Education to Employment: Exploring Common Transition Support Experiences and 

Outcomes among Filipinos and Americans with Intellectual and Developmental 

Disabilities (IDD) 

 

A Thesis 

SUBMITTED TO THE FACULTY OF THE 

UNIVERSITY OF MINNESOTA 

BY 

 

 

Rose Marie Jane A. Rementina 

 

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS 

FOR THE DEGREE OF 

MASTER OF ARTS 

 

 

Professor Jennifer McComas, Advisor 

 

 

2025  



     

 

 

 

 

 

 

 

 

 

 

 

 

 

 

©  Rose Marie Jane A. Rementina, 2025 

 



    

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Acknowledgments 

Thank You, Lord, for the grace of getting me through. I succeeded because of 

You. I still do not claim this wisdom. Everything came from You. 

I am also in full gratitude for the scholarship grants that allowed me to achieve 

this significant milestone of having a degree in Master of Arts in Special Education: the 

Fulbright Commission of the Philippines, International Teacher Education of Alpha Delta 

Kappa (AΔK) Foundation, Inc., and the University of Minnesota Twin Cities. You are all 

instrumental in supporting my dream, which I have spent more than three years praying 

for. From the bottom of my heart, thank you very much! 

Enduring the joys and pain as an international student, I thank my twin moms and 

their supportive husbands, Mary & Fred Abuan, and Kathi & Jim Treston. Thank you 

MN Alpha Alpha chapter, Mary & Gordon Schultz, Sharon & Len Copt, Diana & John 

Vasicek, Judy & Morris Tate, Barbara Eason, Mary Jo Heller, Millie Gardner & Bryan 

Williman, and to all other AΔK sisters who guided me holistically in graduate school. 

I am also hugely grateful for the exceptional support of my advisor, Professor 

Jennifer McComas, for the tremendous encouragement, constant check-in, and all the 

efforts and feedback from the Institutional Review Board (IRB) application, regular 

meetings, funding applications, to research writing and dissemination. I am beyond 

blessed with your gentle and helpful guidance, which has made me succeed. Thank you! 

Lastly, I’d like to share my wholehearted thanks to the following who made this 

study fruitful and my graduate school life meaningful: 

 



 

ii 
 • Dr. Renáta Tichá & Dr. Noro Andriamanalina for their immensely helpful 

feedback and guidance, and for being part of my oral examination committee; 

• Dr. Michael Beckstrand for sharing his research method expertise; 

• The Educational Psychology Department of the College of Education and Human 

Development for supporting me in funding my research as well as my 

participation in professional development conferences;  

• My study participants and some of their legally authorized 

representatives/guardians who provided their substantial inputs in this study; 

• The CARE ABA Lab, organizations, offices, and individuals who helped in 

sharing my study with their clients or network to participate in the study; 

• The Hospitality Center Student Group, the College of Education & Human 

Development International Student Community (CISC), and the Master Gardener 

Program community, which served as my safe space beyond academic settings, 

and allowed me to have a platform to express my heart for servant leadership; 

• My Mama Marilyn and Papa Restituto, and my siblings Xer and Ate Karen, for 

continuously praying for my journey and ensuring my good health and safety; 

• My best friends Tricia and Christian, and my Teach for the Philippines colleagues 

JC and Caleb, for providing me with emotional support and technical inputs; and,  

• My fiancé, Mel, who significantly and selflessly supported me every single day 

and night, listening and offering the comfort of company and affirming care when 

I am at my lowest, highest, or somewhere in between. 

To everyone I met in this short but memorable journey in the US, and who generously 

imparted their thoughtfulness and wisdom — Thank you!



 

iii 
 Dedication 

I offer this study to my previous students and their families in Barangka 

Elementary School Transition Class, School Year 2018-2020 in Marikina City, 

Philippines, who ignited the passion in me and allowed me to find my purpose in this 

career. You are not just my “why” in this profession, but you are all part of who I am and 

who I will become.  

At the least that I can do, I also dedicate this to students with disabilities and the 

whole disability community and their champions to provide the relevant resources and 

strategies to facilitate their smooth transition from school to work. Like anyone else, all 

individuals with disabilities deserve to live productively and achieve fulfillment within 

their lifetime. 

I also put forth this study for my fellow collaborators in this field—educators, 

administrators, school personnel, businesses, government employees, development 

workers, and private individuals—to fully participate in the mission of providing a more 

inclusive climate for people with disabilities across all settings. 

Ultimately, I dedicate this study to my Lord Jesus… That “whatever I do, I 

should do it heartily, as unto the Lord,” whom should I serve.  

 

 

 

 

 

 



    

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Abstract 

Although employment facilitators and barriers are well-defined in the transition 

literature, accounts of individuals with intellectual and developmental disabilities (IDD) 

on the responsiveness of employment-related activities, services, and social support while 

navigating systemic barriers are rarely discussed. This study aims to describe the 

transition experiences of employed Filipinos and Americans with IDD during their 

education to employment journeys to better understand how they perceived the transition 

preparation they received and identify the support pathways and outcomes in their 

transition from school to work. Using phenomenology, five themes emerged, namely, (a) 

helpful employment preparation activities and resources, (b) doors to employment, (c) 

social capital as support system, (d) inclusion barriers, and (e) inclusive workforce 

experience and outcome. The study results allow shared learning on the success of 

employed individuals with IDD in the Philippines and the US, and specify the 

stakeholders’ relevant roles in providing responsive transition and workplace support. 

Keywords: transition, employment, intellectual and developmental disabilities, 

Philippines, USA 

 

 

 

 

 

 



    

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Table of Contents 

Acknowledgments .............................................................................................................i 

Dedication ..........................................................................................................................iii 

Abstract ..............................................................................................................................iv 

Table of Contents ...............................................................................................................v 

List of Tables ...................................................................................................................viii 

List of Figures ....................................................................................................................ix 

List of Abbreviations .........................................................................................................x 

Chapter 1: Introduction .......................................................................................................1 

Background..............................................................................................................1 

Problem Statement……...........................................................................................4 

Purpose Statement…………………........................................................................7 

Research Question...................................................................................................8 

Significance of the Study.........................................................................................9 

Definition of Terms................................................................................................10 

Chapter Summary..................................................................................................12  

Chapter 2: Literature Review.............................................................................................13 

Transition Stakeholders and Services....................................................................13  

Facilitators of Employment Outcomes..................................................................14  

Barriers to Employment Outcomes........................................................................23  

Transition and Employment Experiences of Individuals with IDD.......................30  

Chapter Summary..................................................................................................38  



    

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Chapter 3: Methodology....................................................................................................39 

Purpose of the Study and Research Questions.......................................................39  

Research Design and Rationale.............................................................................39  

Philosophical Assumptions....................................................................................40  

Ethical Considerations...........................................................................................41  

Settings and Participants........................................................................................42  

Data Collection Tools and Procedure....................................................................44  

Data Analysis.........................................................................................................46  

Data Validity..........................................................................................................47  

Chapter Summary..................................................................................................48  

Chapter 4: Findings ...........................................................................................................49 

Helpful Employment Preparation Activities and Resources.................................52 

Doors to Employment............................................................................................59  

Social Capital as Support System..........................................................................64  

Inclusion Barriers...................................................................................................68  

Inclusive Workforce Placement & Outcomes........................................................74  

Chapter Summary..................................................................................................82  

Chapter 5: Discussion........................................................................................................83 

 Practical Implications and Recommendations.......................................................87 

 Limitations.............................................................................................................96 

Conclusion.............................................................................................................98  

References ....................................................................................................................... 99 



    

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Appendices ..................................................................................................................... 117 

Appendix A: Participant Demographic Questionnaire....................................... 117 

Appendix B: Interview Questions………………………................................... 119 

Appendix C: Recruitment Poster Sample........................................................... 121 

Appendix D: Consent Form Sample .................................................................. 122 

Appendix E: Assent Form Sample ......................................................................128 

Appendix F: International Consent Form Sample...............................................131 

Appendix G: IRB Research Approval................................................................ 136 

 

 

 

 

 

 

 

 

 

 

 

 

 

 



    

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List of Tables 

Table 1. Participant Demographics………………………………………………………42 

Table 2. Interview Protocol Excerpt…………………………………………………..…45 

Table 3. Themes and Subthemes………………………………………………………...49 

Table 4. Employment Preparation Activities…………………………………………….53 

Table 5. Civic Institution and its Support Services during Transition…………………...58 

Table 6. Employability Skills……………………………………………………………61 

Table 7. Social Capital Roles…………………………………………………………….65 

Table 8. Societal Barriers………………………………………………………………...71 

Table 9. Employment Retention Support………………………………………………...75 

Table 10. Contextual Adaptation of the Operational Model towards Inclusive 

Employment and Outcomes in the Philippines…………………………………………..94 

Table 11. Contextual Adaptation of the Operational Model towards Inclusive 

Employment and Outcomes in the USA…………………………………………………96 

 

 

 

 

 

 

 

 



    

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List of Figures 

Figure 1. Interpretive Model on What Support from Education to Employment Looks 

Like………………………………………………………………………………………51 

Figure 2. Operational Model on Transition Support towards Inclusive Employment and 

Impact……………………………………………………………………………………88 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 



    

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List of Abbreviations 

Americans with Disabilities Act (ADA) 

Intellectual and Developmental Disabilities (IDD) 

Career and Technical Education (CTE) 

Centers for Independent Living (CIL) 

Competitive Integrated Employment (CIE) 

Customized Employment (CE) 

Department of Labor and Employment (DOLE) 

Department of Social Welfare and Development (DSWD) 

Public Employment Service Office (PESO) 

Technical Education and Skills Development Authority (TESDA)  

Individualized Education Program (IEP). 

