Most societies place a high value on work and on all their citizens being gainfully employed, including people with disabilities. This is reflected in international conventions and national laws and policies of those Western countries that promote the employment of people with disabilities and protect them from discrimination. For example, the United Nations Convention on the Rights of People with Disabilities (CRPD) recognises that employment is a fundamental right of citizenship. Article 27 of the CRPD recognises:

the right of persons with disabilities to work on an equal basis with others; this includes the opportunity to gain a living by work freely chosen or accepted in a labour market and work environment that is open, inclusive and accessible to persons with disabilities. (United Nations, 2006)

As a means of enacting this right, the CRPD prohibits all forms of employment discrimination, promotes access to vocational training and employment, and advocates for the use of strategies such as reasonable adjustments in workplaces (United Nations, 2006). Australia has a long history of policy and programmes promoting employment for people with disabilities; these are supported by measures to stop employers from discriminating against people with disabilities. For example, Australia’s disability service system, the National Disability Insurance Scheme (NDIS), identified employment as a key expected outcome for people with disabilities eligible for the scheme (NDIS, 2020). Further, Australia’s National Disability Employment Strategy (2021–2031) sets out a ten-year commitment to supporting jobseekers with disability to gain long-term, meaningful employment and address challenges that limit careers and access to employment.

Societal Benefits to Employing People with Disabilities

Greater workforce participation is viewed by governments as a key driving factor for economic growth, and competitive community-based employment of people with intellectual disabilities has proven to be a cost-effective option for government and society. Providing people with significant intellectual disabilities with the right support to work appears to be a significantly less costly alternative than day activity programmes that cater for a similar population; additional benefits include a reduction in disability pension costs, with support costs stabilising over time (Callahan et al., 2011). There is also strong evidence that workers with disabilities make good, dependable employees, who are highly motivated and can perform as well or better than their non-disabled peers on measures such as productivity, safety, and attendance (Lindsay et al., 2018). Their presence has often positively impacted a company’s profitability and enhanced workforce morale. Furthermore, people with disabilities are more likely to stay in a job, which is important to employers who well know the costs of turnover, such as lost productivity, and the expenses related to recruitment and training. Companies also benefit by developing inclusive work cultures and improving disability awareness (ACCI, 2014).

Individual Benefits for People with Disabilities

Paid work is important for a person’s economic security—which means not only escaping poverty (Nye-Lengerman & Nord, 2016) but covering essential needs sustainably and with dignity. Consequently, people with disabilities value earning an income and the financial independence it brings (Nord et al., 2013). Employment also contributes to many non-economic benefits that affect quality of life. Work is associated with better physical and mental health and well-being; greater autonomy, and choice and control; increased social status and social inclusion with opportunities to socialise and make friends; and an increased sense of belonging (Lindsay et al., 2018). Many people with intellectual disabilities have also reported they value work because it contributes positively to their sense of identity and self-worth, satisfaction, and self-confidence allowing them to contribute their gifts and talents in meaningful ways. Others appreciate the fact that work provides a structure and regular routine for everyday life that distinguishes work time from non-work time. Family quality of life can also be positively affected (Foley et al., 2013).

Employment Disadvantage

Unemployment is associated with many negative effects including poverty, social exclusion, poorer quality of life, and health and social inequalities (Nye-Lengerman & Nord, 2016). People with disabilities have much lower rates of participation in the workforce than the general population. In 2022, 53.4 per cent of Australians with disabilities were in the labour force compared to 84.1 per cent of people without disabilities. Their unemployment rate was 10.3 per cent, more than double that of people without disabilities (4.6 per cent) (AIHW, 2022). The situation is even worse for those with intellectual disabilities. According to Australian NDIS employment outcomes data, only 29 per cent of people with intellectual disabilities over 25 years and under 65 years were in paid employment when they entered the NDIS (Wilson & Campain, 2020). These rates are well below those of other countries and have not improved significantly since 2010. Australia ranks 19th among the 32 countries in the Organisation for Economic Cooperation and Development (OECD) for employment rates for people with disabilities. It ranks 22nd on the gap in employment rates between people with and without disabilities and 26th on the unemployment gap between people with and without disabilities (OECD, 2022).

