Elevating the employment outcomes of transition-age youth with disabilities: Four decades of intervention research

Abstract

BACKGROUND: Preparing students with disabilities for future employment is a primary purpose of special education and secondary transition services. OBJECTIVE: Knowing which interventions lead to subsequent employment is essential for establishing a strong evidence base that can guide the field. METHODS: We systematically reviewed available experimental and quasi-experimental studies that evaluated interventions addressing employment outcomes for transition-age youth with disabilities (ages 14–22). RESULTS: These 25 studies were of varied methodological quality, and most interventions improved employment status for youth. Collectively, these findings emphasize the importance and impact of connecting youth with disabilities to career development experiences while they are still receiving transition supports. CONCLUSION: We offer recommendations for future research focused on unpacking the key features of these multi-component interventions as well as guidance on assessing meaningful employment outcomes for youth with disabilities.