Individuals with Disabilities Education Act (IDEA) 

Pre-Employment Transition Services (pre-ETS) 

Supported Employment (SE) 

Vocational Rehabilitation (VR) 

Workforce Innovation and Opportunity Act (WIOA) 

United States (US)

 

 

 



    

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Chapter 1: Introduction 

Background 

The U.S. Individuals with Disabilities Education Act (IDEA) of 2004 stipulates 

that educational institutions must offer transition planning and services as part of the 

students with disabilities’ individualized education program (IEP) at age 16 or younger, if 

warranted, to prepare them for “postsecondary education, vocational education, 

integrated employment (including supported employment), continuing and adult 

education, adult services, independent living, or community participation” (IDEA, 2024; 

34 C.F.R. § 300.43, 2024, p.21). In collaboration with schools, under the Workforce 

Innovation and Opportunity Act (WIOA) of 2014, students with disabilities who qualify 

or may be eligible for vocational rehabilitation (VR) services can also undergo some 

activities under the pre-employment transition services (pre-ETS) such as “(i) job 

exploration counseling; (ii) work-based learning experiences, which may include in-

school or after school opportunities, or experience outside the traditional school setting 

(including internships), that is provided in an integrated environment in the community to 

the maximum extent possible; (iii) counseling on opportunities for enrollment in 

comprehensive transition or postsecondary educational programs at institutions of higher 

education; (iv) workplace readiness training to develop social skills and independent 

living; and (v) instruction in self-advocacy (including instruction in person-centered 

planning), which may include peer mentoring (including peer mentoring from individuals 

with disabilities working in competitive integrated employment)” (Rehabilitation Act of 

1973, 34 C.F.R. § 361.48, 2024, p.334). These do not substitute the school’s transition  



    

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services but are mandated to be provided by VR agencies to improve post-secondary  

education or employment outcomes among students with disabilities (National Technical 

Assistance Center on Transition: The Collaborative, n.d.).  

Similarly, in the Philippines, the Magna Carta for Disabled Persons or Republic 

Act No. 7277 mandates learning institutions provide quality education and vocational or 

technical education for all students with disabilities to increase their independent living 

and employment skills, while the Department of Social Welfare and Development 

(DSWD) is mandated to provide vocational trainings, guidance, and counseling (Republic 

Act No. 7277, 1992). In 2005, the Department of Education (DepEd) implemented the 

transition program and later rolled out its K to 12 Transition Curriculum for Learners 

with Disabilities in 2020 which was required under the Enhanced Basic Education Act of 

2013 and highlights individualized transition planning to prepare every student who has a 

disability for post-school opportunities like employment, entrepreneurship, further 

education, and independent living in the community (Department of Education, 2020). In 

collaboration with DepEd, under Republic Act No. 11650 (2022) or An Act Instituting a 

Policy of Inclusion and Services for Learners with Disabilities in Support of Inclusive 

Education, which emphasizes the inclusive education and services for all students with 

disabilities, is the Department of Labor and Employment (DOLE) in co-creating training 

programs to support the transition from school to employment including job coaching. 

Other agencies such as the Technical Education and Skills Development Authority 

(TESDA) and Public Employment Service Office (PESO) support technical and  

 



    

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vocational training, and facilitate job placements and pre-employment counseling, 

respectively. 

After going through these sets of activities under school supervision, students 

with disabilities are set to explore appropriate post-school opportunities like employment. 

The most recent US data showed that out of 464,000 students aged 14-21 years or a little 

over 6% of the whole student population served under IDEA (7.3 million), 74% of them 

received a regular high school diploma, followed by 15% dropping out, and others 

receiving alternate certificate or aging out of IDEA services (between 20-22 years old; 

National Center for Education Statistics, 2023, 2024). In the Philippines, students with 

disabilities exit basic education at the age of 24 years old (Department of Education, 

2020), but there is a lack of official DepEd data on those who finish school. Available 

information from the Philippine Statistics Authority (2016) indicates that 16.6% of 

individuals with disabilities did not even finish elementary school, which is far from 

6.9% of those without disabilities who did not finish elementary school. Moreover, only 

21% of individuals with severe disabilities have finished high school, in contrast to 30% 

of those without disabilities who finish high school.  

With the reality that students with disabilities transition out of school without 

completing transition and employment preparation programs, there are pressing concerns 

in terms of employment rate despite laws that protect them against employment 

discrimination such as the Americans with Disabilities Act (ADA), WIOA, and 

Rehabilitation Act in the US and the Magna Carta for Persons with Disability (Republic 

Act No. 7277 & 10524) in the Philippines. For example, it was reported by the U.S.  



    

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Bureau of Labor Statistics (2025) that there are huge disparities in employment rates 

between persons with and without disabilities, with the percentage of employed  

individuals with disabilities lower (22.7%) than those without disabilities (65.5%) in 

2024. This is also the same trend in the Philippines where the most recent available data 

showed that only 19% of individuals with disabilities are employed (Philippine Statistics 

Authority, 2016). Globally, the median unemployment rate from more than half of the 

countries with available data is 7.6% for those with disabilities, while it is 6.0% for those 

without disabilities (International Labour Organization, 2022), implying individuals with 

disabilities face more challenges to obtaining employment compared to those without 

disabilities. This data reflects people with various disabilities, excluding those not 

seeking work (such as those receiving disability benefits or equivalent support) and those 

classified as underemployed (such as working on limited hours per week).  

Having these education and employment contexts and mandates as the context for 

individuals with disabilities moving from the school to employment settings, I will 

explore more on the challenges surrounding this phenomenon that motivated this study. 

Problem Statement 

Adults with intellectual disabilities (ID) face a disturbingly lower employer rate, 

more than twice as low, and even lower wages than their peers without disabilities 

(Siperstein et al., 2013). Relatedly, individuals with autism have described looking for a 

job that is suitable to them as highly challenging (Hedley et al., 2021). In the Philippines, 

78% of individuals with disabilities do not have a job or join the informal sector (e.g., 

those working without job contracts or benefits and have less job stability). Of those  



    

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individuals with disabilities who apply for a job, 34% report having a hard time applying  

for and securing jobs (Philippine Statistics Authority, 2016), an indication that there are 

barriers to accessing employment.  

Moreover, when looking into the accounts of individuals with IDD, some of them 

mentioned that school has not prepared them competently for their current employment; 

hence, they experience difficulty maintaining it (Gilson et al., 2022; Sigstad & Garrels, 

2022). Transition stakeholders like families, students, and teachers, also report that the 

programs available are not aligned with their interests or needs (Scott et al., 2021; Benson 

et al., 2021; Villareal et al., 2022). Despite learning institutions and community agencies 

being mandated to provide transition services and support in their goals after school, the 

quality and responsiveness to the youth with disabilities’ needs may vary, potentially 

affecting the huge difference in post-school employment success relative to their non-

disabled peers. 

For example, in the US, according to Trainor and colleagues (2020), there are 

diverse student needs and goals that may be too complex to address due to varying school 

policies and resources, and the wider educational and societal landscapes within which 

transition services and systemic discriminations may co-occur. Moreover, there is a 

vague understanding of how schools interact with state agencies and community 

programs; hence, challenges in navigating multiple educational and community 

organizations to obtain services and gaps in professionals’ readiness to ensure 

individualized and inclusive transition support. There are also concerns regarding the lack 

of involvement of youth with disability and their parents during the selection of transition  



    

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services (Best & Burke, 2024), and the neglect to recognize the experiences of youth with  

intersecting identities when transition strategies do not directly address systemic issues 

like ableism, sexism, and racism (Scott & Shogren, 2023). Other challenges include the 

level of gender-related support and expectations of immediate family members for young 

male adults with disabilities which are lower than expectations of females, as well as 

women with disabilities having a lower rate of employment compared to men with 

disabilities (Lindstrom et al., 2011). Moreover, those participating in competitive 

integrated employment were those in majority, particularly identified as male and white 

individuals (Osmani et al., 2022). 

In the Philippines, according to De Arao & Fontanilla (2024), some factors that 

affect the quality implementation of transition programs are the teachers’ level of 

competence to facilitate students’ transition and the lack of collaborative efforts among 

the education and community stakeholders. Moreover, there are limited resources, funds, 

and classroom facilities to appropriately deliver transitional support. Negative stereotypes 

have also been emphasized, such as low expectations and least educational priority 

among students with disabilities, limiting their access to other opportunities, especially 

employment. In addition, there are also missing policies and lack of guidance and 

understanding on implementing the transition programs, gaps in curriculum, assessment 

tools and learning materials, and lack of teachers and teaching assistants (Pawilen et al., 

2018). Generally, having a disability and the negative attitudes from their families still 

cause the students with disabilities to have limited community, social, or religious 

participation (Marella et al., 2016).  



    

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Aside from literature gaps in employment preparatory experiences within the 

school and community, there is also a lack of exploring the roles of youth with 

disabilities' social capital to employment (Trainor et al., 2020; Petner-Arrey et al., 2016), 

which is their existing, immediate, and critical resource. Given these concerns at the 

systems level, this study aims to consider how individuals with intellectual and 

developmental disabilities (IDD) in the Philippines and US were able to navigate the 

transition phase and successfully obtain jobs and thrive as gainfully employed adults.  

Purpose Statement 

 The purpose of this phenomenological study is to describe the transition 

experiences of currently employed Filipino and American individuals with IDD from 

their education to employment journeys to develop a clearer understanding of how they 

perceived the transition activities they experienced and identify the support pathways that 

led them to gain employment and enjoy its outcomes. There are 23 secondary transition 

predictors of post-school success identified by Mazzotti and colleagues (2021) and some 

of them, such as self-determination/self-advocacy, social skills, independent living skills, 

travel skills, youth autonomy/decision-making, and technology skills can be enhanced 

through coordination of activities in school and other settings. However, other predictors 

of success are external factors that may be beyond an individual's control or be limited in 

some of the schools’ resources or capacities; therefore, the community members such as 

families, agencies, and employers play a vital role in providing these learning or 

employment opportunities (Schutz & Carter, 2022). For instance, when employers open 

opportunities, whether paid or not, they can help facilitate access to employment services  



    

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among individuals with severe intellectual disability (Pickens & Dymond, 2022). 

Considering the intersecting self, school, and community factors throughout the transition 

process, this study seeks to bridge the gap between education and employment by 

examining the experiences of employed individuals with IDD who successfully navigated 

job or career exploration and by exploring the relevant resources or personal and 

community assets they utilized within and outside school settings, and identifying which 

aspect of employment outcome means the most to them. 

