Compulsory School Is Over and Now? Vocational Experiences of Women with Intellectual Disability
Author(s)
Helga Fasching*
ABSTRACT
This contribution explores the question of the vocational experiences which women with intellectual disabilities have after leaving school. The main part of the contribution contains an analysis of three interviews with women with intellectual disabilities about their post-school vocational orientation. The research method applied for the analysis was grounded theory. The results show that the three women changed from school directly to a sheltered workshop/occupational therapy or to external vocational preparation measures. They were only able to gain work experience on the regular labour market in the framework of work placement, which led them to express their wish to find employment on the regular labour market. They were successful in their pursuit of vocational participation on the regular labour market. However, they perceive the transition from school to the regular labour market as a cumbersome vocational orientation process.
This contribution explores the question of the vocational experiences which women with intellectual disabilities have after leaving school. The main part of the contribution contains an analysis of three interviews with women with intellectual disabilities about their post-school vocational orientation. The research method applied for the analysis was grounded theory. The results show that the three women changed from school directly to a sheltered workshop/occupational therapy or to external vocational preparation measures. They were only able to gain work experience on the regular labour market in the framework of work placement, which led them to express their wish to find employment on the regular labour market. They were successful in their pursuit of vocational participation on the regular labour market. However, they perceive the transition from school to the regular labour market as a cumbersome vocational orientation process.
KEYWORDS
Intellectual Disability, Women, Vocational Orientation/Experience, Work Placement, Vocational Participation
Intellectual Disability, Women, Vocational Orientation/Experience, Work Placement, Vocational Participation
Cite this paper
Fasching, H. (2014) Compulsory School Is Over and Now? Vocational Experiences of Women with Intellectual Disability. Creative Education, 5, 743-751. doi: 10.4236/ce.2014.510087.
Fasching, H. (2014) Compulsory School Is Over and Now? Vocational Experiences of Women with Intellectual Disability. Creative Education, 5, 743-751. doi: 10.4236/ce.2014.510087.
References
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[11] Fasching, H., & Koenig, O. (2010). Arbeitsmarktpolitische Unterstützungsma?nahmen in ?sterreich. Dokumentation der bundesweiten Tr?gerbefragung arbeitsmarktpolitischer Unterstützungsma?nahmen. Datenband II der dreib?ndigen Reihe “Die übergangs-, Unterstützungsund Besch?ftigungssituation von Menschen mit einer intellektuellen Beeintr?chtigung in ?sterreich”. University of Vienna. http://vocationalparticipation.univie.ac.at/de/publikationen/ [12] Fasching, H., & Mursec, D. (2010). Schulische Ausgangssituation und übergang in Ausbildung und Beruf in ?sterreich. Dokumentation der bundesweiten Befragung der Bezirksschulinspektor/innen und Eltern. Datenband I der der dreib?ndigen Reihe “Die übergangs-, Unterstützungsund Besch?ftigungssituation von Menschen mit einer intellektuellen Beeintr?chtigung in ?sterreich”. [Educational Baseline and the Transition to Vocational Training and Employment in Austria. 