Substantial under-employment also exists with one in ten people with disabilities, and one in six with intellectual disabilities, under-employed (AIHW, 2022). This occurs when jobs are part time or casual and people work fewer hours than they desire, resulting in financial strain. Under-employment also includes job roles and work tasks that require less skill than the employee possesses and when there are poor prospects of promotion. Such jobs are highly vulnerable to job loss during times of economic downturn. Under-employment has a serious negative impact on mental and physical health with high levels of dissatisfaction resulting in “rust out”—a health condition similar to burn out—where the person feels undervalued, under-utilised, and under-challenged (for example Blustein et al., 2013).

Employment Barriers and Opportunities

It is clear that high rates of unemployment and under-employment are not due to the capability or motivation of most people with intellectual disabilities, but to a variety of obstacles and barriers. Negative attitudes towards hiring people with disabilities, discrimination in the workplace, and stereotyping are common barriers that can affect all stages of employment. Negative parental attitudes to inclusive employment due to fears around discrimination, bullying, and safety can result in overprotection and directing school leavers to more segregated employment environments or alternative day programmes. Physical and architectural barriers also exist such as inaccessible workplaces and/or transport. Various technological and communication barriers may remain, despite developments in assistive technology such as prosthetics, text to speech, voice control, screen readers and magnifiers, and braille output devices. Even when technology solutions exist, individuals, their families, and employers may lack knowledge and/or the resources to access these. Policies and practices can also limit opportunities or inadvertently have a negative impact. For example, persons receiving an income-tested disability pension and their families can fear loss of this income support if they gain employment, and especially loss of crucial benefits such as reduced health and transport costs, especially when jobs are low paying and insecure.

Economic structural changes can have a far-reaching impact on employment, especially for vulnerable populations. The decline of jobs in manufacturing and agriculture and the shift to jobs in the services sectors has meant many people with intellectual disabilities have lowly paid and insecure jobs with poor career prospects in the service industries. The global Covid-19 pandemic negatively impacted economic participation for people with intellectual disabilities, especially in these jobs. Technological advances such as increasing use of automation, robotics, technology, and artificial intelligence are further reducing the availability of many jobs previously available to people with disabilities.

Nevertheless, new opportunities that break traditional stereotypes about disability employment are also emerging. For example, the fashion industry is raising awareness of adaptive clothing and promoting representation of people with disabilities in advertising, while increasing numbers of people with disabilities are working in the arts, film, TV, and media, and engaging in boutique businesses. Assistive technology solutions continue to emerge that can assist people in undertaking jobs not previously possible. Furthermore, many workplaces now recognise the value of diversity and inclusion and are developing policies and practices that can change workplace culture and create more diverse, disability-inclusive worksites.

Key Terms and Types of Disability Employment Programmes

Employment Preparation and Training Programmes

A range of work experience, transition from school to work, and vocational education and training (VET) programmes are available that can help prepare people with disabilities to acquire necessary work skills and be “job ready”. These focus on important “soft skills” such as work habits and attitudes, communication, social skills, teamwork, and time management, as well as “hard skills” that are industry-specific job skills including technical, computer, or marketing skills.

Open Employment Programmes

Many countries have a range of government-funded and not-for-profit open employment programmes, also known as Competitive Integrated Employment (CIE). These programmes aim to help people find jobs where they work alongside people without disabilities, are paid the same as other workers, and have the same conditions of employment including benefits and opportunities for career progression.

Programmes can vary widely in type, quality, and outcomes achieved. Programmes support individuals to find and secure a regular job in open employment. Some programmes also provide short-term on-the-job training, especially for people with intellectual disabilities, and several provide ongoing post-placement support. Sometimes customised jobs are created that allow changes to the regular job role, work hours, and/or location to better suit the skills and circumstances of a particular person while still meeting the needs of the employer. Other programmes may use a co-worker model to support a person on the job. Self-employment and micro businesses (employing one to four people) offer greater control and flexibility but may require additional assistance with administration and finances.