Research Question 

This study was designed to ascertain directly from employed individuals with 

IDD what preparation activities were helpful for them, considering several social or 

individual factors that can influence their access to post-school employment. According 

to Trainor and colleagues (2020), an area for further study is understanding how the mix 

of services and support during and after high school can influence different outcomes; 

hence, the importance of amplifying the voices of persons with IDD in this context to 

fully understand what combinations of their formal or informal support activities allowed 

them to gain part-time or full-time jobs and how this currently affects their life 

trajectories. Moreover, there is also a need to explore what is most meaningful for 

culturally responsive and sustaining transition services within school and after (Scott & 

Shogren, 2023). 

Given the aim of this study to explore the relevant experiences of persons with 

IDD that prepare them to achieve post-school employment success, an overarching 

research question and subquestions were developed: What does support from education  



    

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to employment look like based on the experiences of employed individuals with 

intellectual and developmental disabilities? 

1. What preparation activities effectively supported the post-school employment 

success of persons with intellectual and developmental disabilities? 

2. How were individuals' strengths, needs, and culture addressed during preparation 

and employment activities? 

Significance of the Study 

Within the area of transition studies, the most suitable transition practices for 

particular student subgroups have not been identified yet, and the relationship between 

the individual, their community, and the supports or services they receive during their 

transition within school and community is not studied enough (Trainor et al., 2020). 

There is also a lack of studies examining transition in an international scale as well as 

exploring what individuals with IDD themselves experienced that contribute to their post-

school success (Šiška et al., 2024; Schwartzman et al., 2025). Acknowledging different 

factors or activities that can influence access to employment, meaningful transition 

activities and support based on the perspectives of individuals with IDD from developing 

and developed countries, such as the US and Philippines, may vary and have not yet been 

deeply explored; thus, a need for in-depth understanding of their experiences (Schutz & 

Carter, 2022). Considering the individual characteristics of each person with disability 

and the different contexts with unique home, school, and community resources and 

family or social dynamics, the study aims to provide realistic approaches that can be 

contextualized by educators, families, employers, policy-makers, and other essential  



    

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community stakeholders to promote culturally-responsive programs and social network 

support in the transition of individuals with IDD from school to work. This will also 

address a gap in the literature regarding the factors that promote shared learning between 

these contexts and diverse demographics regarding transition support; hence, useful and 

equity-focused transition support strategies can hopefully be developed across cultural 

settings. Ultimately, the lessons here will provide insights among individuals with 

disabilities on practical experiences to gain jobs, hopefully leading to increased 

employment rates among the disability community which can significantly lead to an 

individual’s sense of purpose and worth (Gilson et al., 2022).  

Definition of Terms  

Competitive Integrated Employment (CIE) is defined as a part-time or full-

time job by an individual with disability who gains benefits, privileges, and salary 

within or above minimum wage aligned to their colleagues without disabilities 

that perform the same duties (Rehabilitation Act of 1973, 29 U.S.C. § 705(5), 

2014). 

Intellectual and Developmental Disability (IDD) is “a developmental condition 

characterized by significant deficiencies in intellectual functioning and adaptive 

behavior”. Comorbidities include “autism spectrum disorder, seizure disorder, 

attention deficit disorder, anxiety, cerebral palsy, vision disorders, hearing loss, 

depression, and Down Syndrome” (Bartoshesky & Wright, 2021, para. 1 & 3). 

Interagency Collaboration refers to “a developmental process that involves 

multiple agencies working together in business, health, social services, and  



    

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education partnerships” (Johnson et al., 2003, as cited in Noonan, 2014, p. 2). 

Self-advocacy is defined as an individual’s ability to assert one’s decisions and be 

able to effectively advocate for one’s rights and empower others (Pennell, 2001). 

Self-determination means the ability to identify personal wants and make 

decisions and efforts independently to achieve those goals (Pennell, 2001). 

Sheltered Workshop is a working facility where individuals with disabilities are 

provided maximum support in job performance (Shkurkin, 2023).  

Social Capital refers to a person’s “function of membership in families, groups, 

and communities” that facilitates access to information and opportunities (Trainor 

et al., 2020, p. 12). 

Transition in this study means a change or a movement from one setting to the 

other, particularly from school to employment setting. 

Transition Services is defined as “a coordinated set of activities that (A) is 

designed to be within a results-oriented process, that is focused on improving the 

academic and functional achievement of the child with a disability to facilitate the 

child’s movement from school to post-school activities, including post-secondary 

education, vocational education, integrated employment (including supported 

employment), continuing and adult education, adult services, independent living, 

or community participation; (B) is based on the individual child’s needs, taking 

into account the child’s strengths, preferences, and interests; and (C) includes 

instruction, related services, community experiences, the development of 

employment and other post-school adult living objectives, and, when appropriate,  



    

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acquisition of daily living skills and functional vocational evaluation” 

(IDEA, 34 C.F.R. § 300.43, 2024, p.21). 

Transition Planning is a process of putting the transition statement “beginning 

not later than the first IEP to be in effect when the child is 16, or younger if 

determined appropriate by the IEP Team, and updated annually, thereafter, the 

IEP must include—(1) appropriate measurable postsecondary goals based upon 

age appropriate transition assessments related to training, education, employment, 

and, where appropriate, independent living skills; (2) the transition services 

(including courses of study) needed to assist the child in reaching those goals”  

(IDEA, 34 C.F.R. § 300.320(b)(1)-(2), 2024). 

Chapter Summary 

This study aims to address a relevant and common challenge among individuals 

with IDD in the US and the Philippines which is unemployment. Although there are some 

policies and programs in place regarding preparation of individuals with IDD to 

employment, there are various support pathways which this study is aiming to explore 

deeper. Thus, it is important to hear from the individuals with IDD who are successfully 

employed on what support really means to them based on their experience in terms of 

preparation and transition for post-school work as well as any other factors that may be 

relevant to their employment success. 

 

 

 



    

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Chapter 2: Literature Review 

Transition Stakeholders and Services  

From education to employment settings, some transition services in the US such 

as transition assessment and planning, coordination of work experience, vocational 

assessment and employment planning, job training and coaching, instruction in self-

determination, information on community resources, job referrals, and accommodation 

support are provided to individuals with disabilities through the collaboration of various 

professionals. Collaborating professionals may include but are not limited to high school 

special educators, transition specialists, VR counselors, Centers for Independent Living 

(CIL) professionals, and rehabilitation professionals (Oertle et al., 2013). School districts 

are not directly responsible for job placement among students with disabilities but are 

required to provide appropriate transition planning to support relevant links to different 

agencies for post-secondary opportunities (Etscheidt, 2006). In 2014, a more formalized 

interagency collaboration between schools and VR was enacted under the WIOA through 

pre-ETS to promote CIE, and it was recommended to have VR professionals attend 

transition meetings, encourage inclusive education and participation in work-based 

learning experiences such as part-time work or internships, provide more opportunities 

for students to exercise setting goals, making decisions, and lead IEP meetings to 

increase self-determination and offer counseling on post-secondary options which are all 

linked to improve employment outcomes (Taylor et al., 2019). When students get 

individualized transition planning and support from professionals and family,  

 



    

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complemented with work experience that enhances their work ethics and responsibility, 

the chances for post-school placement are increased (Lindstrom et al., 2011). 

In the Philippines, although schools and some government agencies are identified 

under the Inclusive Education Act (Republic Act No. 11650) to support transition, special 

education teachers and parents serve as active stakeholders in the transition programs. 

For example, in a study by Villareal and colleagues (2022), teachers facilitated online 

learning to students during the COVID-19 pandemic while also teaching parents who 

assisted in instruction, behavior management, and assessment at home. Parents also seek 

support from other family members in supporting the learning. Other stakeholders 

include general education teachers or skilled community volunteers from any type of 

business or industry that help support the career awareness and work skills of students 

with disabilities (Quijano, 2007). Meanwhile, there are non-profit organizations and 

private rehabilitation centers who step up during the transition process out of community 

need, even though they are not official partners of schools (Paguio, 2021). 

Facilitators of Employment Outcomes  

In this paper, the facilitators that led to employment outcomes include research-

based practices, programs, or activities in the school and community supporting 

employment, and informal support systems that individuals with IDD had in school and 

after. Given the immense research available in the transition process, this literature 

review aimed to discuss the available literature in the Philippines and US, but if 

insufficient, relevant literature from Canada and Norway were included. 



    

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In-school predictors and preparation activities for employment outcomes 

 High School Predictors. In 2013, Simonsen and Neubert followed recently 

transitioned youth with IDD receiving funding from a state’s developmental disability 

agency within 18 months after school exit to assess which of the following predicted 

community employment – “(a) integrated employment, (b) other community work, and 

(c) sheltered or nonwork activities” (p.190). They found that “family-expressed 

preference for paid work in the community, paid work experience, and self-management 

and community mobility skills” (p. 88) facilitated work outcomes, but race or ethnicity 

had the potential to impact employment participation. Five years later, in a scoping 

review by Southward and Kyzar (2017), they specified predictors of competitive 

employment after high school and identified paid work experience in secondary school as 

the most significant predictor that consequently heightened family expectations. Other 

predictors included vocational training, completion of high school, IEP transition goals 

related to competitive employment, self-determination, and involvement in postsecondary 

education.  

Years later, a systematic literature review by Mazzotti and colleagues (2021) then 

identified 23 transition predictors of post-secondary outcomes, including employment, 

post-secondary education, or independent living. These included “career and technical 

education (CTE), exit exam/high-school diploma status, goal-setting, inclusion in general 

education, paid employment/work experience, parent expectations, program of study, 

self-care/independent living skills, self-advocacy/self-determination, social skills, student 

support, transition program, work study, youth autonomy/decision-making, career  



    

16 
 

 

awareness, community experiences, interagency collaboration, occupational courses, 

parent involvement, travel skills” (p.51),  psychological empowerment, self-realization, 

and technological skills. These predictors are categorized in order of effectiveness as 

evidence-based, research-based, or promising, with Career Technical Education (CTE) as 

the only evidence-based predictor for post-secondary employment. In contrast, Flexer and 

colleagues (2011) found that this does not directly apply to youth with IDD or African 

American youth receiving CTE due to some factors such as unavailability of jobs or 

mismatch with career goals; hence, the importance of considering their context and 

specific needs. Most recently, CTE programs have been found to not provide relevant 

support for students with IDD (Šiška et al., 2024). Notably, the identified predictors were 

established without exploring qualitative studies, which this current research seeks to 

further examine. 