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Reflexion über die Bedeutung der Rolle als ForscherIn/ ExpertIn mit Fachwissen im Rahmen der Arbeit in einer Referenzgruppe. Diploma Thesis, Vienna: University of Vienna. [17] Lindstrom, L., & Benz, M. (2002). Phases of Career Development: Case Studies of Young Women with Learning Disabilities. Exceptional Children, 69, 67-83. [18] Lindstrom, L., Benz, M., & Doren, B. (2004). Expanding Career Options for Young Women with Learning Disabilities. Career Development for Exceptional Individuals, 27, 43-63. http://dx.doi.org/10.1177/088572880402700104 [19] Linhart, J. (2012). Der Einfluss schulischer Berufsorientierung auf den übergang von der Schule in Ausbildung und Beruf bei jungen Frauen mit intellektueller Beeintr?chtigung. Diploma Thesis, Vienna: University of Vienna. [20] Lusk, S. L., & Cook, D. (2009). Enhancing Career Exploration, Decision Making and Problem Solving of Adolescent Girls with Disabilities. Journal of Vocational Rehabilitation, 31, 145-153. [21] Powers, K., Hogansen, J., Geenen, S., Powers, L. E., & Gil-Kashiwabara, F. (2008). Gender Matters in Transition to Adulthood: A Survey Study of Adolescents with Disabilities and Their Families. Psychology in the Schools, 45, 349-364. http://dx.doi.org/10.1002/pits.20297 [22] R?misch, K. (2011). Entwicklung weiblicher Lebensentwürfe unter Bedingungen geistiger Behinderung. Bad Heilbrunn: Klinkhardt. [23] Schildmann, U. (2010). Behinderung: Frauenforschung in der Behindertenp?dagogik. In R. Becker, & B. Kortendiek, (Eds.), Handbuch Frauenund Geschlechterforschung. Theorie, Methoden, Empirie (pp. 654-658). Wiesbaden: Verlag für Sozialwissenschaften. [24] Schildmann, U. (2011). Verh?ltnisse zwischen Geschlecht, Behinderung und Alter/Lebensabschnitten als intersektionelle Forschungsperspektive. Journal Netzwerk Frauenund Geschlechterforschung NRW, 29, 13-15. [25] Stalker, K. (1998). Some Ethical and Methodological Issues in Research with People with Learning Difficulties. 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[1] Baer, R. A., Daviso, R., Flexer, R., Mc Mahan Queen, & Meindl, R. (2011). Students with Intellectual Disabilities: Predictors of Transition Outcomes. Career Development for Exceptional Individuals, 34, 132-141. [2] Beart, S., Hardy, G., & Buchan, L. (2004). Changing Selves: A Grounded Theory Account of Belonging to a Self-advocacy Group for People with Intellectual Disabilities. Journal of Applied Research in Intellectual Disabilities, 17, 91-100. http://dx.doi.org/10.1111/j.1360-2322.2004.00186.x [3] Biewer, G., Fasching, H., & Koenig, O. (2009). Teilhabe von Menschen mit einer intellektuellen Beeintr?chtigung an Bildung, Arbeit und Forschung. SWS-Rundschau, 49, 391-403. http://www.sws-rundschau.at/archiv/SWS_2009_3_Biewer_Fasching_Koenig.pdf [4] Bryant, A., & Charmaz, K. (2007). The SAGE Handbook of Grounded Theory. Los Angeles: Sage. [5] Charmaz, K. (2006). Constructing Grounded Theory. A Practical Guide through Qualitative Analysis. London: Sage. [6] Charmaz, K. (2008). Constructionism and the Grounded Theory Method. In J.-A. Holstein, & J.-F. Gubrium (Eds.), Hand- book of Constructionist Research (pp. 397-412). New York: Guilford. [7] Fasching, H. (2012a). Career Counseling at School for Placement in Sheltered Workshops? British Journal of Learning Disabilities, 42, 52-59. [8] Fasching, H. (2012b). Partizipation von Frauen und M?nnern mit intellektueller Beeintr?chtigung an arbeitsmarktpolitischen Ma?nahmen. Heilp?dagogische Forschung, 2, 79-88. [9] Fasching, H. (2013a). Interaktion von Behinderung und Geschlecht im übergang von der Schule in Ausbildung und Besch?ftigung. Erweiterte Analysen aus einem aktuellen Forschungsprojekt. VHN, 82, 46-59. http://dx.doi.org/10.2378/vhn2014.art04d [10] Fasching, H. (2013b). The Educational Situation and Transition Process to Work of School Leavers with an Intellectual Disability in Austria. In J. Seifried, & E. Wuttke (Eds.), Transitions in Vocational Educational Training (pp. 105-122). Opladen: Budrich. [11] Fasching, H., & Koenig, O. (2010). Arbeitsmarktpolitische Unterstützungsma?nahmen in ?sterreich. Dokumentation der bundesweiten Tr?gerbefragung arbeitsmarktpolitischer Unterstützungsma?nahmen. Datenband II der dreib?ndigen Reihe “Die übergangs-, Unterstützungsund Besch?ftigungssituation von Menschen mit einer intellektuellen Beeintr?chtigung in ?sterreich”. University of Vienna. http://vocationalparticipation.univie.ac.at/de/publikationen/ [12] Fasching, H., & Mursec, D. (2010). Schulische Ausgangssituation und übergang in Ausbildung