Supported Employment Programmes

Supported employment programmes also aim to find people employment but provide long-term help and may pay lower wages. Programmes vary in size and auspice, as well as type of business model. Competitive supported employment programmes may employ individuals in inclusive mainstream labour market jobs; other supported employment programmes involve people working in a group with other people with disabilities such as enclaves, work crews, and social enterprises in more segregated settings. Continuous or intermittent on-the-job support and supervision are provided as needed. Participants in these less inclusive supported employment programmes often receive income support, getting a small wage. Jobs often involve packaging, assembly, production, recycling, screen-printing, plant nursery positions, garden maintenance and landscaping, cleaning services, laundry services, and food services. For example, a mobile work crew attached to a day programme allows a small group of workers to find and carry out contract gardening work in the community.

Sheltered Employment

Most countries have closed, or are in the process of closing or transitioning, sheltered workshops to supported employment models, but some large workshops still exist. These provide the most segregated or protected settings and pay the lowest wages. All Australian sheltered workshops have transitioned to become Business Services, also called Australian Disability Enterprises (ADEs).

Quality Practices and Programmes

Quality practices, also called “evidence-based practices” or good practices, inform us about what is effective if the practices are implemented correctly and faithfully over time. Quality practices are judged effective according to the best available evidence from rigorous international and national research studies. Evidence is increasingly available to support practices which align with values that treat people with disabilities (and their families) with respect and dignity, such as inclusive employment practices. There is a growing evidence base about practices that work well and practices that do not work when supporting people with intellectual and other disabilities to prepare for work and/or to find and keep a job of their choice. There are still some practices where there remains insufficient evidence to support widespread implementation.

Place-Then-Train Model

An important finding that affects all programmes involved in preparing and training people with intellectual disabilities for open and supported employment is the use of a place-then-train model. Contrary to the typical train-then-place model, where vocational training occurs before a person seeks and secures a job, the place-then-train employment model emphasises learning on-the-job and on-the-job support. This model has proven more effective and delivers better job placement and retention outcomes for people with intellectual disabilities—who may learn better through practical, hands-on experience—than train-then-place systems. Importantly, there is an abundance of evidence that previous extensive job readiness pre-vocational and vocational training curricula, which required people with intellectual disabilities to master a range of skills before they could progress or graduate to employment, were ineffective and locked people out of employment because they were never considered “ready” (Lewis et al., 2011). Even when skills were learnt in one environment, typically a classroom, difficulty generalising or transferring those skills from the classroom to the workplace meant that teaching and learning had to be repeated in the workplace. The readiness concept therefore proved to be a “readiness trap” that failed to produce employment outcomes.

Quality Support Personnel and Technical Assistance

Different terms are used for staff who work with disability employment programmes, including disability employment specialists, consultants, job coaches, and training officers. There is evidence that employment specialists, regardless of the programme type, job title, and specific role performed, are critical to programme success and good outcomes for workers with disabilities (Kregel et al., 2020; Laragy et al., 2013). Quality staff are person centred and believe in the capability of the people they support and their potential to be successfully employed. Disability employment specialists understand participants’ needs and goals and use strength-based approaches that recognise that each person has their own unique abilities, gifts, and competencies. They are competent in the overall process of working with both the jobseeker and the employer, possessing the knowledge and skills necessary for their roles. A positive, can-do attitude to problems when they arise is also important, especially as personal obstacles and employment barriers can present challenges from time to time. Problem solving is recognised as an essential ingredient of the job, and not a nuisance that is interfering with the job, since people who view problems as an intrusion often respond in unproductive ways. Effective support personnel don’t invite problems, but they do view them realistically and seek positive and creative ways to obtain successful outcomes.

Consequently, support staff training, professional development, and technical assistance are critical. Various online courses can provide knowledge, skills training, resources, and credentialling in areas such as instructional technology and applied behaviour analysis. In-house tailored staff training, networking, conference opportunities, and consultancies are other options for support staff to further their expertise.

