Human Capital leads to positive intermediate and long-term outcomes during the transition from youth to young adulthood and beyond. Young people are increasingly recognized as critical actors in matters of global importance.

1. Accordingto whatI have learntaboutHuman Capital duringthe course,I took interestandaddedmy
inputinthe youthcommunitynearmy residence,it discussesschool-basedprogramsthatsupportthe
social and humancapital developmentof childrenwithdisabilitiestoachieve positive outcomesrelated
to achievingindividual educationgoals,learningdailylivingskills,andimprovingcommunicationand
social skills.Inadditiontothese outcomes,childrenandyouthwithdisabilitiesrequire developmentally
appropriate servicestohelpthembuildskillsforachievingindividuallong-termgoalsoutside of
educational settings.HumanCapital examinesservicesandprogramswithevidence tosupporttheir
impacton social and humancapital developmentoutcomesrelatedtoemploymentandearnings,
communityparticipation,self-determination,andindependentliving.Promisingprograms,forwhich
rigorousevidence iscurrentlylimited,are alsointroducedwhere appropriate.
Althoughthese outcomesfocuslargelyonpostsecondarylife,evidencepresentedindicatesthatservices
such as self-determinationorself-advocacytrainingcouldhave positive near-termoutcomesfor
childrenandyouth,suchas increasedparticipationingoal settingandindividualizededucationprogram
(IEP) meetings.While acknowledgingthe near-termbenefitsof some of these servicesandprograms,it
focusesonhowthese servicesandprogramsleadtopositive intermediateandlong-termoutcomes
duringthe transitionfromyouthtoyoungadulthoodandbeyond. Theyalsofocuson strategiesfor
improvingthe functionalindependence of youngadultswithdisabilitiesandenablingthemtobecome
fullyengagedmembersof theircommunitiesandonprogramssupportingthe additionalneedsof
childrenandfamiliesnotmetbydisability-relatedprogramsandservices.