Related to the predictors above are research-based practices related to 

employment identified by Rowe and colleagues (2021) such as person-centered planning 

where family meetings and training were conducted to pursue career planning and 

implementation, and using a curriculum called Working at Gaining Employment Skills 

(WAGES) which teaches social and occupational skills in the workplace. Moreover, in an 

American high school, various stakeholders were interviewed by Schutz and colleagues 

(2023) to identify what facilitates access to paid work, where parents, special educators, 

adult agency staff, employers, and school district leaders mainly emphasized providing 

community-based work experiences to be able to apply the needed skills in an actual 

work set-up, and having a tight collaboration or sustained partnerships with employers,  



    

17 
 

 

families, pre-ETS and VR providers, community organizations, and schools. This  

collaboration was specifically highlighted by parents of youth with IDD appreciating 

schools requesting for their IEP input and staff having high expectations of their child 

(Benson et al., 2021). Interestingly, expectations from teachers have also been found as 

closely related to post-school employment more than parents’ expectations (Holwerda et 

al., 2015). 

Other facilitating factors for employment were identified by Schutz and 

colleagues (2023) suggesting to increase: (1) training among providers supporting job 

access, (2) participation and employment expectations of families, (3) disability 

awareness of employers for recruitment and perspective-change, (4) vocational 

preparation offered either in diploma pathway (e.g., core subjects and work-based 

learning) or gaining both college credits in high school and internships, (5) work 

experience on-campus or through a simulation lab, (5) career awareness through career 

planning, soft skills training, job application support, and self-determination instruction, 

(6) dedicated transition staff for school or community concerns, (7) transportation and 

instruction, and (8) individualized support for assessment, job-matching, and person-

centered planning.  

Given these four studies focused on secondary education, recurring predictors or 

facilitators included family’s expectations and involvement and paid work/community 

experience. Personal strengths that served as predictors included travel skills, self-

determination/self-advocacy, self-management or self-care/independent living skills. 

Educational factors that served as predictors included high school education, vocational  



    

18 
 

 

training/occupational courses, transition programs implemented with person-centered 

planning, interagency collaboration, and student support that consisted of career 

counseling, career awareness, or job search assistance or referrals (Simonsen & Neubert, 

2013; Southward & Kyzar, 2017; Mazzotti et al., 2021; Schutz et al., 2023).  

Post-secondary Education Facilitators. At the higher education level, a college-

based transition program in the US was assessed by Papay and colleagues (2023) to 

identify which types of employment preparation activities led to employment. Several 

activities were mentioned such as unpaid career development experiences (volunteering, 

unpaid internships, work training, and service learning), career-related course 

enrollments, and employment-related program supports by various providers such as 

local education agency staff, state vocational rehabilitation staff, career services staff, 

peer mentors or supports, and state IDD agency staff. Similar to the previous study 

findings, paid employment and work training were highly predictive of employment 

outcomes.  

Likewise, employment-related transition support services were also identified by 

Petcu and colleagues (2015) in post-secondary education settings like career or 

vocational counselling, person-centered planning, career or vocational assessment, career 

exploration, natural supports such as coworker and supervisor, education on starting a 

paid job and moving between roles, and self-advocacy. They also found that four-year 

higher education institutions offer more work-based training than two-year colleges 

which can be related to a finding from Grigal and colleagues (2019) that pursuing longer 

higher education increases chances of gaining a paid job up to 90 days post-exit the said  



    

19 
 

 

transition program in college. Nonetheless, Barnard-Brak and colleagues (2023) found 

that having skills and being able to perform job-specific tasks is the strongest predictor 

regardless of the individual’s severity of disability. 

Philippine Transition Curriculum. When looking at the transition literature in 

the Philippines, programs and predictors are not extensively studied yet; but it was found 

in a discussion paper that having a high school education and being a member of 

disability self-help organizations increases probability of getting employed (Mina, 2010). 

Moreover, there was a study by Cabatan (2004) that identified factors that influence post-

school opportunities, and found that early-stage planning, collaboration among service 

providers, family and friends support, and previous training in different contexts facilitate 

it.  

In 2005, a Philippine transition program model was developed in the country 

focusing on “daily living skills, occupational guidance and preparation, and personal and 

social skills” (Quijano, 2007, para. 1), and was later expanded by Pawilen and colleagues 

(2018) with a curriculum proposal focusing on (1) academic curriculum promoting 

participation in inclusive classrooms or alternative learning system, (2) pre-vocational 

curriculum enhancing job seeking skills and work ethics, (3) livelihood skills targeting 

for vocational or entrepreneurial activities, (4) enrichment curriculum concentrating on 

interest-related and typically supplements the academic curriculum, and (5) care 

curriculum emphasizing self-help and life skills development. They proposed the 

curriculum to promote participation of students with disabilities in the general K-12 

education or the technical education and skills development courses once they finish the  



    

20 
 

 

transition program (Pawilen et al., 2018). Few years later, the official K to 12 Transition  

Curriculum Framework for Learners with Disabilities was rolled out and finalized with 

seven curriculum packages namely “care skills, life skills, functional academics, pre-

vocational, enrichment, livelihood, and career skills” (Department of Education, 2020, p. 

7-8) and teachers are found competent in all learning areas except in academic, 

enrichment, and pre-vocational curriculum where they are rated moderately competent 

(De Arao & Fontanilla, 2024).  

Community and Employment Facilitators 

Employment Services. Outside school, some eligible individuals with IDD in the 

US access job-related services provided by VR personnel. These services include job 

search, job placement, on-the-job support, or a mix of any two or all three services. Based 

on Nord and Hepperlen’s study (2016), any of these services, when accessed by 

individuals with IDD, provides an advantage to gaining employment compared to those 

who did not access any at all, but the chances get four times higher when they receive 

both job search and placement services, and 16 times higher when they also receive on-

the-job support. However, it is important to note that just accessing on-the-job support 

will not guarantee maintenance of employment considering that job searching and 

placement considers an individual’s skills and interests when job matching. Similarly, 

access to a quality job coach and natural support would provide positive experience in the 

workplace to address any queries or get guidance during employment (Schutz et al., 

2023). 

 



    

21 
 

 

In the Philippines, some private sectors also craft transition programs out of 

community needs in the absence of school or public services. For example, in Paguio’s  

research presented at the proceedings of the International Conference on Special 

Education (2021), rehabilitation practitioners developed their own transition enrichment 

program and modules that increased the stakeholders’ appreciation for transition 

education, allowed for a commission income through the transition activities, and 

heightened parents’ optimism and vision. Moreover, they had various professionals 

collaborating and implementing the transition plan designed according to the students’ 

goals, needs, and skills leading to employment placement. 

Informal Support. Aside from the discussed activities, informal or natural 

support such as family and social networks were also found crucial to facilitate 

employment. Sanderson and colleagues (2024) found this was especially true in Black 

families who typically provide the most extensive informal support.  

There is limited study in the US on what role social capital plays in facilitating 

employment among individuals with IDD. However, in a study in Canada by Petner-

Arrey and colleagues (2016), individuals with IDD and their caregivers, who were 

individuals’ parents or friends, were interviewed and found that paid work and even 

volunteer opportunities arrive through the connections of their parents or their 

acquaintances, and occasionally through the social networks of persons with IDD. 

Moreover, parents and job coaches also support in sustaining their jobs through teaching 

the job tasks at work, explaining unwritten rules, and the behavioral expectations at work. 

Another aspect of social capital that these researchers found was that parents advocate for  



    

22 
 

 

employment opportunities because they know their children’s skills the best, so they also 

connect with agencies who do job matching or negotiate alternatives to competitive  

employment when those competitive roles is not realistic for the individual’s skills or do 

not fit with other conflicting priorities (e.g., health and wellness or recreational 

activities). 

Similarly, in a scoping review in the US by Kramer and colleagues (2018), 

families who serve as role models or mentors facilitate employment outcomes because 

they possess knowledge and skills in dealing with the transition process and 

communicating consistently with at least one compassionate professional. Scott and 

colleagues (2021) reported this is particularly the case for Black students with IDD due to 

their family’s connection or social/cultural capital and active involvement playing a 

significant role in co-advocating the students’ needs and preferences that promote self-

determination needed from transition planning and beyond.  

In general, research has found that families’ networks, active involvement in 

negotiation for employment, and their mentorship and advocacy for their child have 

facilitated accessing employment (Petner-Arrey et al., 2016; Kramer et al., 2018; Scott et 

al., 2021).  

Workplace Support. Natural support, like colleagues and supervisors, was found 

beneficial to increase not only the social and vocational skills of employees with IDD but 

also their quality of life due to increase of salary, working hours, and employment 

duration (Athamanah et al., 2024). According to Corbière and colleagues (2014), 

individuals who provide natural support in the form of recognition and willingness to  



    

23 
 

 

share job tasks increase the length of employment. Other workplace accommodations 

include support from peers, families, mentors, supervisors, or colleagues, employment  

visits from a job coach, provision of training and relevant work resources, flexible work 

schedule, and an inclusive working environment. 

Other factors that may determine disability hiring are the employers’ positive 

impression of added business value (i.e., company reputation, incentives, improved 

workplace attitudes between employees with and without disabilities), previous disability 

hiring experience, and beliefs that it can impact the employees’ lives. Employees’ prior 

work experience is also preferred (Gatchalian et al., 2014).  

Barriers to Employment Outcomes 

 The barriers discussed in this paper revolved around issues encountered within 

and outside the school systems, including diverse perspectives of the relevant transition 

individuals and employment stakeholders. 

School Barriers 

Transition Planning. A particularly important component to provide the 

necessary transition services is through transition planning; however, teachers still hold 

the most dominant role during this process and students with IDD and their families have 

limited or no opportunities to participate or lead at all (Best & Burke, 2024). Moreover, 

in this process, students’ self-determination skills should come into play to promote post-

school employment outcomes aligned with their needs and desires. However, in a study 

by Scott and colleagues (2021), researchers interviewed parents of Black students with 

IDD and found several factors, rooted in ableist and racist systems, that hinder the  



    

24 
 

 

promotion of this self-determination such as school’s lack of support, late transition 

planning, separation of students with general peers, teachers’ untimely sharing of  

information or lack of transition planning resources, teachers’ low expectations to their 

child, minimal provision of work and extracurricular experiences aligned with interests, 

and limited acknowledgement of their inputs during IEP meetings or in deciding courses 

and schedule leading to mismatched goals. As mentioned earlier, issues in race 

predominantly hinder successful employment outcomes (Flexer et al., 2011; Simonsen & 

Neubert, 2013). 