Disability employment providers can also play a role in countering common myths and misconceptions and challenge negative attitudes that are a barrier to employment for people with disabilities. They can share resources such as fact sheets and promote disability employment as they work with employers and the public. Examples include disability awareness training programmes for employers and co-workers to improve their confidence in employing and working with a person with disability and developing disability-inclusive workplaces. They can provide assistance to employers to think creatively about ways jobs are structured and advise on and facilitate workplace modifications in the event these are needed (ACCI, 2014).

Quality Practices in Employment Preparation and Training Programmes

Transition Programmes

Transition programmes provide transition planning and vocational preparation for students in their final years of school and up to two years post-school to help students with disabilities refine their vocational interests and goals. These programmes assist students to develop realistic employment pathways and career goals and further develop their vocational skills. Transition from school to work programmes are often run in specialist schools for students with intellectual disabilities and in some mainstream education settings. Some post-school transition programmes are also available, such as Project Search, which is available in a number of countries, and the Australian School Leaver Employment Supports (SLES) programme, funded by the NDIS.

Quality transition-to-work programmes assist students and families to participate meaningfully in the transition planning process and support students to develop their own vocational goals and portfolios important for job applications. They will also teach relevant work habits and model attitudes to support successful employment, as well as support self-determination and assist with important functional life skills such as travel and money skills. There is some empirical evidence that school-based transition practices effectively raise expectations about succeeding in open employment and contribute to successful employment outcomes, especially for students with intellectual disabilities (Kregel et al., 2020).

Specific transition-to-employment practices associated with good outcomes for both school-based and post-school transition programmes are systematic and structured. They have the following characteristics:

  • individualised, student-centred transition planning, where students choose their work and life goals;

  • students’ goals are used to guide the study programme in academic and hard and soft job skills, including, for example, improving social and communication skills, money handling, time management, and travel skills;

  • there is family involvement in transition planning;

  • substantial amounts of vocational training and work experience are delivered in real community worksites that match individual vocational strengths, preferences, interests and needs;

  • job coaching or training in job tasks and soft skills such as social interaction with supervisors and co-workers is provided; and

  • staff competencies support both the student and the employer.

There is no evidence that starting transition planning younger than 14 years of age improves employment outcomes (Kregel et al., 2020).

Vocational Education and Training

Vocational education and training (VET) courses offered by public and private providers of technical and further education can be suitable for some people with disabilities. VET courses provide the necessary certification and qualifications that are important for a job-focused pathway to a career and later career progression. Most courses are classroom based but can also provide first-hand experience in the workplace through an apprenticeship or traineeship. Disability consultants are sometimes available to support students with intellectual disabilities to undertake mainstream or special courses, and some disability employment providers can support individuals to obtain and complete apprenticeships or traineeships.

Outcome data about Australia’s Nationally Accredited VET courses from Certificate Level 1 through to University Diploma level reveal that people with intellectual disabilities have very poor entry rates, course completion rates, and subsequent employment outcomes (NCVER, 2018). Nevertheless, there is evidence that completing a VET qualification increases the chances of employment and improves the chances of continuous job tenure two to three years after completion (Cavanagh et al., 2019).

Some people with intellectual disabilities can undertake mainstream courses successfully, while special courses for people with disabilities are sometimes available. Formal and informal supports are the most important factors facilitating course completion, and some programmes have consultants who can deliver disability-specific support to students. Learners with intellectual disability may struggle with classroom learning, and teachers require the knowledge and skills to recognise and respect differences in student needs and to adapt tasks and environments to support individual students. Inclusive curriculum design and practices are also required (Fossey et al., 2015).

University Options for People with Disabilities

Academically eligible students with disabilities can enrol in regular university courses. Many universities now have a disability inclusion action plan and disability consultants to assist with student learning, fair assessments, and reasonable adjustments. Students must disclose they have a disability to access supports.

