More Job Services—Better Employment Outcomes: Increasing Job Attainment for People With IDD

2016 ◽  
Vol 54 (6) ◽  
pp. 402-411 ◽  
Author(s):  
Derek Nord ◽  
Renee Hepperlen

Abstract Job search, job placement, and on-the-job supports are valuable services provided to many people with intellectual and developmental disabilities (IDD) to obtain work in the community. Investigating those who were unemployed at the time of service entry, this study seeks to extend understanding about the effect of services. Using extant data, a sample of 39,277 people with IDD using Vocational Rehabilitation services were studied to understand the potential cumulative effects of these job-related services and individual characteristics on job attainment. Findings showed people with IDD of different demographic groups had different outcomes. Also, those receiving three job-related services were 16 times more likely to obtain employment than the reference group. This study has wide implications for research, policy, and practice.

Inclusion ◽  
2013 ◽  
Vol 1 (1) ◽  
pp. 64-75 ◽  
Author(s):  
Erik W. Carter

Abstract An important aspect of supporting many people with intellectual and developmental disabilities to flourish involves providing meaningful opportunities to participate in the spiritual and religious life of their community. Yet, a review of prevailing practices suggests the spirituality and faith community connections of individuals with intellectual disability, autism, and other developmental disabilities may be inconsistently supported or entirely overlooked. This article suggests an initial framework for research, policy, and practice aimed at fostering inclusion at the intersection of disability, religion, and spirituality. Recommendations are offered for designing services and supports that ensure that (a) people with disabilities can participate fully in inclusive spiritual and religious activities, (b) congregations develop the commitment and capacity to welcome people with disabilities and their families, (c) families receive support in ways that honor their faith commitments and connections, and (d) service systems support people with disabilities and their families in comprehensive and culturally competent ways.


2015 ◽  
Vol 53 (6) ◽  
pp. 409-413
Author(s):  
Sue Swenson

Abstract This speech was presented at a conference, the National Goals in Research, Policy, and Practice, held in Washington, DC, on August 6-7, 2015. The conference was a working meeting to summarize the current state of knowledge and identify a platform of national goals in research, practice, and policy in intellectual and developmental disabilities. The meeting was jointly organized by the Research and Training Center on Community Living, Institute on Community Integration, University of Minnesota; Rehabilitation Research and Training Center on Developmental Disabilities and Health, Institute on Disability and Human Development, University of Illinois Chicago; Rehabilitation Research and Training Center on Advancing Employment for Individuals with Intellectual and Developmental Disabilities, Institute for Community Inclusion, University of Massachusetts Boston; The Arc of the United States; Association of University Centers on Disabilities (AUCD); and American Association on Intellectual and Developmental Disabilities (AAIDD), with the support of National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR).


2018 ◽  
Vol 9 (4) ◽  
pp. 1-11
Author(s):  
Roy I. Brown ◽  
Alice Schippers

This article introduces the concepts of quality of life and family quality of life and shows how they have developed in the field of intellectual and developmental disabilities in terms of concepts and principles. The article underscores the relevance of many of the principles and practices to a wide range of disabilities and challenges in the broad field of human development. Finally, the article provides an introduction to the other articles in this special issue, and considers their relationship to the broader areas of research, practice, and policy.


2017 ◽  
Vol 55 (6) ◽  
pp. 432-439 ◽  
Author(s):  
Karrie A. Shogren ◽  
Michael L. Wehmeyer ◽  
Hatice Uyanik ◽  
Megan Heidrich

Abstract Supported decision making has received increased attention as an alternative to guardianship and a means to enable people with intellectual and developmental disabilities to exercise their right to legal capacity. Assessments are needed that can used by people with disabilities and their systems of supports to identify and plan for needed supports to enable decision making. This article describes the steps taken to develop such an assessment tool, the Supported Decision Making Inventory System (SDMIS), and initial feedback received from self-advocates with intellectual disability. The three sections of the SDMIS (Supported Decision Making Personal Factors Inventory, Supported Decision Making Environmental Demands Inventory, and Decision Making Autonomy Inventory) are described and implications for future research, policy, and practice are discussed.