Additionally, although schools provide opportunities for career exploration, 

parents of youth with IDD expressed limitations on availability of program options and 

accessible work options and unmet need for more guidance, communication, and 

resources. These limitations lead to feelings of being confused and burdened by the 

responsibility for expected student progress and success while handling self-doubt 

pertaining to decision-making in the transition process (Benson et al., 2021).  

To sum, common transition planning barriers include lack of communication, 

guidance, and transition resources, and limited program options or work experiences 

aligned with student needs (Scott et al., 2021; Benson et al., 2021), which is also similar 

to the issues of transition in the Philippines where there is limited resources and 

misplacement to programs not aligned with the students’ abilities and needs; hence, 

teachers do the program modification for meaningful transition instruction (Villareal et 

al., 2022). 

 



    

25 
 

 

Philippine Transition Practices. In one transition program in the Philippines, 

Paguio (2021) identified stakeholders’ disregard for the value of transition education 

because they mistakenly expect students with disabilities to remain in school indefinitely. 

This belief still persists as many report lack of awareness of the need for transition 

support as well as the types of services and professionals to seek or engage (Cabatan, 

2004). 

In another Filipino public school that investigated its transition program for 

students with disabilities, researchers found that vocational skills are rarely taught due to 

perceived safety issues, lack of appropriate school facilities, and limited resources. 

Hence, teachers focus more on teaching “functional academic skills, community 

relationship skills, daily living and health skills, and personal hygiene” to increase 

students’ independence and practical skills (Capinpin & Rabara, 2023, p. 286). Filipino 

teachers in general have shared the limited programs and services for students with 

disabilities, insufficient knowledge about the transition curriculum, lack of learning 

materials and equipment, unequipped teachers, fund constraints, and absence of partner 

agency for job placement leading to gaps in skills and low self-confidence among 

students with disabilities (De Arao & Fontanilla, 2024). 

Collaboration and Staff Issues. In school, interagency collaboration remains a 

challenge to further support post-school outcomes. Such instances include varying 

understanding of roles in provision of services and frequency of communication between 

school-based and CIL professionals (Plotner et al., 2024), minimal or ineffective 

coordination between teachers and VR professionals in delivery of pre-ETS due to time  



    

26 
 

 

and fund constraints, opposing information, lack of space to collaborate, absence of 

relevant community providers and agencies (Carter et al., 2021), collaboration issues 

among businesses, agencies, and vocational rehabilitation agencies (Petcu et al., 2015),  

challenging efforts to engage caregivers especially for those in rural areas (Awsumb et 

al., 2020), and minimal involvement or negative attitudes of families or parents towards 

their children’s education (De Arao & Fontanilla, 2024). For Filipino families, there is 

also a lack of planning and coordination with professionals as there is absence of 

employment specialists; hence, parents do most of the initiatives in reaching out to 

service providers (Cabatan, 2004).   

There are also low expectations of agency staff and teachers (e.g., thinking that 

the students’ goals are not realistic), inefficient pre-ETS training and capacity (Carter et 

al., 2021), teacher’s lack of interest and skills to facilitate transition activities (Paguio, 

2021), shortage of trained professionals (e.g., apprenticeship program coordinator), and 

limited human and financial resources, especially in facilitating support for job 

placements (Schall et al., 2024; Petcu et al., 2015).  

Skills Training Issues and Lack of Opportunities. There is a lack of 

employment or paid job opportunities across both urban and rural areas, inaccessible 

transportation to and from work, and inadequate employment preparation for students’ 

workforce participation as they have some varying levels of skills, motivation, 

attendance, responsibility, problem behavior, and socialization (Awsumb et al., 2020; 

Petcu et al., 2015, Carter et al., 2021). These challenges also highly reflect the same 

issues in the Philippines where Filipino teachers observed the same student challenges  



    

27 
 

 

during training like difficulty in workplace adjustment, socialization, comprehension of 

instruction, and some negative attitudes (Bullecer & Dalonos, 2022).  

Overall, the employment barriers found at the school level include limitations in 

community placement or opportunities for students, lack of knowledge on resources or 

programs, collaboration or communication issues, low expectations, shortage of staff or 

resources, and limited service capacities of professionals and work skills for students 

(Carter et al., 2021; Awsumb et al., 2020; Carter et al., 2024; Petcu et al., 2015; Schall et 

al., 2024; Bullecer & Dalonos, 2022; De Arao and Fontanilla, 2024).  

Family and Community Barriers 

Family Concerns. At the family level, parent expectations tend to be too ideal or 

too low (Awsumb et al., 2020). There is also the consistent high demand of support as 

well as caregivers’ frustration which then hinders continuous support for their children’s 

employment over time (Petner-Arrey et al., 2016). Moreover, there is also a cultural 

factor that affects employment goals where some families focus more on meeting daily 

needs than facilitating employment for a family member with IDD (Timmons et al., 

2004). Some families experience difficulty dealing with disability service systems due to 

language barriers (Zhang & Benz, 2006) or the lack of practical guidance in navigating 

the employment service system (Schwartzman et al., 2025). Filipino families also face 

inadequate funds, tight schedules and different priorities, and unfamiliarity with the 

transition curriculum (Cabatan, 2004; De Arao & Fontanilla, 2024). In addition, some 

parents experience fear, lack of support, future ambiguity, and doubt about their 

children’s capacities for employment success (Blustein et al., 2016; Chen et al., 2019).  



    

28 
 

 

This is the same concern of Filipino parents who deal with issues on their child’s 

placement when they are no longer present as transition programs typically lack employer  

networks who may be potential employers (Paguio, 2021). Whether to allow their child to 

live independently or do post-school opportunities is also influenced by Filipino culture 

and decision-making (Cabatan, 2004). 

Despite individuals with IDD receiving substantial natural support in 

employment, they receive the least extensive support; hence, quality support is still 

needed to increase employment participation (Sanderson et al., 2024). This may also be 

similar to some families experiencing several support services in school but those later 

reduce to few to none after exiting school (Benson et al., 2021). 

Policy Issues. At the systems level, there is a need to simplify the eligibility 

process at the state vocational rehabilitation agency level and lessen the amount of 

waiting time to receive employment services, so they can serve more youth at the 

transition level (Sundar et al., 2018). Families are having difficulty accessing jobs when a 

government agency’s process is too long (Petner-Arrey et al., 2016), which is a result of 

the state’s limited budget (Kramer et al., 2020). Even when they receive those, some 

parents and individuals with IDD report challenges such as outdated models of current 

employment programs and services that are restricting and overlooking career aspirations 

or interests, needs, and educational path and insufficient capacities of employment 

specialists (Kramer et al., 2020).  

Interestingly, there are also issues on Supplemental Social Security benefits 

(Carter et al., 2021; Petcu et al., 2015), wherein those who are under the Social Security  



    

29 
 

 

Disability Insurance (DI) or the Social Security Income (SSI) programs do not utilize the 

said employment services (e.g., job searching, training, or other work programs) and  

brings low employment rate due to a risk of losing some benefits when their income 

raises.  Even for those who work, they still participate in other safety-net programs 

implying that their employment income still does not suffice (Houtenville & Brucker, 

2013). In the Philippines, adolescent and adult services or programs (eg. job training and 

placement, accessible transportation, and group homes) are scarcely available; hence, 

access to vocational counselors or job coaches is also rare (Cabatan, 2004). 

Workplace Barriers. Disability-inclusive employers in public or private sectors 

are still limited (Paguio, 2021), and their disability awareness is still lacking (Carter et al., 

2021). This may lead to hiring discrimination that hinders acceptance and opportunities 

for individuals with disabilities (De Arao & Fontanilla, 2024). Other challenges in the 

workplace include receiving no health insurance and lower wages compared to 

colleagues in the same position, lack of workplace accommodations, and even if they 

receive accommodations, colleagues and managers are non-supportive thinking that it is a 

special treatment or it is unfair. Whether disclosing disability or not is also a challenge 

for some trying to land a job or receive appropriate workplace accommodations (Jans et 

al., 2012).  

Additionally, in a study by Sundar and colleagues (2018), previous employees 

with disabilities mainly think that their disability is a challenge in looking for jobs. On 

the other hand, job seekers with disabilities think that a lack of education or training and 

stigma about their capacities hinder their ability to obtain employment. Stigma was the  



    

30 
 

 

topic of a study by Alson and colleagues (2019) who explored Filipino employer 

perspectives in private and public sectors about the factors influencing disability hiring  

and employment. The researchers found that employers usually prefer younger male  

employees who have a college degree, though having high school and vocational training 

is considered. Generally, according to De la Cruz & Sampana (2020), Filipino employers 

hesitate to hire due to perceived incompetence or low productivity of individuals with 

disabilities; their inability to accommodate disability needs and assumed additional cost; 

absence of disability-inclusive rules and regulations; and if hired, workplace culture is 

not disability-friendly. 

Moreover, people with severe cognitive disabilities report a lack of enthusiasm to 

work (Schutz et al., 2023). Some other workplace concerns encountered by individuals 

with developmental disabilities in the Philippines include irregular attendance, difficulty 

learning new job skills and navigating home and other community settings implying 

inadequate readiness and unfamiliarity in post-school settings (Cabatan, 2004). 

Transition and Employment Experiences of Individuals with IDD 

Generally, there are relatively few studies in the U.S. that have deeply and 

directly engaged specifically the employed individuals with IDD beginning their 

transition experiences to post-school employment which this paper will delve into; 

however, a closely related study by Lindstrom and colleagues (2014) explored their 

insights, including parents, employers, and school and service staff, regarding the early 

employment experiences as well as the support and barriers for career advancement 

among employed individuals with IDD. Consistent with other studies, family’s  



    

31 
 

 

expectations and their example and community work experiences that increase work 

capacities and career preference promote job acquisition, but career placement facilitated 

by agency job developers do not typically match their interests due to limited job 

opportunities. Moreover, employers who are in partnership with schools also promote 

work opportunities and accommodations (e.g., flexible and positive work environment, 

training and monitoring, prompting on work structure, customizing job roles).  

