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Interventions varied widely, using 25 total components spanning job preparation, job placement, youth supports, stakeholder supports, and collaborative or organizational strategies. 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Schutz, MEd 1, and Erik W. Carter, PhD 1  \nCareer Development and Transition for Exceptional Individuals  \n2022, Vol. 45(3) 154–169  \n© Hammill Institute on Disabilities 2022 Article reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/21651434221075810](DOI: 10.1177/21651434221075810)[ ](DOI: 10.1177/21651434221075810)[cdtei.sagepub.com](cdtei.sagepub.com)  \nAbstract  \nThe employment process for youth with disabilities often begins in high school. Although connecting youth to work is a recommended practice, the literature lacks a review of available interventions. This scoping review examined the practicesand partners represented in 42 intervention studies addressing employment outcomes for transition-age youth (14–22 years old) with disabilities. These interventions varied widely, with a total of 25 components addressing employment preparation, job placement, other supports for youth, supports for other stakeholders, and collaborative/organizational strategies. Although families and employers participated in these interventions, the most prominent players were school staff and agency providers. We offer recommendations for research and practice around strengthening employment practices and engaging multiple stakeholders in preparing youth with disabilities for work.  \nKeywords  \nemployment, interventions, transition services, scoping review, stakeholder involvement  \nThe field of secondary transition has long strived to improve the postsecondary employment outcomes of youth with disabilities. Numerous follow-up studies spanning several decades have examined the vocational outcomes of youth with disabilities and the factors that predict employment in the early years after graduation (e.g., Bullis, Yovanoff, et al., 2002; Gaylord-Ross et al., 1988) . Across these studies, researchers have identified how the instruction, knowledge, and experiences gained during high school can contribute to employment success for youth with disabilities. Such findings have been used to inform interventions, or strategies, that support youth with disabilities within the employment process.  \nDespite long-standing efforts to address employment gaps and prepare youth to work, individuals with disabilities continue to experience much lower rates of employment than their peers without disabilities. According to data from the 2017 American Community Survey, only 36.3% of working-age adults with disabilities were employed, compared with 74.8% of adults without disabilities (Winsor et al., 2019) . According to the U.S. Bureau of Labor Statistics (2018), individuals with disabilities were more likely to work part-time. Even among individuals with disabilities who do find jobs, many work minimal hours, work in segregated settings, have jobs that do not align with their skills or interests, or receive low wages, benefits, or advancement opportunities (e.g., Honeycutt et al., 2017) .  \nMuch work is still needed to elevate the employment outcomes of youth with disabilities.  \nThe transition through high school to adulthood is an ideal time for improving employment outcomes for individuals with disabilities. The Individuals with Disabilities Education Improvement Act (2004) mandates that schools provide youth with disabilities transition services and supports to ensure they are prepared for postsecondary education, independent living, and employment. Nonetheless, the persistent pattern of poor employment outcomes for youth with disabilities suggests that prevailing instruction and supports may not be sufficient for youth to successfully obtain and sustain integrated work. Although the literature has highlighted an array of instructional practices that are useful for teaching employment skills to youth (e.g., Gilson et al., 2017), other considerations beyond instruc","cbCaitQSSAcc4054","https://ap.wps.com/l/cbCaitQSSAcc4054","pdf",478948,16,"English","# Abstract\n# Employment Outcomes and the Role of Transition Services\n## Evidence Gaps and Need for a Scoping Review\n## Scope, Study Set, and Intervention Components\n# Recommendations for Research and Practice","[{\"question\":\"When does the employment process for youth with disabilities typically begin, and why is that important?\",\"answer\":\"The employment process often begins in high school. Connecting youth to work is recommended, but the literature previously lacked a review of the interventions available.\"},{\"question\":\"How many intervention studies were included, and what range of components did they cover?\",\"answer\":\"The review included 42 intervention studies and identified 25 components. Components covered employment preparation, job placement, youth and stakeholder supports, and collaborative or organizational strategies.\"},{\"question\":\"Who were the most prominent partners represented in the interventions?\",\"answer\":\"Families and employers participated, but the most prominent players were school staff and agency providers.\"}]","Employment Interventions for Youth With Disabilities - A Review of Transition Practices and Partners | PDF",1792086688]