Inclusive educational and vocational predictors of postsecondary education for youth with intellectual and developmental disabilities

Abstract

ABSTRACT Postsecondary education provides substantial benefits to transition-age youth in promoting improved career outcomes, but many individuals with intellectual and developmental disabilities (IDD) are denied opportunities in this area. Previous research has shown that inclusive academic education and vocational activities lead to better outcomes, but it is unclear how often individuals with IDD engage in these activities and how they promote better outcomes in combination. This study analysed data from the High School Longitudinal Study of 2009 to examine the extent to which these experiences predicted postsecondary education for students in the United States. Overall, we found that inclusive academic education was a consistent predictor of postsecondary education, while other associations were more complex. Implications for future research, policy, and practice related to our findings are provided.