Attitudes toward supported employment of parents and primary caregivers of individuals with severe intellectual disabilities

Ford, Jerry; Ninnes, Peter; Parmenter, Trevor R.

doi:10.1080/07263869500035601

Cited by 6 publications

(12 citation statements)

References 8 publications

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“…Education and employment, whilst challenging for many, were also rewarding for some. 11 Ford et al [ 49 ], Australia A preliminary examination of parent and primary caregiver attitudes toward the employment conditions of their relatives/wards who are working in supported employment placements Qualitative : semi-structured interviews Parents (n = 7: 4 mothers, 3 fathers) and professional caregivers (n = 9) of adults with severe ID All in supported employment Respondents were generally satisfied and accepting of their child’s/ward’s participation in supported employment. They felt that the supported employment programs offered more normalized and beneficial work experiences than those typically provided for persons with severe disabilities.…”

Section: Resultsmentioning

confidence: 99%

Informal Network Members’ Perspectives and Experiences on Work for People with Intellectual Disabilities: A Thematic Synthesis

2023

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Purpose The level of participation of people with intellectual disabilities (ID) in various forms of work, including daytime activities, appears to be suboptimal. Informal networks of people with ID constitute crucial forms of support, as they can significantly influence occupational choices and opportunities. This review aims to synthesize existing research for the purpose of examining how informal network members perceive the meaning of employment or daytime activities for their relatives with ID. Methods Following the PRISMA guideline, a systematic search of scientific literature published between 1990 and July 2022 was conducted. The qualitative results from twenty-seven studies (qualitative and mixed-method) were analyzed using thematic synthesis. Results Four overarching themes and several subthemes were identified: (I) Ensuring customized work for my relative; (II) The ongoing need to collaborate and share care responsibilities with professionals; (III) The meaning of work for both my relative and myself; and (IV) Achieving full work participation for my relative is neither straightforward nor self-evident. Conclusions Informal networks place great value upon customized and sustainable work opportunities for their relatives with ID, particularly community-based work. While network members play an important role in creating these opportunities, they encounter obstacles resulting from both collaboration difficulties with professionals and employers and public and structural forms of stigma. Researchers, professionals, policy makers, and employers are encouraged to collaborate with individuals with ID as well as their networks to increase the meaningful work opportunities available to them.

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Section: Resultsmentioning

confidence: 99%

Informal Network Members’ Perspectives and Experiences on Work for People with Intellectual Disabilities: A Thematic Synthesis

2023

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“…The presence of job coaches was not disruptive in the workplace (Petty and Fussell, 1997). Families of supported employees and primary care givers in South Australia described the social, personal and psychological benefits they perceived in people with complex needs who were employed (Ford et al, 1995).…”

Section: The Success Of Supported Employment For People With Complex mentioning

confidence: 99%

“…There is now more of a range of people using supported employment services, but people with a label of learning disability still predominate (Beyer, 2001). Similarly, people with complex needs are underserved in the USA (Lewis et al, 1998;Sowers, 1995;Ford et al, 1995). This lack of equity in supported employment provision diverges from a civil rights model.…”

Section: Problems Within the Provision Of Supported Employment For Pementioning

confidence: 99%

“…Primary care givers in South Australia expressed concern about some of the work allocated to supported employees with complex needs. They mentioned its repetitive nature, exhausting effects (which could prevent supported employees from participating in family life at home after work) and the need for more integration in the workplace (Ford et al, 1995).…”

Section: Problems Within the Provision Of Supported Employment For Pementioning

confidence: 99%

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Supported Employment and People with Complex Needs

Weston

2002

Journal of Social Work

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• Summary: This paper uses research from American, Australasian and UK-based perspectives to examine supported employment as an enabling strategy to support disabled people with complex needs to access mainstream employment. Supported employment is analysed in the context of models of disability and employment policy. Factors underlying and hindering successful provision are identified from research. • Findings: Supported employment is successfully supporting some people with complex needs into mainstream employment. However, aspects of employment policy, the benefits system, a lack of funding, and geographical variation in provision act as barriers to success. • Applications: The implications of supported employment for people with complex needs are identified for social services and social work departments.

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“…Students with varying degrees of physical disabilities and/or learning disabilities arecurrently integrated into the school community. Likewise, the employment arena has adjusted to dramatically different work settings for individuals with disabilities, Ashift away from segregated workshops has been facilitated bysupportive employment initiatives (Ford &Ninnes, 1995;Lent, 1996).…”

Section: Career Intervention Amid Rapid Changementioning

confidence: 99%

Career Interventon Considerations for Students with Disabilities

Raeye¹

1999

Australian Journal of Career Development

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Career development is a complex lifelong transition influenced by a diversity of factors. For individuals who have disabilities, education/career-related issues are even more complex. Issues such as social acceptance, limitations to mobility, inadequate pre-vocational experiences and narrow employment prospects are some potential barriers that impact upon an individual's transition from school to work (Parmenter, 1990). Indeed, in recognition of these issues for individuals with disabilities, a shift in educational and employment policy and practice has embraced principles of inclusiveness. As a consequence, inclusive principles have articulated the role of, and the dynamic processes of, career education interventions for individuals with disabilities. Part One of this article highlights current educational and employment policy and practices that influence career guidance for individuals with disabilities. Part Two describes the needs that steer the career intervention process. Part Three identifies goals and outcomes that provide a career intervention framework. Part Four discusses a systemic and individual career intervention for Alan.

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Attitudes toward supported employment of parents and primary caregivers of individuals with severe intellectual disabilities

Cited by 6 publications

References 8 publications

Informal Network Members’ Perspectives and Experiences on Work for People with Intellectual Disabilities: A Thematic Synthesis

Informal Network Members’ Perspectives and Experiences on Work for People with Intellectual Disabilities: A Thematic Synthesis

Supported Employment and People with Complex Needs

Career Interventon Considerations for Students with Disabilities

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