"Just Having a Job": Career Advancement for Low-Wage Workers with Intellectual and Developmental Disabilities

Autor/inn/en	Lindstrom, Lauren; Hirano, Kara A.; McCarthy, Colleen; Alverson, Charlotte Y.
Titel	"Just Having a Job": Career Advancement for Low-Wage Workers with Intellectual and Developmental Disabilities
Quelle	In: Career Development and Transition for Exceptional Individuals, 37 (2014) 1, S.40-49 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-1434
DOI	10.1177/2165143414522092
Schlagwörter	Mental Retardation; Developmental Disabilities; Career Development; Employment Experience; Young Adults; Poverty; Wages; Barriers; Qualitative Research; Case Studies; Longitudinal Studies; Interviews; Family Environment; Advocacy; Transitional Programs + Suchen Sie Ihr Suchwort? Geistige Behinderung; Entwicklungsstörung; Berufsentwicklung; Occupational experience; Job experience; Work experience; Berufserfahrung; Young adult; Junger Erwachsener; Armut; Wage; Löhne; Qualitative Forschung; Case study; Fallstudie; Case Study; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Interviewing; Interviewtechnik; Familienmilieu; Sozialanwaltschaft
Abstract	This study examined career development and early employment experiences for four young adults with intellectual and developmental disabilities. Researchers used a multiple-method, multiple case-study longitudinal design to explore career development within the context of family systems, high school and transition programs, adult services, and early and continued experiences in the labor market. Data sources included school and rehabilitation records, job observations, and interviews with young adults, family members, high school special education personnel, employers, and adult agency staff (N = 39). During the early career years, participants maintained stable employment, but earned annual wages well under the federal poverty line. Employment opportunities seemed to be influenced by family advocacy and expectations, school-based work experiences, job development services, and work environments. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10