Regarding financial management, the same researchers found that individuals 

with IDD are supported by their families in handling bank accounts and assisted by 

independent living advocates in monthly budgets, but because of the income 

requirements attached to the disability benefits they access, they also experience limited 

wage progression. Furthermore, they report not advancing their job roles because of 

limited “technical, academic, or communication skills” (p. 46). Overall, they feel valued 

and enjoy working (Lindstrom et al., 2014). 

Another related study in Norway by Sigstad and Garrels (2022) explored the 

perspectives of mostly part-time employed young adults with mild ID engaged in 

competitive work on what personal traits and environmental factors support their 

employment goal. Participants exhibited self-determination (e.g., self-confidence 

regarding capacities and limitations, work competence and openness to feedback, ability 

to articulate preferences, set career goals, and do problem-solving, and capacity to stand 

up for oneself or have self-advocacy) and soft skills (e.g., being punctual, persevering, 

trustworthy, and having interpersonal skills and high work morale) to facilitate 

employment. Interestingly, participants did not extensively identify school activities that  



    

32 
 

 

are helpful for their current employment. Meanwhile, the environmental factors that 

facilitated their employment include support from parents/family who helped in  

navigating service systems and job preparation, assistance from broader networks like 

teachers and job coaches during job searching and working, collaboration between school 

and workplace that connected them to job opportunity, an inclusive workplace with 

friendly colleagues and manager, and workplace accommodations such as established 

task lists and routines, training, and flexibility in response to their shifting work energy. 

Not only that, a study by Schwartzman and colleagues (2025) explored the 

perspectives of caregivers of working-age individuals with IDD on facilitating factors to 

access paid employment. In their view, facilitating factors include the employee mindset 

of individuals with IDD; positive expectations, involvement, and support from family, 

workplace, and service systems; community awareness on disability hiring; skills in self-

advocacy, communication, self-regulation, socialization, and traveling; community-based 

transition program that connects them to employers and service providers; access to 

employment services and benefits counseling; parent networks; direct application to 

employers; and suitable job with workplace supports like coaching, training, 

accommodations, natural supports, and promotion opportunities. Extending this study to 

capture insights of individuals with IDD themselves would be essential as well as the 

types of school or community experiences that they found particularly responsive to their 

needs.  

 

 



    

33 
 

 

School Experiences 

In a study by Clavenna-Deane & Coates (2022), students with disabilities who 

just recently exited high school were asked which school experiences were found helpful 

to achieve their post-school goals including but not limited to employment. Among the 

factors they highlighted were having supportive  

family, friends, and school staff who also boost their essential success attributes (eg. 

goal-setting, decision-making, self-confidence, discipline), attending CTE classes and 

career-focused electives, interest-related classes (eg. music groups or college courses), 

and extracurricular activities (eg. sports, student organizations, community-based 

activities), finishing high school, and teacher-led transition planning; although, it is 

important that some also did not have positive experiences or relevant support during 

high school. 

To specifically explore insights including individuals with IDD, a delphi study by 

Schall and colleagues (2024) considered the perspectives not just of adults with IDD but 

also tried to reach consensus with parents or caregivers, high school educators, 

employment service providers, and researchers whether the five evidence-based pathways 

including supported employment, customized employment (CE), internships, 

apprenticeships, and post-secondary education are socially valid or useful interventions 

for post-school employment. Results indicated that all except apprenticeships are socially 

valid pathways that lead to meaningful employment. This finding corresponds to other 

studies that both supported employment, or being in an integrated work set-up while 

receiving on-going support, and CE, or customizing job roles while gaining on-the-job  



    

34 
 

 

support, facilitate employment participation (Wehman et al., 2014; Inge et al., 2024). 

Moreover, internship programs that provide full working experience matched with 

consistent and collaborative support were also found beneficial (Avellone et al., 2023). 

Job-Seeking Experiences 

In a national survey conducted by Sundar and colleagues (2018), the researchers 

explored the job searching and employment experiences of individuals with different 

types of disabilities in America. The participants shared that the most common job 

preparation for them is by receiving health or rehabilitation support to improve functional 

abilities, followed by getting assistance from family and friends, going to school (eg. 

certifications and experiential training), and requesting resume-writing support among 

others. They also persistently looked for jobs online, through family or friends, or by 

directly contacting employers. Also, despite common barriers like non-engagement with 

vocational rehabilitation, lack of transportation or training, employer stigma, or 

discouragement from friends and family, they were able to effectively address those, 

making them highly satisfied in their current jobs. 

In a qualitative study, Jans and colleagues (2012) conducted in-depth interviews 

with employed individuals with apparent and non-apparent disabilities on whether to 

disclose disability or not at the beginning of the hiring process. Although preparing a 

narrative about their work skills is common, disclosure of disability is somewhat less 

common. Disclosure is a personal choice done in a plain and direct manner; some 

individuals who disclose their disability are able to earn work promotions, but disclosing 

their disability may also pose a risk if they disclose too early or their employer views  



    

35 
 

 

their disability as a hindrance to quality work. Having someone related to the employer to 

vouch for them, knowing how to pitch for oneself and prepare well prior to the interview,  

applying for disability-related jobs or government positions, and seeking more education 

were also found helpful strategies to succeed in job-seeking. 

Workplace Experience 

At the workplace, a study by Sinclair and colleagues (2024) identified the 

attributes of self-determination that support employment, and they found out that 

employed individuals with IDD shared their intrinsic motivation in their work where they 

feel valued, purposeful, joyful, and passionate. They also have aligned personality traits 

and skills with their work and that they’re supported by their colleagues, and recognized 

due to their unique disability perspective. They also exhibited decision-making skills 

whether for financial or career choices, goal-setting in terms of career plans, problem-

solving to meet job demands or address issues with colleagues, self-advocacy for 

themselves and for others, self-management (emotionally, professionally, financially, and 

in daily living), and self-awareness of skills and needs. Some other attributes that they 

shared when providing advice to job-seekers is being persistent during job-search and 

being proactive to pursue working. On the other hand, participants also shared their 

challenges in socio-emotional and behavioral aspects, mismatch or skill gaps with jobs, 

difficulty in learning or remembering, some encountered physical barriers, and 

employers’ negative perception or stigma. 

In exploring what employment means among employees with IDD, Gilson and 

colleagues (2022) found in their study that individuals with IDD see work as a means to  



    

36 
 

 

connect socially - having a place of belonging, workplace support (e.g., receiving 

feedback, work assistance, and training), and expansion of social networks leading to 

career opportunities or advancement and sustaining relationships. On the other hand, they 

also encountered issues with colleagues like personality differences and discrimination 

(e.g,. being “tokenized” or called names) and challenges with building networks (e.g.,  

distant location and lack of opportunities and role models). Moreover, the same 

researchers found that work is also a means of self-determination where individuals with 

IDD feel a “sense of purpose”: a motivation to work, learn new things, persist and show 

up in job roles aligned with their skills, support colleagues and serve clients, and act 

autonomously. In contrast, instances that hinder their motivation to work include limiting 

their autonomy (eg. low-preference jobs and reduced responsibilities), competence (eg. 

unsupportive supervisors or limited work accommodations), and persistence (eg. desire to 

change job roles). Lastly, individuals with IDD specified work as a means to gain power 

and survival wherein they attain independent living and financial capacity to support 

daily expenses and recreational activities as well as support their family; however, being 

denied job opportunities and unequipped for a specific occupation hinders their ability to 

be independent. Jobs also provide opportunities to be recognized for their capacities and 

increase their aspirations for job roles, but stigma in disability hiring and unfair 

workplace treatment impedes this goal (Gilson et al., 2022).  

Looking into Imbong and Pielago’s study (2021), Filipino government employees 

with physical disabilities felt inadequacy or mismatch of their skills to the job, 

experienced competitive hiring and discrimination, mobility and transportation issues,  



    

37 
 

 

inflexible working hours, inaccessible computers and buildings, financial challenges, 

gaps in support mechanisms, political concerns in the workplace, and lack of quality 

implementation and compliance of the mandates supporting them. They see overcoming 

these barriers through the government’s provision of assistive devices, skills training, 

benefits, and availability of jobs. Further policy formulation and a council made up of  

individuals with disabilities, employers, non-government organizations, and the local 

government were recommended. Similar to public school employees with disabilities, 

Avila and colleagues (2023) found that participants also felt low self-confidence, high 

hiring demands, negative stereotypes, and inaccessible school facilities. Other challenges 

include pressure to prove their skills and the lack of disability awareness in school, so 

there is a need for more compassion and collaboration, despite their professionalism. 

Some participants shared contentment and empowerment when accomplishing duties. 

Quality of Life 

In assessing the quality of life of employed individuals with IDD in either CIE or 

work-center employment or typically those with lower minimum wage, their objective 

and subjective views were explored by Randall and colleagues (2023). Objective quality 

of life means the measurable outcomes of “material well-being, health, productivity, 

intimacy, safety, place in community, and emotional wellbeing” (p. 273-274) such as 

amount of wage, number of work hours, and regularity in community participation. 

Meanwhile, subjective well-being is the level of happiness and satisfaction. Through 

surveys and interviews, they found that those in CIE had higher objective quality of life 

than those in work-center employment. Nonetheless, everyone reported high subjective  



    

38 
 

 

well-being, but employees with CIE specifically have lower satisfaction in their 

community participation (e.g., socialization opportunities) despite higher measurable 

outcomes like salary. 

Chapter Summary 

Several research studies in the US have identified certain programs, approaches, 

collaboration and skills as critical to support post-school employment success to  

individuals with IDD, but the Philippine transition is still understudied on those aspects. 

