Barriers to Supported Employment for Persons With Developmental Disabilities

Lemaire, G; Mallik, Kalisankar

doi:10.1016/j.apnu.2007.06.014

Cited by 37 publications

(25 citation statements)

References 19 publications

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“…It is important to identify these characteristics, because knowing which characteristics are associated with employment can have implications for policy and intervention design. Many personal characteristics have been investigated as predictors of employment, including IQ (Heal & Rusch, 1995), adaptive functioning (McDermott, Martin, & Butkus, 1999), behavior problems (Lemaire & Mallik, 2008), age (Faubion & Andrew, 2000), type of disability (Carter, Trainor, Ditchman, Swedeen, & Owens, 2011), and motivation (Hensel, Kroese, & Rose, 2007). This body of work indicates that higher levels of adaptive functioning, lower levels of behavior problems, and younger age are associated with positive employment outcomes (Lemaire & Mallik, 2008;McDermott et al, 1999;Moran, McDermott, & Butkus, 2001;Pierce, McDermott, & Butkus, 2003).…”

Section: Introductionmentioning

confidence: 99%

“…Many personal characteristics have been investigated as predictors of employment, including IQ (Heal & Rusch, 1995), adaptive functioning (McDermott, Martin, & Butkus, 1999), behavior problems (Lemaire & Mallik, 2008), age (Faubion & Andrew, 2000), type of disability (Carter, Trainor, Ditchman, Swedeen, & Owens, 2011), and motivation (Hensel, Kroese, & Rose, 2007). This body of work indicates that higher levels of adaptive functioning, lower levels of behavior problems, and younger age are associated with positive employment outcomes (Lemaire & Mallik, 2008;McDermott et al, 1999;Moran, McDermott, & Butkus, 2001;Pierce, McDermott, & Butkus, 2003). Many experiential factors have also been identified as predictors of employment, including previous work experience (Fabian, 2007), receipt of vocational rehabilitation (VR) services (Moore, Harley, & Gamble, 2004) and type of residence (McDermott et al, 1999).…”

Section: Introductionmentioning

confidence: 99%

“…Previous studies have explored similar questions using specific populations of interest, including youth and young adults with disabilities (e.g., Carter, Austin, & Trainor, 2011;Fabian, 2007) and people with disabilities who receive services within one local service system (e.g., Lemaire & Mallik, 2008;McDermott et al, 1999;Moran et al, 2001). The present study is unique because it engages a nationally representative sample, including people with ID that are out of the labor force and who have never been employed.…”

Section: Introductionmentioning

confidence: 99%

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Pathways to employment: A national survey of adults with intellectual disabilities

Siperstein

Heyman

Stokes

2014

Journal of Vocational Rehabilitation

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BACKGROUND:The federal government has invested billions of dollars to promote employment for adults with intellectual disabilities. Despite this investment, the employment rate within this population has remained stable during the recent decades. OBJECTIVE: The objective of this study is to identify characteristics of adults with intellectual disabilities who are employed, and to understand the paths towards employment for these individuals. METHODS: Respondents included a nationally representative sample of 1,055 parents/guardians of adult children (21 years of age or older) with an intellectual disability surveyed by Gallup. These parents/guardians were selected from approximately 341,000 households screened by Gallup. This methodology allowed for the inclusion of a sample of adults with ID who had never been in the labor force or even sought employment. RESULTS: Several characteristics are associated with greater likelihood of employment, including younger age, early work experience, higher levels of adaptive behavior, and absence of emotional and behavioral problems. These characteristics are especially predictive of employment in a competitive setting, and relatively less predictive of sheltered employment. There is very little movement between the two types of employment settings: very few people currently in competitive employment ever worked in a sheltered setting. CONCLUSIONS: The results from this study have clear implications for policies and programs. Young adults with intellectual disabilities need early opportunities to work in community settings. These community-based experiences must provide them with the opportunity to develop necessary adaptive, behavioral, and emotional skills. Finally, policy makers must recognize that sheltered employment is not a stepping-stone to employment in a competitive setting.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Pathways to employment: A national survey of adults with intellectual disabilities

