Employment for persons with intellectual disability in the Nordic countries: A scoping review

Garrels, Veerle; Sigstad, Hanne Marie Høybråten

doi:10.1111/jar.12880

Cited by 22 publications

(22 citation statements)

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“…At the school level, a literature review by Southward and Kyzar (2017) identified vocational skills instruction and goals related to competitive employment in the Individualised Education Plan (IEP) as research-based transition practices that may increase the likelihood of young people with intellectual disability gaining access to competitive employment. Furthermore, a scoping review by Garrels and Sigstad (2021) highlighted four schoolrelated variables that were positively associated with employment for people with intellectual disability, namely being educated in a regular classroom, following a vocational education programme, coordination between the educational system and the labour market, and teachers' expectations of employment for students with an intellectual disability. In addition, Park and Bouck (2018) highlight the importance of early transition planning with individualised transition plans and the utilisation of a functional curriculum for independent living as in-school predictors of post-school success for individuals with intellectual disability.…”

Section: Introductionmentioning

confidence: 99%

Which success factors do young adults with mild intellectual disability highlight in their school-work transition?

Sigstad

Garrels

2022

European Journal of Special Needs Education

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This study examined which success factors young adults with mild intellectual disability highlight in their school-work transition. The study was based on qualitative interviews with ten young adults with intellectual disability who obtained competitive employment after upper secondary school. A thematic, structural analysis was conducted to identify the themes. During the interviews, we explored how participants valued the importance of psychological traits, personal characteristics, and environmental factors for their successful school-work transition, and indeed, each of these were considered relevant to them. Participants identified selfdetermination, soft skills, parental/family support, wider network support, school-workplace collaboration, inclusive work environment, and individual accommodations at the workplace as important for their transition to work. The article discusses implications for practice, so that more young adults with intellectual disability may gain access to the labour market.

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Section: Introductionmentioning

confidence: 99%

Which success factors do young adults with mild intellectual disability highlight in their school-work transition?

Sigstad

Garrels

2022

European Journal of Special Needs Education

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Section: Introductionmentioning

confidence: 99%

“…Two more recently published reviews [ 18 , 19 ] addressed the issue of employment specifically for people with ID. Both Nevala et al [ 19 ] and Garrels and Sigstad [ 18 ] analysed research published between 1990 and 2019, but neither of them included issues of sustainability. In addition, Garrels and Sigstad [ 18 ] only included studies from the Nordic countries, which means that a wider international perspective is once again left out.…”

Section: Introductionmentioning

confidence: 99%

Employment Sustainability for People with Intellectual Disability: A Systematic Review

2021

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Purpose Previous reviews about employment for people with intellectual disability (ID) have left questions about employment sustainability unanswered. Therefore, the aim of this systematic review was to identify and analyse research regarding employment sustainability for people with ID. The research questions were: What research about employment sustainability for people with ID has been published internationally between 2010 and 2020? In the identified studies, how is employment sustainability defined and measured and what are the main findings regarding employment sustainability? Methods A systematic review was conducted using eight databases from various disciplines including medical, health, and social sciences. After a selection process, 10 articles remained, and a framework matrix was created to analyse them. An employment sustainability definition was used as an analytical tool. Results Ten articles were identified as being about employment sustainability for people with ID. Five of them used qualitative designs and five used quantitative designs. Only four out of ten contained a definition of employment sustainability, and there was an inconsistency in measurement methods. The reported findings in the studied articles were categorised into three types: proportions of long-term employed individuals within the studied population, facilitators and barriers to long-term employment. Conclusions There is only a limited amount of research about employment sustainability for people with ID. Nevertheless, a few facilitators and barriers could be identified. There is no consensus about how to define or measure employment sustainability, making comparisons difficult.

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“…The transition from school to employment has been highlighted as important for young people with intellectual disabilities. While employment generally represents opportunities for financial autonomy, social inclusion and social status (Jahoda et al, 2008), the majority of people with intellectual disabilities are on the periphery of the labour market (Garrels & Sigstad, 2021). Even if nordic welfare models are characterised by emphasising social security and labour market participation, including people with intellectual disability in the labour market is more of an intention than a reality (Frøyland et al, 2018; Garrels & Sigstad, 2021).…”

Section: Introductionmentioning

confidence: 99%

“…While employment generally represents opportunities for financial autonomy, social inclusion and social status (Jahoda et al, 2008), the majority of people with intellectual disabilities are on the periphery of the labour market (Garrels & Sigstad, 2021). Even if nordic welfare models are characterised by emphasising social security and labour market participation, including people with intellectual disability in the labour market is more of an intention than a reality (Frøyland et al, 2018; Garrels & Sigstad, 2021). It is indicated that 81% of young adults with intellectual disability in Norway receive a disability pension as their main income, and that their working capacity is seldom assessed by the Norwegian Labor and Welfare Administration (NAV) (Wendelborg et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Transitions from school to sheltered employment in Norway – Experiences of people with intellectual disabilities

Wass

Safari

Haugland

et al. 2021

Brit J Learn Disabil

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Accessible summary ●We interviewed people with intellectual disabilities about their experiences of finding a job. ●Some of the people we interviewed made decisions about their future job, while others were not part of meetings, planning and decision‐making. ●Parents and teachers were important in the planning process. ●The people we interviewed advise students to be bold and take chances when searching for a job. ●It is important that people with intellectual disabilities are in charge when they go from school to work. Abstract Background Nordic welfare models are characterised by emphasising both social security and labour market participation. Nevertheless, most people with intellectual disability either receive a disability pension or work in sheltered workshops. While transitions into integrated employment have been studied, transitions from school to sheltered employment have received less attention. We therefore explore the views of people with intellectual disabilities, transitioning from school to a sheltered employment programme. Methods We interviewed nine adults with intellectual disabilities that had made the transition into a service centre that provides both competitive employment with support, and employment in sheltered workshops. The interviews were analysed thematically. Findings The thematic analysis revealed two main themes: involvement during the transition and adapting to a new role. Most participants described transitions where they had been involved, in varying degrees, in identifying their work preferences, participated in transition activities and made personal choices. Some participants, however, shared experiences where they had not participated in activities, where personal choices were restricted to predefined options, or decisions were made by someone else. The participants further shared experiences of navigating into new contexts, characterised by new situations and new interactions. To navigate successfully in such environment, the support network was important. The participants advised future “transitioners” to be brave and utilise opportunities to find suitable employment even in challenging situations. Conclusions Our study emphasises the importance of tailoring the transition to individual preferences and perspectives rather than aiming for a uniform, one size fits all type of transition. It is important to build on the positive aspects of sheltered employment as well as to further develop innovative ways of transitioning into integrated employment.

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Employment for persons with intellectual disability in the Nordic countries: A scoping review

Abstract: This is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.

Cited by 22 publications

References 40 publications

Which success factors do young adults with mild intellectual disability highlight in their school-work transition?

Which success factors do young adults with mild intellectual disability highlight in their school-work transition?

Employment Sustainability for People with Intellectual Disability: A Systematic Review

Transitions from school to sheltered employment in Norway – Experiences of people with intellectual disabilities

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