Holwerda Anja, Brouwer Sandra, de Boer Michiel R, Groothoff Johan W, van der Klink Jac J L
University Medical Center Groningen, University of Groningen, Groningen, The Netherlands,
J Occup Rehabil. 2015 Mar;25(1):96-104. doi: 10.1007/s10926-014-9528-3.
Expectations strongly influence future employment outcomes and social networks seem to mediate employment success of young adults with intellectual and developmental disabilities. The aim of this study is to examine the expectations of young adults with intellectual and developmental disabilities from special needs education, their parents and their school teachers regarding future work and the extent to which these expectations predict work outcome.
Data on 341 young adults with intellectual or developmental disabilities, coming from special needs education, aged 17-20 years, and with an ability to work according to the Social Security Institute were examined.
The school teacher's expectation was the only perspective that significantly predicted entering competitive employment, with a complementary effect of the expectation of parents and a small additional effect of the expectation of the young adult.
Expectations of school teachers and parents are valuable in predicting work outcome. Therefore, it is important for professionals working with the young adult in the transition from school to work to incorporate the knowledge of school teachers and parents regarding the abilities of the young adult to enter competitive employment as a valuable source of information.
期望对未来就业结果有强烈影响，社会网络似乎在有智力和发育障碍的年轻人的就业成功中起中介作用。本研究的目的是调查有智力和发育障碍的年轻人、他们的父母以及他们的学校教师对特殊需求教育中未来工作的期望，以及这些期望在多大程度上能够预测工作成果。
研究调查了341名来自特殊需求教育、年龄在17至20岁之间、根据社会保障机构的标准具备工作能力的有智力或发育障碍的年轻人的数据。
学校教师的期望是唯一能显著预测进入竞争性就业的因素，父母的期望有互补作用，年轻人自身的期望有较小的额外作用。
学校教师和父母的期望在预测工作成果方面很有价值。因此，对于在年轻人从学校过渡到工作阶段与其合作的专业人员来说，将学校教师和父母关于年轻人进入竞争性就业能力的知识作为有价值的信息来源纳入其中非常重要。
