Expectations from Different Perspectives on Future Work Outcome of Young Adults with Intellectual and Developmental Disabilities

Holwerda, Anja; Brouwer, Sandra; Boer, Michiel R. de; Groothoff, Johan W.; Klink, Jac J. L. van der

doi:10.1007/s10926-014-9528-3

Cited by 23 publications

(12 citation statements)

References 41 publications

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“…Expectations from teachers are important for young adults in the transition from school to work. A teacher's expectations are the only meaningful way in which regular work/supported employment can be encouraged rather than sheltered employment or day centres (Holwerda et al 2014). People with intellectual disabilities want to live an independent life, but there is also a risk that they will become socially excluded (Bates & Davis 2004).…”

Section: Discussionmentioning

confidence: 99%

‘I Want to Participate!’ Young Adults with Mild to Moderate Intellectual Disabilities: How to Increase Participation and Improve Attitudes

Byhlin

Käcker

2018

Scandinavian Journal of Disability Research

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People with intellectual disabilities are often regarded as subjects of care and support, rather than citizens with the same rights as others. This article aims to describe how young adults experience and perceive attitudes, treatment and participation in terms of the application process for daily activity/sheltered employment, as well as their transition into this activity and their first years' experience of it. The study was carried out in a middle-sized municipality in Sweden. Data were collected from 14 people with mild to moderate intellectual disabilities, aged between 21 and 23 years. The interviews were supported by the use of pictograms. Qualitative content analysis was used to analyse the data. The participants stated that they wished to be listened to as adults, and to participate in decisions about daily activity/sheltered employment. They wished to be treated and accepted as individuals, not according to their disabilities. They wanted to participate, and the opportunity to do so would require an accepting environment.

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Section: Discussionmentioning

confidence: 99%

‘I Want to Participate!’ Young Adults with Mild to Moderate Intellectual Disabilities: How to Increase Participation and Improve Attitudes

Byhlin

Käcker

2018

Scandinavian Journal of Disability Research

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“…For instance, Doren, Gau, and Lindstrom [15] suggested that parents' expectations about job inclusion significantly predict the capacity of PWID to be independent and that that, in turn, predicts achievement after graduation from school (e.g., obtaining a well-paid job). Complementary research by Holwerda, Brouwer, de Boer, Groothoff, and van der Klink [16] found evidence supporting the positive relationship between expectations and the job achievements of PWID. In particular, their results showed that school teachers' expectations for job inclusion were better predictors of the job achievements of PWID than were parents' expectations, and that parents' expectations were, in turn, better predictors of job inclusion than were the expectations of young adult PWID with regard to getting a job.…”

mentioning

confidence: 86%

Functional Measurement of Special Education Teachers’ and Students’ Expectations Toward Job Training for Persons with Intellectual Disability

Morales-Martinez

Lopez-Ramirez

Villarreal-Treviño

et al. 2015

J. Intellect. Disabl. Diagn. Treat.

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Persons with intellectual disability (PWID) have fewer opportunities for enrolment in school programs and post-school employment than do their peers with typical development. Evidence suggests that attitude toward PWID is a main factor in either promoting or limiting better life conditions for this population. In this paper, the goal was to determine the cognitive information integration rules underlying the expectations of 174 special education teachers and students with regard to job training for PWID. In order to accomplish this goal, four factors (Gender, Severity of disability, Type of task, and Emotional traits) were orthogonally combined to implement a cognitive algebra study design. We obtained 48 experimental conditions, with each one presented as a scenario describing a PWID in a work training situation. Participants read these scenarios and were asked to judge the probability of the success of PWID with regard to learning the skills needed to complete the required work. Patterns of response allowed us to identify low, moderate, and high viewpoints with regard to participants' judgments of predicted success. Personal factors (Emotional traits and Severity of disability) and the Type of task factor were considered the most important in influencing the participants' judgment. These factors seemed to be integrated in a complex systematic cognitive pattern. Implications from this type of result with regard to PWID and work training are discussed in this paper.

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“…Literature addressing the association between parent expectations and education and employment outcomes of youth (Doren, Gau, & Lindstrom, 2012;Holwerda, Brouwer, de Boer, Groothoff, & van der Klink, 2015;Kirby, 2016;Lee & Carter, 2012;Wehman, et al, 2015) supported the inclusion of the parent/guardian expectation construct in the analyses. Youth expectations were included in the analyses in response to the findings of Wagner, Newman, Cameto, Levine, and Marder (2007) which indicated that the expectations of youth with disabilities are often greater than those expressed by their parents.…”

Section: Overview Of Capromisementioning

confidence: 98%

Career and work-based learning interventions for young recipients of Supplemental Security Income

Tucker

Guillermo

Corona

2019

JVR

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BACKGROUND: The Workforce Innovation and Opportunity Act prioritized provision of vocational rehabilitation (VR) services to young adults with disabilities, reinforcing the importance of assisting young persons with disabilities to prepare for and engage in employment. OBJECTIVE: The purpose of this investigation was to examine patterns of provision of career and work-based learning interventions to young SSI recipients. METHODS: This investigation was accomplished through analysis of case service data of 1,646 individuals who participated in a multiyear program designed to improve educational and employment outcomes. Discrepancies in career and work-based learning interventions were examined based upon age, gender, disability type, parent employment status, parent education level, and youth and parent expectations about work and education. RESULTS: No differences in interventions were observed by gender, age at enrollment, or type of disability. Affirmative expectations about going to work or attending college after completing high school were associated with higher mean intervention scores for some types of career and work-based learning interventions. CONCLUSIONS: Findings suggest that gender, age, and disability did not contribute to differences in provision of services to young SSI recipients. Additional findings underscore the importance of fostering youth and parent expectations about youth engaging in work after completing high school.

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Expectations from Different Perspectives on Future Work Outcome of Young Adults with Intellectual and Developmental Disabilities

Cited by 23 publications

References 41 publications

‘I Want to Participate!’ Young Adults with Mild to Moderate Intellectual Disabilities: How to Increase Participation and Improve Attitudes

‘I Want to Participate!’ Young Adults with Mild to Moderate Intellectual Disabilities: How to Increase Participation and Improve Attitudes

Functional Measurement of Special Education Teachers’ and Students’ Expectations Toward Job Training for Persons with Intellectual Disability

Career and work-based learning interventions for young recipients of Supplemental Security Income

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