Having these in mind, there is still a growing number of unemployed individuals with 

IDD. Given the several facilitators, barriers, and perspectives explored from multiple 

stakeholders and a variety of studies reviewed in this paper, there is a lack of in-depth 

exploration on the views of employed individuals with IDD both in the US and 

Philippines on how they experienced support in terms of employment preparation, job-

seeking, and employment outcomes. Considering both programmatic and societal factors 

within and outside school that can affect their transition pathway or experience (e.g., 

complexity of transition process, employers’ stigma, inaccessible institutions, and limited 

opportunities or competitive labor market), this study will attempt to holistically and 

qualitatively capture their transition support experiences from student to job-seeker, and 

now as an employee to ascertain how those patterns of activities led to outcomes in their 

current life. Specifically, this study will also elaborate on the roles of relevant 

stakeholders to facilitate and retain employment (Lindstrom et al., 2014) and to hopefully 

lead to the development of strategies for contextualization based on available resources 

and funding, or to some mandates or policies within a local or national level. 



    

39 
 

 

Chapter 3: Methodology 

Purpose of the Study and Research Questions 

The purpose of the study is to explore the relevant transition support experiences 

of persons with IDD both in the US and Philippines that prepare them to achieve post-

school employment success. Particularly, I explored first-person narratives of currently 

employed individuals with IDD describing what activities or resources are meaningfully 

helpful to them in their educational journey that led them to gain jobs, how job-seeking 

experience looked like after school, and what helps them to sustain their current 

employment. This study explored the phenomenon of transition from school-to-work 

among individuals with IDD where we aimed to directly hear how activities, resources, 

and support system were realistically experienced or manifested in the lives of 

individuals with IDD in both contexts; hence, the central research question followed by 

subquestions: What does support from education to employment look like based on the 

experiences of employed individuals with intellectual and developmental disabilities? 

1. What preparation activities effectively supported the post-school employment 

success of persons with intellectual and developmental disabilities? 

2. How were individuals' strengths, needs, and culture addressed during preparation 

and employment activities? 

Research Design and Rationale 

To understand the unique experiences of the participants in different contexts and 

to meet the study’s objectives, I used the qualitative phenomenological approach where I 

investigated what support means to them in their experience of transitioning from school  



    

40 
 

 

to work and fully extracted the essence of that phenomenon (Creswell & Poth, 2023; 

Moustakas, 1994). To such a pressing issue of unemployment among individuals with 

IDD, their experiences would reflect programmatic and social factors directly 

experienced by the participants regardless of the objective aim of present transition 

programs, adult services, or support activities in their movement from learning 

institutions to employment settings. Using semi-structured interviews in phenomenology, 

this approach highlights the belief that their voices or direct experiences are critical to 

inform research, policies, and practice, and that no specific practice fits all nor every 

transition activity works for all due to presence or lack of resources in each context; 

hence, a need to explore diverse experiences under the same phenomenon of transitioning 

from school-to-work.  

Philosophical Assumptions 

Having a philosophical assumption directs how researchers wrote research 

problems and questions (Huff, 2009). This study holds ontological and axiological 

assumptions that aim to report multiple lived experiences, realities, and values both in 

developed and developing countries experiencing the same phenomenon of transitioning 

from school to work. These philosophical assumptions are weaved into the interpretive 

frameworks of social constructivism, pragmatism, and critical disability theory where it 

asserts the belief that every individual with IDD holds unique capacities and not a defect, 

and that the participants’ lived experiences or subjective views on how they understood 

support and transition in their contexts are useful information to address inequities, such  

 



    

41 
 

 

as ableism and racism, in their inclusion from education to employment settings 

(Creswell & Poth, 2023).  

Ethical Considerations 

The study underwent Institutional Review Board’s (IRB) process and approval. 

After permission to conduct the study was obtained, eligible participants (see next 

section) were invited for a consent meeting through Zoom and were given the consent 

forms for advance reading. The informed consent process involved the faculty PI 

explaining the study's purpose, emphasizing the voluntary nature of participation, asking 

questions to confirm potential participant’s understanding of the study activities and 

voluntary nature of participation, and informing participants of their right to ask 

questions before joining or withdrawing at any time.  

Some interested participants who lacked the capacity to consent have a legally 

authorized representative or legal guardian present during consent meetings and research 

interviews. Participants from the Philippines who spoke and understood both English and 

Tagalog were engaged in the language they found most comfortable during the 

conversations since I am fluent in both languages. All participants signed and received 

the necessary consent and assent forms, including the international consent form 

designated for Filipino participants. 

Prior to the interview, I built rapport with the participants by introducing myself 

first and sharing the reason behind the research. I created a relaxed interview 

environment, resembling a casual conversation where we simply shared stories with each 

other. In the context of the interview questions that focused on the participant’s  



    

42 
 

 

experiences and support from educational to employment journey, some participants also 

expressed job-seeking struggles or other barriers they experienced. Participants were 

encouraged to pause or not answer questions if they felt discomfort.  

All data gathered were then uploaded securely on the University of Minnesota’s 

Box Server for data management and analysis.  

Settings and Participants 

The study participants (see Table 1) were employed individuals with intellectual 

and developmental disabilities aged 18 years old and above in the Philippines (Metro 

Manila and Western Visayas) and the USA (MN, FL, AK, TX) who work either part-time 

or full-time for at least 6 months. Through purposeful sampling, I sent email and 

recruitment posters to organizations and government offices that have employees or 

provide direct employment services to individuals with IDD. Interested participants were 

screened to determine whether they met inclusion criteria prior to inviting them to a 

consent meeting and subsequent research interview. 

In total, there were 16 participants from both countries, where 9 were from the US 

and 7 were from the Philippines. In a phenomenological study, it is recommended having 

between 3 to 10 participants (Dukes, 1984) or between 5 to 25 participants (Creswell & 

Poth, 2018) to reach saturation. More than the sample size, this research design relied 

more on describing what the participants experienced (Creswell & Poth, 2023). 

Table 1. Participant Demographics 
Category   Subcategory                     PH(7) US(9) n(16) % 
Gender      
 Male 5 2 7 44% 
 Female 2 7 9 56% 



    

43 
 

Age Range 
 Between 23-30 years old 4 6 10 63% 
 Between 31-45 years old 3 3 6 37% 
Race 
 American Indian or   

Alaska Native 
0 1 1 6% 

 Asian or Asian American  7 2 9 56% 
 Black or African American 0 3 3 19% 
 White or European 0 2 2 13% 
 Multiracial 0 1 1 6% 
Disability Type 
 Autism 3 3 6 37% 
 Cerebral Palsy 1 1 2 13% 
 Down Syndrome 1 0 1 6% 
 Intellectual Disability 0 3 3 19% 
 Multiple Disabilities 2 2 4 25% 
Highest Educational Attainment 
 Special Education 2 0 2 13% 
 Some High School 1 0 1 6% 
 Highschool Graduate 1 2 3 19% 
 Some College 0 1 1 6% 
 College Graduate 2 6 8 50% 
 Master's Level 1 0 1 6% 
Type of Employment 
 Full-time 5 3 8 50% 
 Part-time 2 6 8 50% 
Annual Salary Range (US Participants) 
 $25,000 and below n/a 4 4 25% 
 $25,001–$49,999 n/a 0 0 0% 
 $50,000 and above n/a 4 4 25% 
 Not Sure n/a 1 1 6% 
Monthly Salary Range (PH Participants) 
 ₱5,000 (~$85) and below 4 n/a 4 25% 
 ₱5,001 – 20,000 (~$345) 2 n/a 2 13% 
 ₱20,001 – 80,000 (~$1400) 1 n/a 1 6% 
Length of Employment 
 between 6 months to 1 year 1 1 2 13% 
 between 1 year to 2 years 5 3 8 50% 
 more than 2 years 1 5 6 37% 
Work Location 
 Urban 6 3 9 56% 
 Sub-urban/Peri-urban 1 4 5 31% 
 Rural 0 2 2 13% 
Job Sector 
 Sales & Marketing 2 2 4 25% 
 Retail  1 0 1 6% 



    

44 
  Manufacturing 1 0 1 6% 

 Real Estate & Property 1 0 1 6% 
 Non-profit & Disability  

Services 
1 3 4 25% 

 Computer/Information  
Technology 

1 3 4 25% 

 Agriculture & Horticulture 0 1 1 6% 
Note: Demographic information that received no responses was not included in the table. 
Some participants with multi-sector roles were categorized by their primary function. | 
Abbreviations: PH = Philippines, US = United States, ₱ = Philippine Peso, $ = US Dollar 
 
Data Collection Tools and Procedure 

Following the informed consent process, the participants who expressed voluntary 

participation were sent calendar invitations and interview questionnaires at least 2 days in 

advance so participants could reflect on their experiences before they attend the 

interview, and to also ensure that we can have a fruitful in-person or Zoom interview 

conversations within 45-90 minutes. The interview began with the collection of their 

demographic information followed by the one-on-one interview with questions structured 

according to Framework for Research in Transition by Trainor and colleagues (2020). 

The interview questions were provided categorically from asking their support system 

from school to work, their employment preparation activities, job-seeking journey, and 

employment support (see Table 2). All interviews were completed and data collected 

during the period of October to December 2024. 

The semi-structured interview approach was selected to elaborate on the 

participants’ answers to the open-ended questions and to provide further clarification 

during the conversation (Given, 2008). With each participant, I requested consent to 

record and used the automatic transcription feature of Zoom. Then, I introduced myself, 

shared my semi-insider perspective that led me to the research topic, and talked about the 

purpose of the study. I also emphasized that they have the freedom to request for a pause  



    

45 
 

 

or skip some questions, and that we could have a casual dialogue more than a formal 

interview. I also wrote in my research journal some interview notes to capture my 

reflections and share my transparency immediately with the participants if there are 

assumptions or potential biases from my interpretations based on what I get during the 

conversation (Ortlipp, 2008). In appreciation of their significant contribution and the time 

they generously provided, the US participants received $50 worth of gift card disbursed 

to them post-interview. Participants in the Philippines received a one-time amount of 

₱1200 (between $20-$22) post-interview through online payment transfer. The latter 

amount, although less than the U.S. participants’ remuneration, was determined to be 

appropriate given the economic differences between the US and the Philippines and so 

the remuneration for participants in either country would not be disproportionate. 

Table 2. Interview Protocol Excerpt 
Transition Aspects from School 
Years to Adulthood (Trainor et 
al., 2020, p.7) 

Interview Questions 

Culture (Family, Groups, 
Community, Social Capital) 

How would you describe your support 
system beginning in high school until you 
got a job? 

