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The SSRC Library allows visitors to access materials related to self-sufficiency programs, practice and research. Visitors can view common search terms, conduct a keyword search or create a custom search using any combination of the filters at the left side of this page. To conduct a keyword search, type a term or combination of terms into the search box below, select whether you want to search the exact phrase or the words in any order, and click on the blue button to the right of the search box to view relevant results.

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The SSRC Library includes resources which may be available only via journal subscription. The SSRC may be able to provide users without subscription access to a particular journal with a single use copy of the full text.  Please email the SSRC with your request.

The SSRC Library collection is constantly growing and new research is added regularly. We welcome our users to submit a library item to help us grow our collection in response to your needs.


  • Individual Author: Trainor, Audrey; Murray, Angela; Kim, Hyejung
    Reference Type: Report
    Year: 2014

    Although English Learners (ELs) constitute one of the fastest growing subpopulations in U.S. schools, little is known about the postschool outcomes of ELs who are also students with disabilities (ELSWD). This descriptive study examines a nationally representative sample of ELSWD through a secondary analysis of the National Longitudinal Transition Study (NLTS2). Descriptive statistical analyses were used to identify ELSWDs' sociodemographic characteristics, education and transition program characteristics, and postschool outcomes, as compared to their non-EL peers with disabilities included in the NLTS2. Results confirmed disproportionate identification by race/ethnicity for Latinos and European American as ELSWD. Findings also illustrated alignment between transition planning and courses taken, yet postschool employment was significantly lower for ELSWD. Implications for research include the need to develop methods that address ELSWD disproportionality in high school and transition outcome variables unique to this population. Implications for practice include the need to develop...

    Although English Learners (ELs) constitute one of the fastest growing subpopulations in U.S. schools, little is known about the postschool outcomes of ELs who are also students with disabilities (ELSWD). This descriptive study examines a nationally representative sample of ELSWD through a secondary analysis of the National Longitudinal Transition Study (NLTS2). Descriptive statistical analyses were used to identify ELSWDs' sociodemographic characteristics, education and transition program characteristics, and postschool outcomes, as compared to their non-EL peers with disabilities included in the NLTS2. Results confirmed disproportionate identification by race/ethnicity for Latinos and European American as ELSWD. Findings also illustrated alignment between transition planning and courses taken, yet postschool employment was significantly lower for ELSWD. Implications for research include the need to develop methods that address ELSWD disproportionality in high school and transition outcome variables unique to this population. Implications for practice include the need to develop teacher preparation programs that apprise secondary special educators of ELSWD characteristics and their transition-related preferences, strengths, and needs. (author abstract) 

  • Individual Author: Hossain, Farhana ; Baird, Peter ; Pardoe, Rachel
    Reference Type: Report
    Year: 2013

    Many U.S. military veterans have mental and physical disabilities that can increase their risk of substance abuse, social isolation, unemployment, and homelessness. The wars in Iraq and Afghanistan have made it urgently necessary to address these issues once again as the nation faces “the largest wave of returning veterans with disabilities in recent history.” One in four veterans of these conflicts reports a service-connected disability, and unemployment among the youngest subset of veterans is particularly high.

    Veterans with disabilities need quality programs to help them get on a path to work and reintegrate into their communities. But there is limited evidence about what interventions can effectively help them do so. Past research suggests that symptoms and impairments explain only a part of what prevents people with disabilities from working, and that people with disabilities’ own beliefs and attitudes about their conditions often keep them from gainful employment. Similarly, researchers at the U.S. Department of Veterans Affairs (VA) have suggested in personal...

    Many U.S. military veterans have mental and physical disabilities that can increase their risk of substance abuse, social isolation, unemployment, and homelessness. The wars in Iraq and Afghanistan have made it urgently necessary to address these issues once again as the nation faces “the largest wave of returning veterans with disabilities in recent history.” One in four veterans of these conflicts reports a service-connected disability, and unemployment among the youngest subset of veterans is particularly high.

    Veterans with disabilities need quality programs to help them get on a path to work and reintegrate into their communities. But there is limited evidence about what interventions can effectively help them do so. Past research suggests that symptoms and impairments explain only a part of what prevents people with disabilities from working, and that people with disabilities’ own beliefs and attitudes about their conditions often keep them from gainful employment. Similarly, researchers at the U.S. Department of Veterans Affairs (VA) have suggested in personal interviews that disabled veterans’ attitudes and beliefs about disability present at least as big a barrier to their ability to return to work as their actual physical or mental conditions.

    Drawing on its experience in disability, behavioral, and employment research, MDRC began testing the Progressive Goal Attainment Program (PGAP) for Veterans in 2012, in collaboration with the VA Connecticut Healthcare System. PGAP is a behavioral intervention for people struggling with a wide range of physical and mental health conditions. The program complements clinical services for the treatment of disabilities by specifically targeting psychological and social behaviors that contribute to pain, disability, and inactivity. The goal is to help those with disabilities resume daily activities and get them on a path to work.

    The PGAP demonstration in the VA Connecticut Healthcare System was designed to explore how feasible it is to implement the program in a veteran service setting. In the coming year MDRC will also test PGAP for Veterans in several locations in Houston, Texas, including the VA hospital and two local community providers. (Author abstract)

     

  • Individual Author: Martinez, John; Fraker, Thomas; Manno, Michelle S.; Baird, Peter; Mamun, Arif; O'Day, Bonnie; Rangarajan, Anu; Wittenburg, David
    Reference Type: Report
    Year: 2010

    The Social Security Administration (SSA) is conducting the Youth Transition Demonstration (YTD) as part of a broader initiative to encourage disability beneficiaries to return to work. The demonstration provides youth ages 14 through 25 with employment-related services and waivers of certain rules governing the Supplemental Security Income and Social Security Disability Insurance programs, including childhood disability benefits. The waivers augment existing financial incentives for beneficiaries to work.

    Originally, SSA selected seven organizations to develop and implement YTD projects through a Request for Applications in 2003. Subsequently, SSA contracted with a Mathematica-led team, which included MDRC and TransCen, Inc., to conduct a multisite evaluation of YTD based on an experimental research design. Six projects, including three of the original seven, are participating in this evaluation.

    The evaluation includes a process analysis of the implementation of the seven original projects; this report focuses on those implementation experiences. For the three...

    The Social Security Administration (SSA) is conducting the Youth Transition Demonstration (YTD) as part of a broader initiative to encourage disability beneficiaries to return to work. The demonstration provides youth ages 14 through 25 with employment-related services and waivers of certain rules governing the Supplemental Security Income and Social Security Disability Insurance programs, including childhood disability benefits. The waivers augment existing financial incentives for beneficiaries to work.

    Originally, SSA selected seven organizations to develop and implement YTD projects through a Request for Applications in 2003. Subsequently, SSA contracted with a Mathematica-led team, which included MDRC and TransCen, Inc., to conduct a multisite evaluation of YTD based on an experimental research design. Six projects, including three of the original seven, are participating in this evaluation.

    The evaluation includes a process analysis of the implementation of the seven original projects; this report focuses on those implementation experiences. For the three projects that were subsequently selected into the random assignment evaluation, the analysis is limited to their pre-random assignment, or pilot, experiences. For the remaining four, information from the full period of program operations is included. (Edited author abstract) 

     

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