Adults with disabilities in transition (Research Paper Sample)

Transition Barriers for Young Adults with Disabilities Student's Name Institutional Affiliations Course Title Professor's Name Date Transition Barriers for Young Adults with Disabilities Introduction People with disabilities are expected to navigate through psychological and physical maturation and participate in social and economic activities in their communities as they progress from one stage of life to another. They also aim to live independently and pursue a career, education, and social life goals. The transition may involve events of transfers related to education and training, psychosocial, and physical changes. Transition programs aim to assist people with disabilities to become functional and productive, pursue their goals, and enjoy high-quality life. Effective planning promotes the positive post-school transition of young adults with disabilities into employment, engagement with social activities, and making life choices (Ally et al., 2018). Effective transition planning must consider the person's interests, strengths, and skills to enable them to exploit various opportunities. It also requires regular review and updating. However, a transition period is not always a seamless undertaking. It can be challenging and stressful for young adults with disabilities and their families. In some cases, the population is disconnected from necessary support programs they previously received in advocacy programs and institutions such as schools. Effective transition can be marred by various barriers, including poor planning, lack of assistance services, and low expectations. The barriers impact the workplace and social participation of this population. While many studies have investigated transition processes, there is a gap in research on barriers to transition and the effectiveness of various strategies. This literature review evaluates research findings on transition issues across multiple domains, including career and employment, housing and independent living, leisure, health, and social/community life. Literature Review Education programs and vocational training domain Secondary and postsecondary programs for people with disabilities impact employability and self-reliance. Most services and support are freely accessible at high school, and learners have significant opportunities to gain valuable experiences. However, most programs pay more attention to career skills than job hunting. Education programs must emphasize how students transition to the school system or employment. Education and employment are protected by legislation, including IDEA, Rehabilitation Act, and ADA. Compared to non-disabled youths, young adults with disabilities barely enroll in and complete postsecondary education programs. Research indicates that communication, social skills, and executive functioning can limit the capacity to participate fully and negotiate academic tasks in postsecondary education (Alverson, Lindstrom, & Hirano, 2019). The study identified several cross-case themes influencing successful education transition, including intentional family support, high levels of disability awareness, internal motivation sources for pursuing higher education, clear post-school goals, and coordinated transitioning planning. Employment and career domain Societies and governments have continued to acknowledge the principle of equal opportunities in professional and personal domains through the Rehabilitation Act of 1973. According to a study, one of the critical elements of effective social inclusion in the labor market is integrating individuals with functional diversity into the workplace (Gonzálvez & Marhuenda-Fluixá, 2021). However, despite the proliferation of legal and institutional measures, evidence shows that inequalities remain in the workspace, with approximately 82% of adults with disabilities in developing countries under the poverty threshold. For instance, although the population of adults with disabilities doubled across Spain in 2019, the employment rate of workers with special needs accounted for approximately 25.9% (Gonzálvez & Marhuenda-Fluixá, 2021). Therefore, there are systematic restrictions to employment opportunities. Individuals with disabilities face numerous hindrances to pursuing further education and career opportunities. Most adults with disabilities have settled with some employment opportunities based on the willingness of employers to provide accommodations for their special needs and equity at the workplace. For instance, transitioning period for young adults with ASD is associated with heightened career and employment risks. According to Shogren and Wittenburg (2020), there are complex and individualized needs that, if left unmet, limits long-term career goals for adults receiving Supplemental Security Income (SSI). As a result, children with disabilities fall behind in securing employment as they transition into adulthood. In addition, researchers have expressed a gap in evidence-based literature on support services during this period. Therefore, many adults fail to thrive in productive economic activities and matriculate into postsecondary education. In their younger lives, transitioning adults receive full support and advocacy for their needs from parents, teachers, and other stakeholders. However, this support may not always be there for them during the transition. Many transitioning adults fail to seek modifications and accommodations such as time, auxiliary aids, work presentation methods, and workplace setting factors like lighting and seating. In addition, they fail to advocate for themselves due to low self-esteem. Research indicates that the "Stepped Transition in Education Program for Students with ASD (STEPS)" can address transition-related needs and help navigate psychosocial barriers for adults with autism (White et al., 2021). The researchers conducted an RCT study which indicates that students who completed STEPS have greater and sustainable gains in transition readiness. In addition, most enroll in postsecondary education programs and increase adaptation to various phases of life as an adult. Social interactions, independent living, and community life domain Research indicates the need for promoting social and human capital development by covering a broad range of recreation and leisure activities, relationships, marriage, and parenting. Community activities may include issues like driving, volunteering, and shopping. However, little attention is paid to this domain of transitioning into adulthood among people with disabilities. As a result, they often miss social opportunities such as inclusion into community groups and integration into religious organizations. Adults with disabilities are social beings and have health and social life goals. Like other young adults in transition, youths with disabilities desire to live independently and away from home and their families. People with disabilities and their families face challenges transitioning to independent living due to higher subjective and objective burdens, lower social support, and psychological-related distress. Adults with Profound Intellectual Disability (PID) lack awareness of housing waiting list services and dilemmas on where or how to live (Roos & Søndenaa, 2020). Many transitioning adults with disabilities often spend time with their families despite wanting to make new friends and travel the world. They rarely get an opportunity to live alone at their homes but get slotted into service provision. Lack of contact during transition is associated with poor outcomes in adulthood. Therefore, contact with peers and people from across ages is significant. Healthcare domain Youths with special care needs are more likely to experience challenges transitioning from pediatric care to self or adult care. According to research, the difficulties are partly due to insufficient or incompetent training of care providers, specifically concerning transitional needs and challenges (Chung, Jasien, & Maslow, 2017). Research indicates a need for improving care through strategic and interprofessional partnerships, interdisciplinary collaboration, and communications. Collaborative efforts are mostly required among adults with neurodevelopment disabilities and chronic illnesses. According to Chung, Jasien, and Maslow (2017), the dyadic model supports collaborative preparedness and effective care for transitioning adults. Disparities in transition Studies have illustrated variations in support received during the transition. In turn, transition impacts may affect young adults disproportionally. According to research, the risks and complexity of transition are particularly compound among young adults with autism spectrum disorder (Kuo, Anderson, Crapnell, Lau, & Shattuck, 2018). The vulnerabilities are due to difficulties in social interactions and communication, high comorbidity rates related to physical and mental health, and challenging behaviors. In addition, over 50% of youths with autism in the transition stage are disconnected from education and employment opportunities during their first two years post-high school. The impacts of this disconnection are specifically related to poor outcomes among youths from low-income households who, in most cases, have an African American cultural background. The authors attempt to explain social roles and transition developments, forming new relationships, contextual understanding, and social participation. The ability to transition adults with disabilities to their full potential in life is influenced by a constantly changing mix of risk factors and resilience to obstacles (Kuo, Anderson, Crapnell, Lau, & Shattuck, 2018). The study also elaborates on how to transition outcomes depending on the economic environment and social factors, including political, cultural, ideologies, and beliefs. Socioeconomic determinants like social networks...