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Journal of intellectual & developmental disability · 2026

Time trends in post-school outcomes for young Australians with intellectual disabilities.

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Dimov Stefanie, Shields Marissa, Aitken Zoe, Kavanagh Anne M, Dickinson Helen, Sutherland Georgina

Аннотация

BACKGROUND: Young people with intellectual disabilities experience persistent disadvantages in post-school outcomes. This study examined trends in post-school outcomes for young Australians with intellectual disabilities over a 10-year period, relative to peers with other disability types or no disabilities.

METHOD: Using data from four waves of the Survey of Disability, Ageing and Carers (2012-2022), outcomes were examined for 20-29-year-olds with intellectual disabilities. Outcomes across five domains were examined: school completion, further education, labour force participation, income and government support.

RESULTS: Analyses showed a persistent pattern of inequality across all domains. While secondary school completion improved, these gains did not translate to further education or employment - gaps widened in both areas. Economic inequality, including low income and reliance on government support, remained unchanged.

CONCLUSION: Despite major policy investment, outcomes remain poorer for this group. Greater focus on inclusion and coordinated cross-sector support is required to address entrenched inequities.

ИП Урсолов Владлен Сергеевич

ИНН 500118482352 · ОГРНИП 314500117700049

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