How do academic and career services affect employment, education, and disability benefit receipt in the transition to adulthood for youth with disabilities who have aged out of foster care?

Abstract

The transition to adulthood is an important process with implications for inequality. Both those with disabilities and those who age of out of foster care are vulnerable during this transition. This project examines the intersection of these groups, exploring employment, education, and disability benefit receipt, the supports these youth receive, and how these supports may mitigate risk in this transition. Findings suggest that those with emotional or mental disabilities face employment risks in the transition to adulthood, and that services may mitigate some of this risk and present unique benefits for youth with disabilities. For example, the odds of employment are greater and the odds of receiving disability benefits are lower among those who receive academic supports (or_FTE=1.3, or_SSI/SSDI==0.7), post-secondary supports (or_FTE=1.3, or_SSI/SSDI=0.8), education financial assistance (or_PTE=1.3, or_SSI/SSDI=0.7), and career services (or_PTE=1.3, or_SSI/SSDI=0.8). These services should be prioritized for funding, especially education financial assistance as a lower proportion of youth with disabilities receive than their non-disabled peers.

Keywords: disability; disability benefits; education; employment; foster care.