Employment preferences of individuals with intellectual and developmental disabilities: An evaluation of gender and age differences

Hennessey, Robin E; Goreczny, Anthony J.

doi:10.1111/jar.12992

Cited by 8 publications

(4 citation statements)

References 40 publications

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“…Research has demonstrated that individuals with intellectual disabilities do have an interest in employment with a significant number of people wanting to work (Hennessey & Goreczny, 2022). The Engage to Change project offered a wide variety of jobs to young people aged 16–25, from a large variety of sectors and businesses.…”

Section: Discussionmentioning

confidence: 99%

Supported employment, quality of jobs and employment typicalness: The experience of the Engage to Change project

Vigna,

Meek,

Beyer

2024

Research Intellect Disabil

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BackgroundPaid employment represents a challenge for people with an intellectual disability and/or autism. This paper analyses the quality of jobs offered by the Engage to Change project and their relationship to the ‘typicalness’ of the employment offered.MethodData on the quality of 384 paid jobs were collected, including hours worked and wages earned, and reported social integration at work. The typicalness of the employment experience was assessed for 141 young people, using the Index of Typicalness of Placement Questionnaire.ResultsThe Engage to Change project offered a wide range of jobs. There is no difference in the typicalness of the employment experience in relation to the interactions in the workplace, but there are some differences in the recruitment process for men and women.ConclusionJob coaches should make sure that, despite the procedures being ‘atypical’ for the workplace, the outcome is ‘a typical employment experience’ for each employee.

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Section: Discussionmentioning

confidence: 99%

Supported employment, quality of jobs and employment typicalness: The experience of the Engage to Change project

Vigna,

Meek,

Beyer

2024

Research Intellect Disabil

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“…In view of this, people with intellectual disabilities are the most vulnerable groups in employment (Karhina et al, 2022). Nevertheless, the particular group have a strong desire to earn a living (Hennessey & Goreczny, 2022;Stephens et al, 2005). They also have equal rights to work.…”

Section: Introductionmentioning

confidence: 99%

Construction of Vocational Quality Model for Secondary Vocational Students with Intellectual Disabilities Based on the Quality Iceberg Theory Confirmed by Expert Consultation

Yi,

Hock,

Piragasam

2024

IJARPED

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This study completed the discussion of the vocational quality of students with intellectual disability in secondary vocational schools from the two parts of theoretical model construction and expert confirmation. In the part of theoretical model construction, starting from the goal of vocational education for the disabled, it is clear that obtaining self-reliance through employment should be the most important goal of vocational education for the disabled. Secondly, inspired by the theory of quality iceberg, the structure of vocational quality of students with intellectual disability is divided into two parts: explicit quality and implicit quality. Explicit quality includes vocational image, vocational knowledge and vocational skill. Implicit quality includes vocational awareness, vocational ethics and vocational habits. Finally, according to the actual situation of the secondary vocational students with intellectual disabilities, each specific content is explained. In the expert confirmation section, 20 experts in related fields were invited to consult on the model. Through the basic process of feedback, modification and consensus, 20 experts reached a consensus on the vocational quality model of secondary vocational students with intellectual disabilities proposed in this study.

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“…People with intellectual disabilities are the most disadvantaged group among all disability types when it comes to employment (Karhina et al, 2022).But it doesn't mean they don't have the right to work. Having a paid job is not only a strong personal desire for people with intellectual disabilities (Hennessey & Goreczny, 2022), but also is beneficial to the society and economy in the long run (Ellenkamp et al, 2016). Secondary vocational students with intellectual disabilities are important candidates for employees with intellectual disabilities because they are more likely to become good employees through vocational education and specialized training.…”

Section: Introductionmentioning

confidence: 99%

Can people with intellectual disabilities not be good employees? A survey on psychological capital of students with intellectual disabilities in secondary vocational schools

Yi,

Hock

2023

sajssh

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People with intellectual disabilities are the most difficult to find employment among all types of disabilities. However, their successful employment is a very beneficial thing for both individuals and society. Secondary vocational students with intellectual disabilities are the most likely candidates to develop into employees with disabilities. Paying attention to their psychological capital is helpful to improve their invisible psychological quality and employability. In this study, students with intellectual disabilities in two special education schools in Zigong, Sichuan Province, China were selected as research objects. These students were surveyed using the adapted “Psychological Capital Questionnaire for Adolescent Students” (PCQAS). The results show that the overall psychological capital level of the students with intellectual disabilities is positive; ‘Hope’ scored highest of the four dimensions; There was no significant difference in all scores for gender; In terms of grade, freshman year students scored significantly lower on ‘Resilience’ than sophomore year students in high school. After discussion, the following conclusions are reached:1. It is feasible for secondary vocational students with intellectual disabilities to complete the psychological questionnaire on the premise of some adaptation of the questionnaire;2. The overall psychological capital level of secondary vocational students with intellectual disabilities is not so bad as imagined. With proper education and care, they can have good mental quality;3. Resilience is a quality that needs to be paid special attention to in the process of preparing for employment of secondary vocational students with intellectual disabilities;4. The cultivation of resilience quality should be carried out as soon as the new students entering school;5. Psychological intervention is an educational method that can be tried.

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Employment preferences of individuals with intellectual and developmental disabilities: An evaluation of gender and age differences

Cited by 8 publications

References 40 publications

Supported employment, quality of jobs and employment typicalness: The experience of the Engage to Change project

Supported employment, quality of jobs and employment typicalness: The experience of the Engage to Change project

Construction of Vocational Quality Model for Secondary Vocational Students with Intellectual Disabilities Based on the Quality Iceberg Theory Confirmed by Expert Consultation

Can people with intellectual disabilities not be good employees? A survey on psychological capital of students with intellectual disabilities in secondary vocational schools

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