und Beruf in ?sterreich. Dokumentation der bundesweiten Befragung der Bezirksschulinspektor/innen und Eltern. Datenband I der der dreib?ndigen Reihe “Die übergangs-, Unterstützungsund Besch?ftigungssituation von Menschen mit einer intellektuellen Beeintr?chtigung in ?sterreich”. [Educational Baseline and the Transition to Vocational Training and Employment in Austria. Documentation of the Nationwide Survey of the District Inspector of Schools and Parents. Data Volume I of the Three-Volume Series “The Transition, Support and Employment of People with Intellectual Disabilities in Austria”]. University of Vienna. http://vocational-participation.univie.ac.at/de/publikationen/ [13] Goeke, St. (2010). Frauen st?rken sich―Empowermentprozesse von Frauen mit Behinderungserfahrungen. Marburg: Lebenshilfe-Verlag. [14] ILO, S., & Gaik, F. (1999). Integrating Women and Girls with Disabilities into Mainstream Vocational Training. A Practical Guide. http://digitalcommons.ilr.cornell.edu/cgi/viewcontent.cgi?article=1169&context=gladnetcollect [15] Koenig, O. (2012). Any Added Value? Co-Constructing Life Stories of and with People with Intellectual Disabilities. British Journal of Learning Disabilities, 40, 213-221. http://dx.doi.org/10.1111/j.1468-3156.2011.00695.x [16] Konzett, M. (2011). Menschen mit Lernschwierigkeiten im Forschungssetting Referenzgruppe. Reflexion über die Bedeutung der Rolle als ForscherIn/ ExpertIn mit Fachwissen im Rahmen der Arbeit in einer Referenzgruppe. Diploma Thesis, Vienna: University of Vienna. [17] Lindstrom, L., & Benz, M. (2002). Phases of Career Development: Case Studies of Young Women with Learning Disabilities. Exceptional Children, 69, 67-83. [18] Lindstrom, L., Benz, M., & Doren, B. (2004). Expanding Career Options for Young Women with Learning Disabilities. Career Development for Exceptional Individuals, 27, 43-63. http://dx.doi.org/10.1177/088572880402700104 [19] Linhart, J. (2012). Der Einfluss schulischer Berufsorientierung auf den übergang von der Schule in Ausbildung und Beruf bei jungen Frauen mit intellektueller Beeintr?chtigung. Diploma Thesis, Vienna: University of Vienna. [20] Lusk, S. L., & Cook, D. (2009). Enhancing Career Exploration, Decision Making and Problem Solving of Adolescent Girls with Disabilities. Journal of Vocational Rehabilitation, 31, 145-153. [21] Powers, K., Hogansen, J., Geenen, S., Powers, L. E., & Gil-Kashiwabara, F. (2008). Gender Matters in Transition to Adulthood: A Survey Study of Adolescents with Disabilities and Their Families. Psychology in the Schools, 45, 349-364. http://dx.doi.org/10.1002/pits.20297 [22] R?misch, K. (2011). Entwicklung weiblicher Lebensentwürfe unter Bedingungen geistiger Behinderung. Bad Heilbrunn: Klinkhardt. [23] Schildmann, U. (2010). Behinderung: Frauenforschung in der Behindertenp?dagogik. In R. Becker, & B. Kortendiek, (Eds.), Handbuch Frauenund Geschlechterforschung. Theorie, Methoden, Empirie (pp. 654-658). Wiesbaden: Verlag für Sozialwissenschaften. [24] Schildmann, U. (2011). Verh?ltnisse zwischen Geschlecht, Behinderung und Alter/Lebensabschnitten als intersektionelle Forschungsperspektive. Journal Netzwerk Frauenund Geschlechterforschung NRW, 29, 13-15. [25] Stalker, K. (1998). Some Ethical and Methodological Issues in Research with People with Learning Difficulties. Disability & Society, 13, 5-19. http://dx.doi.org/10.1080/09687599826885 [26] Umb-Carlsson, O., & Sonnander, K. (2006). Living Conditions of Adults with Intellectual Disabilities from a Gender Perspective. Journal of Intellectual Disability Research, 50, 326-334. http://dx.doi.org/10.1111/j.1365-2788.2005.00779.x [27] Winker, G., & Degele, N. (2009). Intersektionalit?t: Zur Analyse sozialer Ungleichheiten. Bielefeld: Transcript. [28] Winn, St., & Hay, I. (2009). Transition from School for Youths with a Disability: Issues and Challenges. Disability & Society, 24, 103-115. http://dx.doi.org/10.1080/09687590802535725 [29] UN Convention (2006). Convention on the Rights of Persons with Disabilities. New York: UN Convention. http://www.un.org/disabilities/default.asp?id=259