Choosing Employment: Factors That Impact Employment Decisions for Individuals With Intellectual Disability

Abstract

Little is known about the factors that shape the employment-related decisions of individuals with intellectual and/or developmental disabilities. Findings from qualitative interviews with individuals, their family members, and employment-support professionals from four community rehabilitation providers throughout Massachusetts were reported. Recognizing the value of participatory action research, we also included a co-researcher with intellectual disability who participated in all facets of the research process. Findings revealed a collection of people and factors considered influential in employment-related decision-making. The family in the formative years, school-based staff and early employment experiences, the culture of the community rehabilitation providers, the job developer, and personal preferences all influenced participants' decisions. Through understanding these persuasive elements, we offer recommendations to those in the intellectual and developmental disabilities field to optimize employment choices and outcomes.

Providing support for decision making to adults with intellectual disability: Perspectives of family members and workers in disability support services

“…A small body of research has investigated factors that influence opportunities for involvement of people with intellectual disability in decision making and the nature of informal decision-making support. For example, positive attitudes of others towards risk, and creation of opportunities for choice enable increased involvement in decision making (Kjellberg, 2002;Mill, Mayes, & McConnell, 2010;Timmons, Hall, Bose, Wolfe, & Winsor, 2011). The relationship between the supporter and the person being supported has been highlighted as an important factor in the process of providing decision support (Burgen, 2010;Kjellberg, 2002), as has tailoring of support and communication to the needs and skills of the individual in the context of formal meetings as well as more individualised interactions (Antaki, Finlay, Walton, & Pate, 2008;Conder, Mirfin-Veitch, Sanders, & Munford, 2011;Espiner & Hartnett, 2012;Rossow-Kimball & Goodwin, 2009).…”

La transition de l’école à la vie adulte d’une élève ayant une déficience intellectuelle légère

“…Ils se disent inquiets, car ils ne savent pas comment exercer leur rôle dans le processus de Enfance en difficulté -Volume 4, [2015][2016] transition (Tarleton & Ward, 2005). Les membres de la famille expriment souvent le désir de participer davantage, mais ne se sentent pas qualifiés pour le faire (Timmons, Hall, Bose, Wolfe, & Winsor, 2011). D'autres parents rapportent être peu sollicités dans le processus de transition et mentionnent que la planification de la transition est peu ou pas coordonnée (Davies & Beamish, 2009).…”

“…L'effet positif des expériences de travail commençant tôt, pendant que la personne est encore aux études, a été documenté dans plusieurs recherches (Carter et al, 2011;Hetherington et al, 2010;Johnson, 2004;Landmark et al, 2010;Morningstar & Liss, 2008;Timmons et al, 2011;Winn & Hay, 2009). …”

Enhancing cross-agency collaboration through the use of a universal discovery instrument: Introducing the Life and Career Assessment Matrix

“…Within the "community and champions" section of the LCAM, the focus person has an opportunity to identify her support team: family, friends, neighbors, employers, professionals and others who know this person well and have high regard and expectations for her (Berry & Domene, 2015;Hennessey, Roessler, Cook, Unger, & Rumrill, 2004;Larson, 2008;Lindstrom, Doren, & Miesch, 2011;Simonsen & Neubert, 2013;Timmons, Hall, Bose, Wolfe, & Winsor, 2011). People can rate the strength of their support team and identify others they would like to invite into the group.…”