Siperstein

Heyman

Stokes

2014

Journal of Vocational Rehabilitation

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“…The evidence that pertains to their experience includes barriers that exist. According to Lemaire and Mallik (2008), these barriers include client factors such as inattention, interpersonal problems, literacy difficulties, behaviour problems, inadequate work quality, poor attendance and environmental factors, such as inadequate transportation, risk of losing benefits, limited employment opportunities and mobility issues.…”

Section: Literature Reviewmentioning

confidence: 99%

Practices and roles of Irish occupational therapists’ with adults with intellectual disabilities who access supported employment services

Hynes

Harb

2017

IJOT

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Purpose Work is good for one’s health and well-being. Work for people with disabilities should be encouraged because it is therapeutic and improves participation in the society, leading to better health outcomes. It develops interpersonal relationships and enhances life quality. Work is an aspiration for many people with intellectual disability. Within research literature, there appears to be a lack of research into the experience of occupational therapists in Ireland who refer adults with intellectual disabilities to supported employment services. The purpose of this paper was to explore the experience of Irish occupational therapists who refer adults with intellectual disabilities to supported employment services. Design/methodology/approach Semi-structured, in-depth interviews were conducted with four occupational therapists recruited through the Association of Occupational Therapists of Ireland (AOTI). Data were analysed using thematic analysis. Findings Themes that emerged were as follows: occupational therapy participants did not directly refer adults to supported employment but received referrals; occupational therapy roles included assessments, task analysis and development of client’s skills are major components of current practice; pragmatics involved factors that facilitate and challenge; and future roles. Originality/value This paper contributes to occupational therapy practice knowledge by providing a perspective on supported employment in Ireland. Occupational therapists should continue to work in the area of supported employment to support social inclusion and enable participation. Further research with occupational therapists working in this field is required to inform practice.

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“…Both groups realised that they will be introduced to the system, but while the Con group were extremely positive, the CWD were a little more cautious. In order to be a valued member of society that engages in culturally significant occupations such as going to work, playing sports and socialising, transportation is a necessary component of each of these tasks [15,[30][31][32]. Transport in itself can also be a valued occupation for many [15].…”

Section: Usagementioning

confidence: 99%

Usability of the SAFEWAY2SCHOOL system in children with cognitive disabilities

Falkmer

Horlin

Dahlman

et al. 2013

Eur. Transp. Res. Rev.

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Purpose SAFEWAY2SCHOOL is a programme based on several systems for the enhancement of school transportation safety for children. The aim of the study was to explore whether children with cognitive disabilities will notice, realise, understand, trust and accept the SAFEWAY2SCHOOL system and act in accordance with its instructions. Methods Fourteen children with cognitive disabilities and a control group of 23 children were shown five videos of scenarios involving journeys to and from school. During the first viewing visual scanning patterns were recorded with an eye tracking device. After a second viewing the participant was asked ten questions per scenario. Five questions addressed what the children saw on the video, and the remaining five what they would need to know and/or do within the scenario. Additional ratings of trust, likability, acceptability and usability were also collected. Results Very few differences were found in the visual scanning patterns of children with disabilities compared to children who participated in the control group. Of the 50 questions regarding what children saw or needed to know and/or do, only one significant difference between groups was found. No significant differences were found regarding self-reported ratings of trust, acceptability or usability of the system. Despite some significant differences across five of the 11 likability aspects, ratings were consistently high for both groups. Conclusions Children with cognitive disabilities proved that the SAFEWAY2SCHOOL system is as useful for them as it was for children in the control group. However, a valid estimation of the full utility of SAFEWAY2SCHOOL requires in situ testing of the system with these children.

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Barriers to Supported Employment for Persons With Developmental Disabilities

Cited by 37 publications

References 19 publications

Pathways to employment: A national survey of adults with intellectual disabilities

Pathways to employment: A national survey of adults with intellectual disabilities

Practices and roles of Irish occupational therapists’ with adults with intellectual disabilities who access supported employment services

Usability of the SAFEWAY2SCHOOL system in children with cognitive disabilities

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