Expectations from Different Perspectives on Future Work Outcome of Young Adults with Intellectual and Developmental Disabilities

A. Holwerda, S. Brouwer, M.R. de Boer, J.W. Groothoff, J.J.L. van der Klink

Research output: Contribution to JournalArticleAcademicpeer-review

Abstract

Purpose Expectations strongly influence future employment outcomes and social networks seem to mediate employment success of young adults with intellectual and developmental disabilities. The aim of this study is to examine the expectations of young adults with intellectual and developmental disabilities from special needs education, their parents and their school teachers regarding future work and the extent to which these expectations predict work outcome. Methods Data on 341 young adults with intellectual or developmental disabilities, coming from special needs education, aged 17–20 years, and with an ability to work according to the Social Security Institute were examined. Results The school teacher’s expectation was the only perspective that significantly predicted entering competitive employment, with a complementary effect of the expectation of parents and a small additional effect of the expectation of the young adult. Conclusions Expectations of school teachers and parents are valuable in predicting work outcome. Therefore, it is important for professionals working with the young adult in the transition from school to work to incorporate the knowledge of school teachers and parents regarding the abilities of the young adult to enter competitive employment as a valuable source of information.
Original languageEnglish
Pages (from-to)96-104
JournalJournal of Occupational Rehabilitation
Volume25
Issue number1
DOIs
Publication statusPublished - 2015

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Developmental Disabilities
Intellectual Disability
Young Adult
Parents
Special Education
Aptitude
Social Security
Social Support
School Teachers

Cite this

@article{54cadc515dfc4fa6a223a906f3019565,
title = "Expectations from Different Perspectives on Future Work Outcome of Young Adults with Intellectual and Developmental Disabilities",
abstract = "Purpose Expectations strongly influence future employment outcomes and social networks seem to mediate employment success of young adults with intellectual and developmental disabilities. The aim of this study is to examine the expectations of young adults with intellectual and developmental disabilities from special needs education, their parents and their school teachers regarding future work and the extent to which these expectations predict work outcome. Methods Data on 341 young adults with intellectual or developmental disabilities, coming from special needs education, aged 17–20 years, and with an ability to work according to the Social Security Institute were examined. Results The school teacher’s expectation was the only perspective that significantly predicted entering competitive employment, with a complementary effect of the expectation of parents and a small additional effect of the expectation of the young adult. Conclusions Expectations of school teachers and parents are valuable in predicting work outcome. Therefore, it is important for professionals working with the young adult in the transition from school to work to incorporate the knowledge of school teachers and parents regarding the abilities of the young adult to enter competitive employment as a valuable source of information.",
author = "A. Holwerda and S. Brouwer and {de Boer}, M.R. and J.W. Groothoff and {van der Klink}, J.J.L.",
year = "2015",
doi = "10.1007/s10926-014-9528-3",
language = "English",
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Expectations from Different Perspectives on Future Work Outcome of Young Adults with Intellectual and Developmental Disabilities. / Holwerda, A.; Brouwer, S.; de Boer, M.R.; Groothoff, J.W.; van der Klink, J.J.L.

In: Journal of Occupational Rehabilitation, Vol. 25, No. 1, 2015, p. 96-104.

Research output: Contribution to JournalArticleAcademicpeer-review

TY - JOUR

T1 - Expectations from Different Perspectives on Future Work Outcome of Young Adults with Intellectual and Developmental Disabilities

AU - Holwerda, A.

AU - Brouwer, S.

AU - de Boer, M.R.

AU - Groothoff, J.W.

AU - van der Klink, J.J.L.

PY - 2015

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N2 - Purpose Expectations strongly influence future employment outcomes and social networks seem to mediate employment success of young adults with intellectual and developmental disabilities. The aim of this study is to examine the expectations of young adults with intellectual and developmental disabilities from special needs education, their parents and their school teachers regarding future work and the extent to which these expectations predict work outcome. Methods Data on 341 young adults with intellectual or developmental disabilities, coming from special needs education, aged 17–20 years, and with an ability to work according to the Social Security Institute were examined. Results The school teacher’s expectation was the only perspective that significantly predicted entering competitive employment, with a complementary effect of the expectation of parents and a small additional effect of the expectation of the young adult. Conclusions Expectations of school teachers and parents are valuable in predicting work outcome. Therefore, it is important for professionals working with the young adult in the transition from school to work to incorporate the knowledge of school teachers and parents regarding the abilities of the young adult to enter competitive employment as a valuable source of information.

AB - Purpose Expectations strongly influence future employment outcomes and social networks seem to mediate employment success of young adults with intellectual and developmental disabilities. The aim of this study is to examine the expectations of young adults with intellectual and developmental disabilities from special needs education, their parents and their school teachers regarding future work and the extent to which these expectations predict work outcome. Methods Data on 341 young adults with intellectual or developmental disabilities, coming from special needs education, aged 17–20 years, and with an ability to work according to the Social Security Institute were examined. Results The school teacher’s expectation was the only perspective that significantly predicted entering competitive employment, with a complementary effect of the expectation of parents and a small additional effect of the expectation of the young adult. Conclusions Expectations of school teachers and parents are valuable in predicting work outcome. Therefore, it is important for professionals working with the young adult in the transition from school to work to incorporate the knowledge of school teachers and parents regarding the abilities of the young adult to enter competitive employment as a valuable source of information.

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