English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

It is well established that successful transitions into adulthood vary greatly by numerous factors (e.g., race, gender); yet, understanding of ways that disability-related factors shape transitions into adulthood are less clear. While individuals with disabilities, generally, often fall short of their non-disabled peers in achieving many early adult milestones, fuller conceptualisations that recognise the diversity among individuals with disabilities are warranted. Informed by recent findings suggesting the variability of experiences of young adults with disabilities by disability type and severity, as well as disability frameworks that focus on ‘normative’ population outcomes as proxies of activities and participation among individuals with and without disabilities, this study uses data from two waves of the National Longitudinal Study of Adolescent Health to describe and compare the success of young people by disability status, type, and severity as they transition from high school, enrol in college, or gain employment. Findings derived from logistic regression models suggest consistent disadvantages for individuals with cognitive disabilities relative to peers with physical disabilities as well as peers without disabilities across important early adult transitions. Policy and practice implications to address these inequalities are discussed.

Education and Employment Transitions among Young Adults with Disabilities: Comparisons by Disability Status, Type and Severity