Some countries offer specialised programmes of study for students with intellectual disabilities in segregated programmes on college campuses. An increasingly common type of programme in parts of Australia, Canada, some countries in Europe, and the USA supports students with intellectual disabilities to access an integrated tertiary education through colleges and universities. Although they may be academically ineligible to enrol in most regular programmes of study, students are admitted to tertiary institutions and given formal auditing status. This means they can audit units of study of their choice; participate as members of the class; and engage in the social, cultural, and sporting life of the college or university (O’Brien et al., 2019). Students are supported by a non-disabled peer, and a support facilitator navigates and buoys inclusion and assists academic staff in various ways. Some programmes provide specialised credentials, usually at the certificate level, that are not university accredited. Others conduct presentation events and award certificates of attendance or completion. Participants in these programmes may more confidently access regular pathways available for gaining a job following further education, including family and friend networks, recruitment agencies, work experience and mentorship programmes, or support from disability employment service providers.

Some programmes may also offer transition from university to employment and career support. One example is a “uni2beyond” initiative that partners with businesses and uses internship placements that enable interns to further explore career interests and advance their work-related skills and productivity. Person-centred career planning and on-the-job support are provided to the intern, while the host employer provides mentorship. Partner organisations also build their capacity through staff disability awareness training and the experience of participating in the programme (Riches et al., 2019).

Although general employment outcomes for tertiary students with disabilities fall well short of those achieved by graduates without disabilities, there is increasing evidence that individuals with and without disabilities who participate in university and college courses—even without obtaining a qualification—have superior employment outcomes, including a greater likelihood to gain employment and, additionally, earn a higher income compared to peers without tertiary education or experience (Marcotte et al., 2005). This includes students with intellectual disability and is especially the case when tertiary study was associated with collaborative support arrangements and programmes to transition from college or university to employment and a career.

Quality Practices for Open Employment

There is good evidence that open employment programmes that use the place-then-train model and a combination of four key practices achieve noticeably better outcomes when compared with alternative traditional job placement programmes and supported employment service types for people with intellectual disabilities (Kregel et al., 2020). Those outcomes include significantly higher employment rates, greater hourly earnings at or above minimum wage, and greater job retention over time. The four key practices required for successful job placement and retention are:

  • personalised client assessment;

  • individualised job development and placement;

  • intensive training and support at the job site; and

  • ongoing support throughout the course of the individual’s employment.

Not one of these practices alone appears sufficient although it is possible that the prominence or weight of each of the four practices may vary between individuals. This is illustrated in the following discussion of the four practices and examples of their implementation.

Personalised Client Assessment

An effective assessment process provides the basis for an employment professional to help individuals become confident in their ability to succeed in employment, to refine their employment preferences, and to identify with the employment specialist the training and support necessary for success. A good assessment is both individualised and person centred and addresses specific job skills, work habits and attitudes, self-determination skills, and social and interpersonal relationships. The discovery model is one method designed to link the person’s journey of discovery of their own interests, ambition, and potential, to the processes of job creation and ongoing supports. Assessment activities best occur in local job sites and other community settings based on the individual’s employment goals, skills, strengths, and support needs.

The following case examples use pseudonyms and are based on research findings involving participants who were interviewed and observed on site.

Case Example

Richard’s school referred him to a disability employment provider as he was keen to get a job and earn money. Together with his consultant, Gary, he explored his job interests, goals, and abilities. They identified interests in watching DVDs, going to the movies, and greeting and interacting with people. Richard’s first goal was to work in a cinema, because he could meet people, watch lots of movies and earn money. However, when Gary helped him understand the conditions involved working nights and weekend shifts on a regular basis, he changed his mind as he preferred a day job and did not want to give up playing bowls on Saturdays with friends.

Richard and Gary then considered other interests and abilities with cooking and cleaning and a work experience food prep team member position was found at a local McDonalds. Richard learnt the job tasks and how to travel there on public transport. However he didn’t like the job as he had to work long hours standing in the kitchen, and he became angry when everyone was bossing him around, “telling him what to do”. These experiences were treated as learning and discovery opportunities, that helped Richard refine his work goals.

Individualised Job Development and Placement

This component involves strategies for developing and implementing an individualised job search plan based on the participant’s assessment results, as well as job matching followed by job placement. Job matching involves evaluating job vacancies to check that the job duties, conditions, and production demands suit the individual or analysing jobs to determine their relevance to the strengths, interests, preferences, and needs of the individual.

