The Road to Work for Former Students with Special Educational Needs: Different Paths for Young Men and Young Women?

Båtevik, Finn Ove; Myklebust, Jon Olav

doi:10.1080/15017410500301171

Cited by 20 publications

(26 citation statements)

References 7 publications

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“…It is more common for women to work part-time, not be a part of the work force and have longer periods of parental benefits (Statistics Sweden 2015-06-04). In a longitudinal study following former students with a broad range of special needs, Båtevik and Myklebust (2006) found lower employment rates among the women compared to men; having children was associated with lower employment for women, whereas this association was not found for men. In the present study, the majority in the group with parental benefits were women (14.4% women; 0.4% men), meaning that they may not be involved in an occupation because they are caring for children.…”

Section: Discussionmentioning

confidence: 99%

After Upper Secondary School: Young Adults with Intellectual Disability not Involved in Employment, Education or Daily Activity in Sweden

Luthra

Högdin

Westberg

et al. 2018

Scandinavian Journal of Disability Research

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There is limited knowledge about young persons with intellectual disability who are Not in Employment, Education or Daily activity (NEED) in Sweden. The aim of the study was to explore the post-upper secondary school situation for persons with intellectual disability not involved in traditional occupations. A national database containing 2955 persons, representing 24.1% of the total (N = 12,269) was used. The results revealed a heterogeneous group where financial support was common and few made use of disability services. Gender, municipality, programme type, financial support and disability services were significantly associated with not having an occupation as opposed to being in employment, education or daily activity. Time was a central factor, as the early years after upper secondary school appear to be an important period for changing NEED status. This is the first large scale study to describe these persons not involved in traditional occupations in Sweden and further research is required. Keywords: Intellectual disability; post-school occupation; Not in Employment, Education or Daily activity (NEED); Not in Employment, Education or Training (NEET) IntroductionThe transition of young adults from education to the labour market is of great importance in society. Gaining employment encompasses several benefits such as daily structure, monetary income and social networks, yet also relates to increased well-being and quality of life (Andrews and Rose 2010;Beyer et al. 2010). The role of the education system is to instil knowledge, skills and provide preparation for adult life as a contributing citizen (Swedish Education Act 2010:800). After secondary school it is generally understood that young people move to further studies or employment. However, if this is not possible, support and services should be available. Education and employment are also highly relevant for persons with disabilities, including intellectual disability, and their rights are highlighted in the UN Convention on the Rights of Persons with Disabilities. The Swedish school system for persons with intellectual disability comprises special school options, namely a compulsory elementary school, followed by Upper Secondary School for pupils with Intellectual Disability (USSID).In order to study post-USSID occupations for persons with intellectual disability in Sweden, a unique national database was created at Halmstad University. This database contains information on12,269 former USSID students who graduated between 2001 and 2011. Arvidsson, Widén, and Tideman (2015 found that post-school options could be categorized into four groups. The majority (46.9%) participated in daily activity, which are disability day programmes provided under the Swedish Act Concerning Support and Service for Persons with Certain Functional Impairments (LSS 1993:387). The second group (22.4%) was employed, mainly in subsidized jobs. The third group (6.6%) was enrolled in different education programmes. The fourth and final group did not take part in the above mentio...

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Section: Discussionmentioning

confidence: 99%

After Upper Secondary School: Young Adults with Intellectual Disability not Involved in Employment, Education or Daily Activity in Sweden

Luthra

Högdin

Westberg

et al. 2018

Scandinavian Journal of Disability Research

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“…These studies show that sex is either of no importance (Pierce, McDermott, and Butkus 2003;Rose et al 2005) or that sex/gender is a factor of significance for getting a job (e.g. Båtevik and Myklebust 2006). The second and more common aspect is to have a gender-neutral approach, which means either that sex is not present as a category, or that it is present but treated as if it was of no importance (e.g.…”

Section: The Significance Of Gendermentioning

confidence: 99%

“…Such a pattern is the normative significance of having a job, which can, for example, be seen as a route towards making a living and the chance to identify oneself as an adult (e.g. Båtevik and Myklebust 2006;West, Wehman, and Wehman 2005). However, a significant way of seeing it is as one of the threads in an overarching ideology of integration in which participation in the labour market is an indication of participation in the community (e.g.…”

Section: Political Conditions or Individual Attributesmentioning

confidence: 99%

“…These difficulties include issues such as the high rate of unemployment (Eisenman 2003;Taanila et al 2005), the difficulties of getting a job (Båtevik and Myklebust 2006;Forrester-Jones et al 2004) and of keeping it (Antonsson 2002;Moran, McDermott, and Butkus 2001).…”

Section: Getting Established On the Labour Marketmentioning

confidence: 99%

“…In about half of the studies (see Appendix) it is very clear that it is a good thing for an individual to have a job, and best of all, a job on the regular labour market. Work in itself is presented as something good (Pierce, McDermott, and Butkus 2003), as a route to a higher degree of personal (Luftig and Muthert 2005;Reid and Bray 1997) and financial independence (Båtevik and Myklebust 2006), or as a path to greater self-reliance (Dixon and Reddacliff 2001;Eisenman 2003;Luftig and Muthert 2005). Work has also been seen as a way to avoid ill health (Rose et al 2005;Taanila et al 2005) or as a route to increased participation, social inclusion and becoming 'ordinary' (Stephens, Collins, and Dodder 2005;Szönyi 2005;West, Wehman, and Wehman 2005).…”

Section: Work á Desirable and Important But Elusivementioning

confidence: 99%

See 2 more Smart Citations

Factors of importance in the world of work for young people with intellectual disabilities

Lövgren

Hamreby

2010

Scandinavian Journal of Disability Research

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This paper presents a critical synthesis of a selection of national and international research concerning the working life of people with intellectual disabilities who have left special upper secondary school. The 30 studies selected were carried out between 1996 and 2006, and involved two different welfare state models. These studies have been scrutinized and associated with five themes that include factors of importance. The first result that the review indicates is that it is difficult for people with intellectual disabilities to get and keep a job, and the second is that to obtain and keep a job is part of a process in which they are able (and/or should be able) to participate, because the process leads to the normalization of a pattern of life. It seems that the pathway to a job goes via some form of special organized support, which is often found within what is called welfare services/care for the disabled. The review also shows that this topic is mainly studied from a genderneutral standpoint, and that individual factors are emphasized to a much higher degree than factors related to the environment, such as organizations and attitudes.

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Special Classes and Teacher Assistants as Support Measures for Students with Special Educational Needs

Myklebust

2023

Lifelong Learning Book Series

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The Road to Work for Former Students with Special Educational Needs: Different Paths for Young Men and Young Women?

Cited by 20 publications

References 7 publications

After Upper Secondary School: Young Adults with Intellectual Disability not Involved in Employment, Education or Daily Activity in Sweden

After Upper Secondary School: Young Adults with Intellectual Disability not Involved in Employment, Education or Daily Activity in Sweden

Factors of importance in the world of work for young people with intellectual disabilities

Special Classes and Teacher Assistants as Support Measures for Students with Special Educational Needs

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