Work Adjustment and the Educable Mentally Retarded Adolescent

Abstract

Various attempts t o measure the vocational adjustment of educable mentally retarded adolescents are reported. Most of the research conducted was found to be restricted to the identification of problems in job adjustment or the skills and habits which contributed to such adjustment. Most work maiadjustments of educable mentally retarded adolescents were, in general, attributed to poor interpersonal skills. Attempts to construct various tests which would measure job success for these adolescents are also reported.In order to function adequately in our society, a mental retardate must utilize all resources available to him during his educational and training years and thus enhance his prospects for self-sufficiency. The literature has been replete with statements that emphasized the need for vocational preparation of the mentally retarded. Goldstein (1964) for example, stated: "The occupational picture for the retarded is far from encouraging Occupation categories once the province of the retardates have been decreasing markedly in the past half century.Predictions of experts indicate that this trend will persist [ p. 2541 ."Continued urbanization, mechanization, and automation will reduce employment opportunities for the retarded, and new educational and training approaches will be needed t o create new opportunities. The percentage of the labor force in unskilled jobs has been steadily declining The U.S. Bureau of Labor Statistics estimated that by 1975 only 22.1 percent of jobs will be in the unskilled category. If this trend continues, it will be necessary for the mentally retarded to be well prepared and well advised (Goldstein, 1964).It is not only essential that the mentally retarded be well prepared for the world of work and the labor market, but that those engaged in helping them in vocational preparation and counseling be aware of how the mentally retarded individual adjusts to the work situation once he is employed. This is a review of research studies found in the literature that pertain t o the work adjustment of the mentally retarded individual, particularly the adolescent.

The Role of Social Competence in the Community Adjustment of Persons with Developmental Disabilities

“…O'Connor (1983) cited evidence by a number o f investigators (Bellamy, O'Connor, & Karan, 1979;Foss & Bostwick, 1981;Foss & Peterson, 1981;Niziol & DeBlassie, 1972;Richardson, 1978) to support her claim that more jobs are lost by mentally retarded persons for "social reasons" than because o f insufficient job skills. Chadsey-Rusch (in press), in a recent review o f social skills required for competitive employment, has also suggested that the major reason for mentally retarded persons' job loss may be lack o f appropriate social skills rather than poor job performance (see also Gold, 1975;Greenspan & Shoultz, 1981;Kochany & Keller, 1981;Schalock & Harper, 1978).…”

Vocational Assessment of Students with Severe Handicaps: A Review of the Literature

“…A major cause of client job failure has been attributed to lack of the social skills needed in interacting appropriately with employers and co-workers (Becker, Widener, & Soforenko, 1979;Niziol & DeBlassie, 1972;Ohwaki, 1974;Schalock & Harper, 1978). Specifically, researchers have listed personality problems and antisocial behavior (Eagle, 1967), poor social self-esteem (Hollender, 1974), and lack of social acceptability (Kolstoe, 1961) as contributing factors in job failure.…”

Comprehensive Curricula for Integrating Severely Disabled and Nondisabled Students

“…Social skills are a significant factor in predicting the success of disabled individuals in normalized environments such as kindergarten (Vincent et al, 1980), vocational settings (Johnson & Mithaug, 1978;Niziol & DeBlassie, 1972), and community group homes (Crawford, Aiello, & Thompson, 1979;Jacobson & Schwartz, 1983;Schalock, Harper, & Genung, 1981). Integration efforts should be supported by teaching appropriate social skills to severely disabled students in the context of natural, integrated environments.…”