Nota L, Soresi S
Dipartimento di Psicologia dello Sviluppo e della Socializzazione, University of Padova, Italy.
J Intellect Disabil Res. 2009 Jan;53(1):65-77. doi: 10.1111/j.1365-2788.2008.01129.x.
The literature places special focus on the quality of life (QoL) of individuals with disability and on their self-determination and social and work participation. The field of vocational guidance also considers the satisfaction these individuals experience concerning their future crucial to their QoL. At the same time, however, persons with disability are at great risk of not making highly advantageous choices for their future. Hence, teachers and career counsellors can play an important role in vocational guidance for persons with disability.
The present study was aimed at investigating the ideas of a group of teachers asked to describe in writing the future of hypothetical students with disability. Their descriptions were first analysed to verify whether any reference was made to the construct of QoL and whether a significant role was attributed to aspects of work inclusion and work satisfaction. Response category differences were then compared for curricular teachers vs. specialised teachers, elementary school teachers vs. middle school teachers, and low self-efficacy vs. high self-efficacy teachers.
Teachers describing the future of a hypothetical student with Down's syndrome mentioned some aspects of QoL and emphasised certain features over others. Several category type differences teachers emerged, although not always in line with expectations.
Teachers' ideas on the future of individuals with intellectual disability are characterised by a certain bias towards the restrictions that impairment can imply. In consideration of our findings, the need for training actions is highlighted.
