Facilitating factors for the job placement of workers with intellectual disabilities: supervisors and coworker mentors perspectives

Abstract

Purpose This study aims to contribute to a better understanding of organizational strategies, attitudes and supports that can help people with intellectual disabilities to access competitive jobs through supported employment. Design/methodology/approach A multiple case study was carried out based on an intentional sampling involving the coworker mentors of six people with intellectual disabilities currently working in standardized environments. Semi-structured interviews were performed with the participants, and an inductive thematic analysis was used for data analysis. Findings The study identified five critical factors in the work of people with intellectual disabilities in standardized work environments, which potentially could act as facilitators or as obstacles, depending on how they were managed. The study also identified two key factors that acted mainly as facilitators and one as an obstacle. Originality/value The study reveals the existence of factors that sometimes act as facilitators and sometimes as obstacles, depending on how they are managed by the company leaders or the disabled worker himself.

‘They don't think I can do it’: Experiences of self‐advocates, employment specialists, and employers on employment of adults with intellectual disability

“…Additionally, supported employment practitioners were identified as key facilitators in supporting accessible and inclusive organizational policy and practice, including accessible recruitment and interview practices as well as supporting onboarding and communication around accommodations in the early stages of employment. This supports the literature's identification of the availability and need for employment support concentrated early in an employment relationship, with ongoing supports shifting to natural or employer provided supports long term (Meacham et al, 2017;Moore et al, 2018;Müller et al, 2018;Pellicena et al, 2020).…”

Adaptations to Check-In/Check-Out for Students With Disabilities During Vocational Training

“…Job coaches can also be vocational rehabilitation counselors or paid employees under WIOA or Perkins V under the career and technical education programs. Most businesses also prefer the built-in support of job coaches to assist in vocational training because job coaches can ensure the student is doing the job tasks correctly and reduce some of the liability concerns from the business perspective (Pellicena et al, 2020). However, job coaches may hinder the student from getting to know their supervisor and coworkers.…”

“…Students with ID are more likely to communicate directly with their job coaches than others in the workplace. Similarly, supervisors and coworkers are more likely to discuss issues and job-related information with the job coach instead of the student, thus impeding the ability to form natural supports on the job (Cramm et al, 2008; Pellicena et al, 2020). One of the leading causes of job loss for individuals with ID is interpersonal relationships with their supervisor (Ellenkamp et al, 2016).…”