Interest in the pathways young people take from high school to early adulthood indicates that participation in early employment and postsecondary education facilitates long-term independence, agency, and career stability (Eliason et al., 2015; Shanahan et al., 2002). Although many adolescents with disabilities do not participate in these early adult experiences at rates commensurate with their normative peers, the overall structure, timing, and persistence of these patterns is not well understood. The current study analyzes data from the National Longitudinal Transition Study 2 (NLTS2) to explore patterns of emerging adult engagement in employment and/or postsecondary school among young adults with high-incidence disabilities across three early adult time points (20 to 25 years old) as well as adolescent precursors to these patterns. The sample was comprised exclusively of youth with disabilities (i.e., learning disabilities, emotional disturbance, and intellectual disability), 32% of participants were students of color, and 23% were from families living below the federal poverty line. Results suggested 3 patterns of adult engagement: dynamically engaged (15%), primarily employed (51%), and primarily unengaged (34%). Student race and disability type were associated with these patterns as were individual skills (e.g., reading, mathematics & social skills), family characteristics (i.e., parent expectations), and school experiences (i.e., peer relationships, extracurricular activities) gathered during high school. These findings shed new light on the patterns of early employment and postsecondary participation among emerging adults with disabilities as well as adolescent predictors of these patterns. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

中文翻译：

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高发病率残疾人的早期成人工作和高等教育参与模式：以人为中心的纵向分析。

对年轻人从高中到成年早期所经历的途径的兴趣表明，参与早期就业和高等教育有助于长期独立、能动性和职业稳定性（Eliason 等人，2015 年；Shanahan 等人，2002 年）。尽管许多残疾青少年并没有以与其正常同龄人相称的比率参与这些早期成人体验，但这些模式的整体结构、时间和持续性尚不清楚。当前的研究分析了来自全国纵向过渡研究 2 (NLTS2) 的数据，以探索在三个成年早期时间点（20 至 25 岁）有高发病率残疾的年轻人中新兴成人参与就业和/或中学后学校的模式以及这些模式的青少年先驱。样本完全由残疾青年（即学习障碍、情绪障碍和智力障碍）组成，32% 的参与者是有色人种学生，23% 来自生活在联邦贫困线以下的家庭。结果表明成人参与的 3 种模式：动态参与 (15%)、主要就业 (51%) 和主要不参与 (34%)。学生种族和残疾类型与这些模式有关，以及在高中期间收集的个人技能（例如阅读、数学和社交技能）、家庭特征（即家长期望）和学校经历（即同伴关系、课外活动） . 这些发现揭示了新兴残疾成年人的早期就业和高等教育参与模式以及这些模式的青少年预测因素。（PsycInfo 数据库记录 (c) 2021 APA，保留所有权利）。