An ecological approach to understanding barriers to employment for youth with disabilities compared to their typically developing peers: views of youth,employers, and job counselors

Abstract

Purpose: The purpose of this study is to explore the extent to which youth with physical disabilities encounter different barriers to finding employment compared to their typically developing peers. Methods: This study draws on 50 qualitative in-depth interviews with a purposive sample of 31 youth (16 typically developing and 15 with a disability), and youth employers and job counselors knowledgeable about employment readiness among adolescents (n?=?19). We utilize Bronfrebrenner’s ecological framework to reveal the complex web of factors shaping youth’s labor market outcomes. Results: Only half of youth with a disability were working or looking for work compared to their peers. The findings show this was a result of different expectations of, and attitudes toward, youth with disabilities. For many youth with a disability, their peers, family and social networks often acted as a barrier to getting a job. Many youth also lacked independence and life skills that are needed to get a job (i.e. self-care and navigating public transportation) compared to their peers. Job counselors focused on linking youth to employers and mediating parental concerns. Employers appeared to have weaker links to youth with disabilities. System level barriers included lack of funding and policies to enhance disability awareness among employers. Conclusions: Youth with physical disabilities encounter some similar barriers to finding employment compared to their typically developing peers but in a stronger way. Barriers to employment exist at several levels including individual, sociostructural and environmental. The results highlight that although there are several barriers to employment for young people at the microsystem level, they are linked with larger social and environmental barriers.

• Implications for Rehabilitation

• Clinicians working with youth should promote the development of skills that can lead to improved self-confidence and communication skills for youth. Encourage the development of extracurricular activities and social networking to build these skills and to make contacts for finding employment.

• Clinicians should support youth with disabilities and their parents in practicing independence skills (such as self-care, self-advocacy and navigating public transportation) they need prior to seeking employment.

• Vocational rehabilitation professionals should educate youth on how to disclose their condition to a potential employer, how to ask for ask for accommodations and how to market their abilities.

• Clinicians should help to link youth with disabilities to volunteer opportunities and to employers. Advocate for disability awareness training for employers regarding how to accommodate people with disabilities and the potential they offer in the workplace.

     

A systematic review of workplace disclosure and accommodation requests among youth and young adults with disabilities

Abstract

Purpose: The objective of this systematic review is to critically appraise the literature on disability disclosure and workplace accommodations for youth and young adults with disabilities.

Methods: Systematic searches of nine international databases identified 27 studies meeting our inclusion criteria. These studies were analyzed with respect to the characteristics of the participants, methodology, results of the studies and the quality of the evidence.

Results: Among the 27 studies, 18,419 participants (aged 14–33, mean 23.9 years) were represented across seven countries. Barriers to disability disclosure and requests for workplace accommodations were found at the individual (i.e., disability type, severity, poor self-concept, and advocacy skills), employment (i.e., type of industry, and working conditions, lack of supports), and societal levels (i.e., stigma/discrimination). Facilitators of disability disclosure included individual factors (i.e., knowledge of supports and workplace rights, self-advocacy skills), employment (i.e., training/supports, effective communication with employers, realizing the benefits of accommodations), and societal factors (i.e., positive attitudes toward people with disabilities). There was little consensus on the processes and timing of how disability should be discussed in the workplace among youth with disabilities.

Conclusions: Our findings highlight the complexities of disability disclosure for youth with disabilities. More studies are needed to explore issues of workplace disclosure and accommodations for young people to improve disclosure strategies and the process of providing appropriate accommodations.

• Implications for Rehabilitation

• Clinicians, educators, and parents should support youth to become self-aware and build self-advocacy skills so they can make an informed decision about how and when to disclose their condition to employers.

• Clinicians, educators, and employers should help youth with disabilities to understand the benefits of disclosing their disability, and educate them on the supports available so they can remain healthy and productive in the workplace.

• Clinicians should advocate for employers to create a positive and supportive environment where youth feel comfortable disclosing their condition.

     

Gender matters in the transition to employment for young adults with physical disabilities

Purpose: The purpose of this study was to explore the role of gender in the transition to employment for young adults with physical disabilities.