Job analysis is a detailed and systematic process of breaking down work performed in an individual job into several separate tasks and duties. A good job analysis can identify opportunities for customising a position using strategies such as job creation, job carving (analysing tasks in a job role and swapping an element of the job duties to make the most of the person’s skills), or job restructuring to suit the employer’s needs as well as the skills and needs of the jobseeker. Information for the job analysis can be obtained by direct observation, working in the position to gain first-hand experience, and interviewing supervisors and co-workers and/or people who have done the job.

Effective job placements use information gained from both the job search and job matching strategies to ensure the job placement is a good match between the individual’s skills, preferences, and choices and a standard or customised job. The detailed analysis of the position can also be presented to management to assist with their decision to offer employment. When arranging a placement for the jobseeker, it is important the employment specialist develops a positive relationship with the employer. This facilitates problem solving both during and after placement.

Case Example

Gary next found a local supermarket advertising a trolley collector position. The job analysis identified this did not require formal qualifications and would involve cleaning tasks in the store and collecting trolleys inside and from the outside carpark, no matter what the weather. Richard thought this could suit him as he liked being able to move around the workplace rather being in one place and working inside and outside. Collecting trolleys also meant only one supervisor would tell him what to do. Gary contacted the employer and negotiated a trial job working shifts from Monday to Friday.

Good practice when negotiating a placement involves the consultant presenting the business case for hiring workers with intellectual disabilities and the specific strengths of the participant. Based on the job analysis, participant support needs are shared and negotiated with the employer, including any job accommodations required, teaching and learning supports necessary, and how these could be delivered. For example, if job duties include handling money but this is not an option for the jobseeker, negotiation can occur to customise the job description by having this task reassigned to another position and replaced by tasks more suited to the participant’s skills and abilities. Even when the employer may have their own training system, they may welcome the addition of skilled support from the employment specialist on the condition it is not intrusive to the workplace. Placement is followed by the implementation of personalised supports that will ultimately foster independence.

Intensive Training and Support at the Job Site

Quality job site instruction is based on principles of learning theory and applied behaviour analysis. Training and support are provided to ensure that all work tasks are completed at or above required standards and to the satisfaction of the employer and that social inclusion is promoted. Instructional strategies are matched to the person’s unique support needs and typically include use of goal setting, step-by-step instruction using task analyses and/or checklists, graded levels of support with fading assistance to encourage greater independence, error correction procedures, and reinforcement strategies. Other effective vocational training techniques include video modelling of job tasks and/or social skills that allow the person to see how to perform steps correctly and in the right order; viewing own work performance by video feedback and discussing positive and negative aspects with the consultant; using audio prompts provided discreetly during job training and/or checklists using words, pictures, or graphics to schedule the sequence and timing of tasks and job duties; self-management strategies for emotional regulation; and utilising a wearable watch alarm for time management.

Ongoing Support Throughout the Course of the Individual’s Employment

In programmes where ongoing support is provided, the needs of both the participant and the employer are addressed for as long as the person remains employed. Assistance is based on needs and requests from either party and can fluctuate over time in frequency and intensity. Coping with changes in management or supervisory arrangements or assigned tasks may require support or training. Good on-the-job support is discreet and aims to minimise disruption to workflow or relationships with work colleagues, supervisors, or the employer. Additional support may be provided off site.

Case Example

The employer was happy for Gary to train Richard to learn the cues for when to collect the trollies, accept instructions, schedule cleaning tasks, and assess productivity. The employer had its own training program to teach cleaning and chemical use. Richard quickly learnt the various tasks involved including using the cleaning equipment. By the end of one month Gary assessed Richard was performing all job tasks and routines competently. The employer was very happy with his performance and felt he was an asset to the store. Richard was enjoying the job, especially being able to say hello to customers when collecting and returning trolleys. Gary initially reduced his visits to checking in with Richard on site after each shift and then moved to weekly check-ins. After three months the employer was satisfied with Richard’s work and his ability to relate well to the customers, many of whom commented how helpful he was, and he was offered a permanent position. Richard and the employer had Gary’s mobile so either could contact him if any problems arose. Last reports were that Richard has won several “employee of the month” awards and is saving money for a special holiday.

