People with Intellectual Disability and Employment Sustainability: A Qualitative Interview Study

Autor/inn/en	Helena, Taubner; Magnus, Tideman; Carin, Staland-Nyman
Titel	People with Intellectual Disability and Employment Sustainability: A Qualitative Interview Study
Quelle	In: Journal of Applied Research in Intellectual Disabilities, 36 (2023) 1, S.78-86 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Helena, Taubner) ORCID (Magnus, Tideman) ORCID (Carin, Staland-Nyman)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2322
DOI	10.1111/jar.13036
Schlagwörter	Intellectual Disability; Employment; Sustainability; Foreign Countries; Adults; Sweden + Suchen Sie Ihr Suchwort? Intellect; Disability; Disabilities; Verstand; Behinderung; Dienstverhältnis; Nachhaltigkeit; Ausland; Schweden
Abstract	Background: Swedish employment rates are disproportionately low among people with intellectual disability and research on employment sustainability in this group is scarce. This study investigated employment sustainability among people with intellectual disability, with a focus on identifying facilitators. Method: Fifteen persons with intellectual disability who were gainfully employed and had been so for at least 1 year during the last 3 years, and 10 representatives from their employers, were interviewed. Results: Five facilitators were identified: (1) having tried various types of work, (2) liking to be at work, (3) balance concerning expectations and adaptations, (4) mutual engagement and flexibility, and (5) wage subsidies. Conclusion: Employment sustainability needs to be understood at individual as well as environmental and societal levels. In addition, both duration and progress should be considered regarding employment sustainability in this population. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01