Methods: This study drew on in-depth interviews with a purposive sample of 33 participants (23 youth and 10 clinicians). The youth in our sample included 13 females (mean age 22.9) and 10 males (mean age 21.3) who had various types of physical disabilities. The person–environment–occupation (PEO) model informed our analysis.

Results: Our research showed several similarities and some differences between young males and females with physical disabilities as they transition to employment and adulthood at the person, environment, and occupational level. At the person level, issues included managing their condition, self-advocacy, and willingness to ask for help. At the environment level, themes focused on parental and social support, accommodations, stigma and discrimination, and transportation challenges. Finally, in the occupation component of the PEO model, we found that males and females with disabilities had different levels of engagement in employment. Although most clinicians commented on gender differences, many reported that they did not tailor their clinical practice accordingly.

Conclusions: Gender sensitive vocational approaches are needed for youth with disabilities as they transition to employment.

• Implications for rehabilitation

• Clinicians, educators, and parents should encourage independence and self-advocacy skills among youth so that they are prepared to ask for accommodations that they need to succeed in a work environment.

• Clinicians and educators should present a variety of career and job options to youth, including science, technology, engineering, and math disciplines, an area where youth with disabilities, particularly females, are under-represented.

• Males may feel less able to self-advocate and seek support and may need additional assistance from clinicians, educators, and parents.

• Clinicians should tailor their vocational rehabilitation practices to the gender-specific needs of youth with disabilities.

• Clinicians and parents should ensure that both males and females have the resources and supports they need to be successful in their transition to employment.

     

Relationship between use of technology and employment rates for people with physical disabilities in Australia: Implications for education and training programmes

This study examined the impact of computer and assistive device use on the employment status and vocational modes of people with physical disabilities in Australia. A survey was distributed to people over 15 years in age with physical disabilities living in the Brisbane area. Responses were received from 82 people, including those with spinal cord injuries, cerebral palsy and muscular dystrophy. Of respondents 46 were employed, 22 were unemployed, and 12 were either students or undertaking voluntary work. Three-quarters of respondents used a computer in their occupations, while 15 used assistive devices. Using logistic regression analysis it was found that gender, education, level of computer skill and computer training were significant predictors of employment outcomes. Neither the age of respondent nor use of assistive software were significant predictors. From information obtained in this study guidelines for a training programme designed to maximize the employability of people with physical disabilities were developed.     

Differences in habitual physical activity levels of young people with cerebral palsy and their typically developing peers: a systematic review

Purpose: To examine whether an 8-week period of side-alternating whole-body vibration (WBV) exercise is an acceptable and effective exercise intervention to improve and maintain functional performance in multiple sclerosis people. Methods: A total of 15 participants with MS (11 women [mean age 50.2 ± 6.9 years; body mass 65.7 ± 19.2 kg; height 165.3 ± 6.1 cm; EDSS 3.5 ± 0.9] and 4 males [mean age 50.5 ± 5.2 years; body mass 85.3 ± 16.0 kg; height 175.3 ± 3.2 cm; EDSS 3.4 ± 0.5]) were selected for this study. Quality of life, timed up-and-go, functional reach, standing balance and 10-m walk test were performed prior to and after 4 and 8 weeks of vibration exercise, and 2 weeks after cessation of vibration exercise. Results: There was no evidence of vibration exercise producing any anxiety or discomfort. Compared with baseline measurements, the 10-m walk test showed significant improvements in 2, 8 and 10 m times at 8 week (p < 0.05) and 2 week post-vibration (p < 0.05). Timed up-and-go demonstrated a significant and positive time effect (p < 0.05). Standing balance showed significant improvements from baseline, at 4- (p < 0.05) and 2-weeks post-vibration (p < 0.05). Conclusion: This is the first study to investigate side-alternating WBV as an exercise training modality for MS people. From an active MS population, this study has shown that WBV training not only improved the standing balance and walking time but there were also no adverse effects from using this modality.

Implications for Rehabilitation

• Muscle weakness and fatigue are reported by most patients with multiple sclerosis (MS).

• Whole-body vibration (WBV) has gained popularity as an exercise modality in participants with either normal or compromised health.

• WBV is a safe and effective exercise intervention for persons with MS to improve and maintain functional ability and quality of life.