Inclusion ◽  
2018 ◽  
Vol 6 (4) ◽  
pp. 258-273
Author(s):  
Martin Agran ◽  
Fred Spooner ◽  
Colleen Robertson

Abstract The American Association on Intellectual and Developmental Disabilities (AAIDD) hosted the National Goals in Research, Policy, and Practice working meeting in August, 2015, to identify key national policies, priorities, and practices to serve and support students with intellectual and developmental disabilities (IDD) at the secondary level. The purpose of this article is to extend the discussion of several topics discussed at the meeting and suggest future research areas in the areas of: academic instruction; social skills training; balancing/aligning academic, functional, and transition education skills; importance of health and safety skills; extending common core standards to include functional and transition skills; teaching and realizing self-determination skills; preparing students with IDD for postsecondary educational opportunities; weighing the respective benefits of inclusive and community-based instructional activities; and promoting citizenship (teaching voting skills). To ensure quality secondary-level programs for students with IDD, the authors recommend that the above content areas be considered.


Inclusion ◽  
2015 ◽  
Vol 3 (4) ◽  
pp. 211-218 ◽  
Author(s):  
Matthew Bogenschutz ◽  
Angela Amado ◽  
Cindy Smith ◽  
Erik Carter ◽  
Mauretta Copeland ◽  
...  

Abstract Social inclusion for people with intellectual and developmental disabilities (IDD) is an issue of emerging importance in research, policy, and practice. Though strides have been made to improve community living, inclusive education, and improved employment opportunities for many individuals with IDD, social inclusion has been slower to evolve. A diverse group of stakeholders met at the National Goals 2015 Conference to develop the following set of goals designed to promote better social inclusion in the next 10 years: (a) develop measures for social inclusion, (b) examine how personal and community contexts shape inclusion, (c) embed measures of inclusion in research about other life domains, (d) build capacity for social inclusion, (e) identify best practices for promoting inclusion from the community perspective, and (f) understand life course trajectories that impact inclusion. The goals are discussed in more detail in this article.


2020 ◽  
pp. 172-194
Author(s):  
Thomas P. LeBel ◽  
Matt Richie

Research findings indicate that persisters and desisters from crime differ in how they view themselves (i.e., social identity) and in their optimism in the ability to “go straight.” This chapter examines formerly incarcerated persons’ level of agreement with the statement “I am a typical former prisoner.” The sample consists of 228 formerly incarcerated persons involved as clients at agencies providing reintegration-related services. The relationship between thinking of oneself as a typical former prisoner and a variety of variables previously found to be related to desistance from crime and/or successful reintegration (e.g., age, sex, criminal history, criminal attitude, social bonds, perceptions of stigma, psychological well-being, and forecasts of re-arrest) are examined using correlation analysis and regression analysis. Implications of the findings for desistance from crime and prisoner reentry research, policy, and practice are discussed.


Inclusion ◽  
2015 ◽  
Vol 3 (4) ◽  
pp. 227-232 ◽  
Author(s):  
Derek Nord ◽  
Allison Barkoff ◽  
John Butterworth ◽  
Dawn Carlson ◽  
Robert Cimera ◽  
...  

Abstract Employment in general workforce and economic self-sufficiency continue to be the exceptions for people with intellectual and developmental disabilities (IDD), rather than the norm. Research, policy, and practice can and should play a coordinated role in solving this problem. This article summarizes the methods used and the consensus-based national goals identified to guide the direction of the field that were developed by experts in the field. A discussion of the implications of the findings is also provided, including the need for advocacy to advance the goals.


Inclusion ◽  
2015 ◽  
Vol 3 (3) ◽  
pp. 162-175 ◽  
Author(s):  
Meghan M. Burke ◽  
Catherine K. Arnold ◽  
Aleksa L. Owen

Abstract As individuals with intellectual and developmental disabilities (IDD) live longer and begin to outlive their parents, siblings take on greater supportive roles including advocacy. Yet, little is known about the ways in which siblings advocate with and for their brothers and sisters with IDD as well as for broad, systemic changes. In this study, we conducted four focus groups (N = 18) with siblings of individuals with IDD. We found that siblings defined and engaged in case advocacy (i.e., advocacy on behalf of their brothers and sisters with IDD) and cause advocacy (i.e., advocacy for larger systemic changes). Regarding case advocacy, siblings were motivated to advocate to secure appropriate services for their brothers and sisters. For cause advocacy, siblings attempted to create sweeping changes for individuals with IDD by educating others and participating in collective advocacy methods. Regardless of the type of advocacy, all siblings felt they needed more information and peer support to effectively advocate. Implications for research, policy, and practice are discussed.


Sign in / Sign up

Export Citation Format

Share Document