Quality Practices and Supported Employment

Many of the good practices described above are common to both open and supported employment. Additionally, there is good evidence that the Individual Placement and Support (IPS) model of competitive supported employment is effective for people with intellectual disabilities and severe mental illness (Bond et al., 2000). Key practices include zero exclusion (the only requirement is motivation to work), attention to consumer choice and preferences, rapid job search, integrated mental health and vocational services for people with severe mental illness, appropriate levels of individualised support, and counselling about how employment may impact government benefits and income support. Benefits counselling is usually necessary because participants can fear losing income support or other benefits if employed.

The social enterprise model aims to provide people with intellectual disabilities dignity and respect, a socially valued role in the community, a career rather than just a job, and the capacity to deliver higher wages (Meltzer et al., 2018; Smith et al., 2018). Good practices in social enterprises focus on building skills to help participants enter the mainstream job market. This model can provide encouragement, understanding, and good connections with the community, as well as structured training, work experience, or work placement with a focus on paid employment.

Less inclusive and more protected settings can be preferred by some individuals and their families due to fear of discrimination and bullying. They can also offer easier access to work, and greater job stability and job security. However, relatively few workers have moved from sheltered workshops to open employment, so it should not necessarily be viewed as a stepping stone to open employment.

Linking with Related Service Systems

Many other areas can impact a person’s ability to gain and maintain employment. Consequently, people with disabilities, their families, and staff often need information on a range of related services. This includes understanding human rights and responsibilities, especially the right to be respected, to be safe, and to be treated fairly in the workplace and community. It may also include engaging with the case for and against disability disclosure and what to do about discrimination, bullying, or grievances. Various advocacy groups, peak organisations, and specific disability organisations exist that can provide advocacy, support, and resources for the disability employment sector.

Good health and well-being, a stable place to live, accessible transport, social relationships, community connections, and lifestyle patterns are important interrelated areas that may need to be considered. Linkages to information and access to various resources or services run by government and non-government organisations may be required across a range of areas including housing, counselling, financial planning and management, health and medical services and benefits, and travel. Some countries provide financial supports to people with disabilities, such as a disability pension, health benefits, and travel concessions. Support programmes need to ensure individuals understand any benefit schemes available and also the potential disadvantage of reliance on such assistance at the expense of employment to avoid a “poverty trap” that keeps people economically disadvantaged.

Conclusion

Improving disability employment makes good business and economic sense to governments, employers, people with disabilities, and their families alike, yet the current employment picture for people with intellectual and other disabilities worldwide is equivocal. On the one hand, employment is widely recognised as a human right, and government policies and legislation strongly support full accessibility and inclusion on an equal basis with others. On the other hand, significant unemployment and under-employment rates prevail. Various barriers exist that continue to require attention, yet new and emerging employment possibilities are breaking traditional stereotypes and providing fresh perspectives that showcase peoples’ strengths and abilities.

Importantly, there is a wealth of evidence that people with intellectual and other disabilities can gain successful outcomes in open and supported employment when tailored and quality practices are used. Quality practices need to be implemented faithfully by knowledgeable and skilled disability employment providers who work with both the individual with a disability and the employer to achieve desired outcomes. This leads to a better quality of life for the individual and the family, with fair wages for real work. Businesses also benefit by gaining motivated, reliable, and productive employees whose valued presence can improve productivity, increase satisfaction of both employers and employees, and enhance workplace culture.

Take-Home Messages

  • Greater economic participation of people with disabilities is important for society, business, and individual quality of life.

  • People with intellectual disabilities make good, dependable employees, who can perform as well or better than their non-disabled peers on measures such as productivity, safety, and attendance.

  • Barriers contributing to high unemployment and under-employment need to be reduced and new opportunities created and further explored.

  • Open employment leads to measurably better employment outcomes compared to other service approaches, but outcomes between providers still vary widely.

  • Good support practices are strength based and tailored to meet individual interests, abilities, skills, and learning needs.

  • Quality employment practices for people with intellectual disabilities involve a place-then-train model and a combination of components addressing assessment, job matching, on-the-job training, and assistance and ongoing support.