3020 Market St., Suite 560, Philadelphia, PA, 19130, USA. [email protected]
  • 2 A.J. Drexel Autism Institute, Drexel University, 3020 Market St., Suite 560, Philadelphia, PA, 19130, USA.
Type
Published Article
Journal
Journal of Autism and Developmental Disorders
Publisher
Springer-Verlag
Publication Date
Jun 01, 2020
Volume
50
Issue
6
Pages
2164–2173
Identifiers
DOI: 10.1007/s10803-019-03972-8
PMID: 30848406
Source
Medline
Keywords
Language
English
License
Unknown

Abstract

Transition-age youth with autism (TAY-ASD) experience poor employment outcomes and gaps in services that could assist them in securing jobs. Vocational rehabilitation (VR) is a source of public assistance for people with disabilities seeking employment and TAY-ASD are a growing segment of VR service users. Postsecondary education (PSE) is essential for building vocational skills, contributing to employment satisfaction and better wages. VR provides services to support PSE success. Fewer TAY-ASD received PSE training from VR (18%) than TAY with other disabilities (32%), but more than TAY with an intellectual disability (15%). TAY-ASD who received PSE training were more likely to exit VR with a job. The importance of PSE to employment should be considered in TAY-ASD who seek employment supports.

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