Article

Despite of a growing body of research on vocational and educational
difficulties for students with traumatic brain injury (TBI), only limited
empirical studies specifically examined how school transition services facilitate
later employment outcomes. This exploratory, prospective longitudinal
study examined the prevalence of employment and characteristics of transition
planning practices that promoted positive school-to-work transition for students
with TBI. METHOD: The participants (n = 200) was drawn from the National
Longitudinal Transition Study-2 (NLTS-2), a ten-year study which followed a large
nationally representative sample of youth with disabilities through secondary
education in into young adulthood. Logistic regression was used to investigate
the associations between student, school, and collaborative engagement in the
planning process and employment outcomes up to 8 years after high school.
RESULTS: Among youth with TBI, 51% held current employment at the time of
interview and 73% had been employed at any time after high school. Findings
showed that students with TBI who had transition goals for postsecondary
education were more likely to be employed at some point since leaving high
school. The findings also support active student engagement and leadership in the
transition planning process, and the inclusion of outside organizations and
individuals. CONCLUSIONS: Findings indicate the impact of student, school and
adult service agency engagement in transition planning processes. Implications
for educational practices and future research are discussed.

Langue : ANGLAIS