Sally Lindsay1,2, Elaine Cagliostro1, Mikhaela Albarico1, Neda Mortaji1, Dilakshan Srikanthan1. 1. a Bloorview Research Institute , Holland Bloorview Kids Rehabilitation Hospital , Toronto , Ontario , Canada. 2. b Department of Occupational Science & Occupational Therapy , University of Toronto , Toronto , Ontario , Canada.
Abstract
PURPOSE: The purpose of this study was to explore the role of gender in the transition to employment for young adults with physical disabilities. METHODS: This study drew on in-depth interviews with a purposive sample of 33 participants (23 youth and 10 clinicians). The youth in our sample included 13 females (mean age 22.9) and 10 males (mean age 21.3) who had various types of physical disabilities. The person-environment-occupation (PEO) model informed our analysis. RESULTS: Our research showed several similarities and some differences between young males and females with physical disabilities as they transition to employment and adulthood at the person, environment, and occupational level. At the person level, issues included managing their condition, self-advocacy, and willingness to ask for help. At the environment level, themes focused on parental and social support, accommodations, stigma and discrimination, and transportation challenges. Finally, in the occupation component of the PEO model, we found that males and females with disabilities had different levels of engagement in employment. Although most clinicians commented on gender differences, many reported that they did not tailor their clinical practice accordingly. CONCLUSIONS: Gender sensitive vocational approaches are needed for youth with disabilities as they transition to employment. Implications for rehabilitation Clinicians, educators, and parents should encourage independence and self-advocacy skills among youth so that they are prepared to ask for accommodations that they need to succeed in a work environment. Clinicians and educators should present a variety of career and job options to youth, including science, technology, engineering, and math disciplines, an area where youth with disabilities, particularly females, are under-represented. Males may feel less able to self-advocate and seek support and may need additional assistance from clinicians, educators, and parents. Clinicians should tailor their vocational rehabilitation practices to the gender-specific needs of youth with disabilities. Clinicians and parents should ensure that both males and females have the resources and supports they need to be successful in their transition to employment.
PURPOSE: The purpose of this study was to explore the role of gender in the transition to employment for young adults with physical disabilities. METHODS: This study drew on in-depth interviews with a purposive sample of 33 participants (23 youth and 10 clinicians). The youth in our sample included 13 females (mean age 22.9) and 10 males (mean age 21.3) who had various types of physical disabilities. The person-environment-occupation (PEO) model informed our analysis. RESULTS: Our research showed several similarities and some differences between young males and females with physical disabilities as they transition to employment and adulthood at the person, environment, and occupational level. At the person level, issues included managing their condition, self-advocacy, and willingness to ask for help. At the environment level, themes focused on parental and social support, accommodations, stigma and discrimination, and transportation challenges. Finally, in the occupation component of the PEO model, we found that males and females with disabilities had different levels of engagement in employment. Although most clinicians commented on gender differences, many reported that they did not tailor their clinical practice accordingly. CONCLUSIONS: Gender sensitive vocational approaches are needed for youth with disabilities as they transition to employment. Implications for rehabilitation Clinicians, educators, and parents should encourage independence and self-advocacy skills among youth so that they are prepared to ask for accommodations that they need to succeed in a work environment. Clinicians and educators should present a variety of career and job options to youth, including science, technology, engineering, and math disciplines, an area where youth with disabilities, particularly females, are under-represented. Males may feel less able to self-advocate and seek support and may need additional assistance from clinicians, educators, and parents. Clinicians should tailor their vocational rehabilitation practices to the gender-specific needs of youth with disabilities. Clinicians and parents should ensure that both males and females have the resources and supports they need to be successful in their transition to employment.