Abstract:

Young adults with intellectual and developmental disabilities (IDD) bring diversity and abilities to their communities. Yet, their participation in the economy remains dismal. Employment rates for youth and young adults with disabilities fall well below national averages for those without disabilities, despite their having skills, interests, and desires for meaningful work (LaRochelle-Côté, 2013; Turcotte, 2014). In particular, young people with intellectual and developmental disabilities (IDD) are consistently identified as having specific and multiple barriers to employment (Gilson & Carter, 2016; Holwerda, et al., 2015). Youth with developmental disabilities have the lowest employment rates in Canada (Statistics Canada, 2012). Unfortunately, many educational and employment preparation programs exclude these IDD youth and young adults, thus preventing them from having meaningful social and economic participation in society. A collective re-imagining of transitions to employment is needed to address the poverty and social isolation that inevitably result through exclusion from working life for IDD youth and young adults. The theoretical framework for this research is social constructionist career development theory that emphasizes the meaning of work and career actions as embedded in social and cultural community contexts (Kavas & Blustein, 2018; Savickas, 2005). The research questions required a qualitative methodology emphasizing co-construction and meaning-making in context. Building on earlier and on-going work with vulnerable youth and young adults, (Marshall, et al., 2013; Stewart & Marshall, 2017), the project team utilized a qualitative and in-depth relational approach (Jordan, 2010) to explore IDD youth and young adult narratives of work-life identity and employment experiences. In addition, since our previous research has also identified the importance of supportive mentoring and hands on experiences in successful work transitions for vulnerable youth, the team also interviewed family members (particularly parents) and professionals who support IDD youth and young adults. In collaboration with a community based non-profit organization, our team conducted semi-structured interviews with an estimated 30 IDD youth and young adults, IDD program staff, community employers, and parents. The study explored how work-life identity and transitions to employment are understood by IDD youth and young adults and by the adults who support and work with them. Supports, barriers, educational needs and transition strategies were identified by the IDD youth and young adults themselves as well as by their families, employers, and professionals working with them. Implications for educational and training practices, community partnership and policy implementation are discussed.

Keywords:

Transitions to employment, pre-employment training, vocational training.