Services and Supports in: 
a) Secondary (Special 
Education/General Education),  
b) Post-secondary, and  
c) Adult life (Disability Specific, 
Generally Available) 

● Assessment, Planning, 
Instruction, Supports, 
Activities, Relationships 

Tell me about the essential activities you 
had in school that supported your goal to 
get a job. 
 
Tell me about the relevant activities or 
resources you sought or received as you 
looked for a job and until you get it.  

Levers 
(Funding, Laws, Policies, 
Resources) 

How has the community been helpful to 
you as a job-seeker with a disability or 
with gender or other cultural identities? 
 



    

46 
 

Thinking back to your first job or your 
current experience, what do you think 
helps you to maintain your job? 

Quality of Life 
(Experiences and Outcomes) 

Reflecting on your employment goals from 
when you started to now, are there any 
changes or continuities?  
 
In your role as an employee, how satisfied 
do you feel with your life right now? 

Note: See Appendix B for full interview protocol. 
 
Data Analysis 

 After interviewing each participant individually, with some having legally 

authorized representatives present, the demographic information was organized through 

an anonymization log to de-identify participant details and indicate participant code. The 

audio and video recordings from Zoom and the raw transcripts of the interview were also 

immediately uploaded on the university’s secured Box server. Tagalog transcripts 

generated from Zoom were corrected, de-identified, and translated to English using the 

Microsoft CoPilot AI tool which is designed to be secure. All other transcripts were also 

cleaned, de-identified, and re-read multiple times (Agar, 1980; Emerson et al., 2011) 

before and during the organization and analysis of the data using NVivo, a computer 

software program for qualitative data analysis. Within NVivo, I also attached annotations 

or memos which are ideas that come up as I read through the transcripts and interview 

notes (Creswell & Poth, 2023). I also used a research journal to document reflexivity, or 

my self-reflection process (Lincoln & Guba, 1982). 

After the raw transcriptions were polished, they were coded, categorized, and 

analyzed into themes to answer the research questions. Using both NVivo software and 

interview notes in my research journal, I employed coding line-by-line as in open coding, 

horizontalization of data where significant statements are grouped and linked based on  



    

47 
 

 

“what happened” and “how the phenomenon was experienced,” and coming up with the 

themes or the essence of the experience (Creswell & Poth, 2023, p.242). The data were 

inductively analyzed which is a bottom-up approach to elicit participants’ authentic 

responses before coming up with the themes. With the belief that qualitative data analysis 

is a non-linear process, I also worked deductively, frequently checking the connection of 

each theme against the data (Creswell & Poth, 2023); hence, the adding, renaming, and 

re-organizing of codes and categories until I devised the themes and subthemes (see 

Table 3) including the interpretive model on what support from education to employment 

looks like (see Figure 1). 

Data Validity 

Creswell & Poth (2023) suggested using at least two validation strategies to 

document a qualitative study’s accuracy. In this investigation, I used several approaches, 

including triangulation among the audio and video recordings, interview notes, and the 

transcript. In addition, I engaged with epoché or bracketing using my research journal 

and memos which essentially separates my prior experiences, personal beliefs, and biases 

as a special education transition teacher so the participants’ experiences are well-

highlighted (Moustakas, 1994). Moreover, I wrote rich and thick descriptions throughout 

the findings like including contextual descriptions and direct quotes from participants and 

detailing both the participants and the setting for transferability based on common 

characteristics (Erlandson, et al., 1993). I also solicited peer reviews of the codebook I 

generated to vet the logical process of coming up with the codes, themes, and interpretive 

model. Member checking was also done where the documented findings were shared  



    

48 
 

 

with participants for verification, with 11 out of 16 of them confirmed data accuracy 

based on their responses. 

Chapter Summary 

This chapter explains the aim of the study to understand what support from 

education to employment looks like based on the experiences of employed individuals 

with IDD. The research design and data collection procedures were explained including 

the analysis process. The results of this study are discussed in the next section. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 



    

49 
 

 

Chapter 4: Findings 

This study sought to examine  This study sought to examine the experiences from 

education to employment of employed Filipinos and Americans with IDD. Based on the 

analysis of the interview responses from sixteen participants, five themes emerged: (a) 

helpful employment preparation activities and resources, (b) doors to employment, (c) 

social capital as support system, (d) inclusion barriers, and (e) inclusive workforce 

placement and outcomes. These themes were expanded with subthemes (Table 2) 

organized using an interpretive model (see Figure 1). 

Table 3. Themes and Subthemes 

 

 

 

 

 

 

 

Overall, this study found that the theme of (a) meaningful employment 

preparation activities and resources that effectively supported post-school employment 

success included the subthemes of (1) a combination of their participation in generally  

Themes Subthemes 

(a) Helpful employment 
preparation activities 
and resources 

(1) Participation to school and community pre-
employment activities 
(2) Access to civic institution services 

(b) Doors to 
employment 

(1) Individual’s employability skills 
(2) Direct job application or referrals 
(3) Workplace commitment to inclusive hiring 

(c) Social capital as 
support system 

(1) Core support  
(2) Inclusion allies 
(3) Mentorship support 
(4) Opportunity champions 

(d) Inclusion Barriers (1) Personal Challenges 
(2) Societal Barriers 

(e) Inclusive workforce 
experience and outcome 

(1) Employment retention support 
(2) Employment impact 



    

50 
 

 

available and disability-specific employment preparation activities within and outside 

school settings; and (2) access to civic institution services that provide personal and 

professional support from home, school, work, and community. The theme (b) doors to 

employment included their (1) employability skills such as aligned interests to the job, 

hard skills such as computer/technological skills and communication skills, and soft skills 

like resilience, self-advocacy, and self-determination; (2) the referrals or 

recommendations from their social network like peers, family, and professionals; and (3) 

the employers who reach out directly as part of their commitment to inclusive hiring 

among the disability community. 

In terms of how their strengths, needs, and culture were addressed during 

preparation and employment activities, their (c) social capital served as support system 

and was comprised of family, professionals, and peers who played crucial and active 

roles, such as (1) core support from home, school, and work; (2) inclusion allies to 

address accessibility needs and to provide acceptance and encouragement for emotional 

and professional clarity and direction; (3) mentorship support for any formal or informal 

training and support from school to employment; and (4) opportunity champions that 

provided referrals, recommendations, and discoveries of their potentials leading them to 

participate on advocacy groups, employment activities, and other opportunities. These 

support systems were ever-present as they navigated (d) personal and societal barriers as 

a student, job-seeker, and employee with IDD. 

As current employees, they highlighted the support they received to maintain their 

jobs under an (e) inclusive workforce placement that eventually led them to positive  



    

51 
 

 

outcomes through (1) employment retention support including provision of 

accommodations, an inclusive team, regular check-ins, timely recognition of their efforts, 

and professional training. These natural supports and their aligned personal attributes in 

work facilitated their employment retention that led to (2) employment impact such as 

personal and professional growth, monetary autonomy, advocacy, purpose, productivity, 

and increased meaningful connections. 

Figure 1. Interpretive Model on What Support from Education to Employment 
Looks Like | Red square figures indicate the themes. The black round figures indicate 
subthemes. Gray rounded-rectangle figures explain each subtheme further. 
 

Centering on the participants’ experience, the interpretive model shows the person 

with IDD who was supported by their social capital, or the people who served as their 

support system, from their schooling until they got employment. The inclusion barriers 

were also present throughout their transition and can come from the community or the 

people surrounding them. The participant’s employability skills were developed through 

the helpful employment preparation activities and resources that are a combination of 

general and disability-specific pre-employment activities in school and at the community 

leading to self-discovery, improvement, and job-readiness. Civic institution services also 

helped in providing professional and personal support. As a result of the participation in  



    

52 
 

 

employment preparation activities and involvement with social groups, participants were 

directed to inclusive workplace opportunities that are supportive of their job retention, 

leading to the employment’s personal and community impact.  

Each theme and subtheme is discussed in more detail below. 

Helpful Employment Preparation Activities and Resources 

The first theme represented the pre-employment support the participants received 

within and outside the school community that allowed them to gain employment. This 

included (1) participation in school and community pre-employment activities, and (2) 

access to civic institution services. The services that they accessed from community 

institutions and the job preparation activities (see Tables 4 and 5) they underwent during 

and after school were discussed as helpful to access work placement. This study 

essentially found that being exposed to various programs and job activities within and 

outside school, and receiving institutional resources that provided educational, 

professional, and social services were beneficial to facilitate post-school employment. 

Participation in school and community pre-employment activities  

This subtheme showed how the participants shared a combination of general and 

disability-specific school-to-work preparation activities that they described as helpful for 

them to get a job. These included programs, activities, and job experiences that 

fundamentally built their work experience and increased their understanding on what type 

of work they would like to take.  Listed below are those activities and its relevance to the 

needs, strengths, and culture of the participants (Table 3).  

 



    

53 
 

 
Table 4. Employment Preparation Activities 

Programs/ 
Activities 

Participant’s  
Response 

Essence 

Career Counseling “I had a job coach that helped me figure out 
what I wanted… They gave me like a survey, 
as I remember, and it's to know what I like to 
do and what I want to do.” - US_03 
“It was my school counselor that I normally 
went to get some word of wisdom.” - US_05 
“I decided to join the family business 
because my mom proposed creating my own 
company.” - PH_04 
“Career assessments [in highschool] helped 
me discover the area that I would be more 
successful in.” - US_09 

Guided 
Planning 

Career Fairs & 
Seminars 

“When I was in college, I saw booths 
representing different companies that you 
might want to apply to.” - PH_04 
“I also had a career-related seminar with my 
peer circle organization. They have been 
very useful for me in preparing for 
employment after college.” - PH_05 
“People are coming to organize 
[conference] so it encourages the students to 
tell them what to do.” - US_06 
“I attend [a] tech conference.” - US_08 

Career 
Awareness 

College Readiness 
Program 

“In high school, there was this thing called 
the college preparation program…to 
prepare for the college entrance exams in 
colleges and universities.” - PH_04 
“I took college classes in high school… it 
kind of prepared me and helped me get 
ahead.” - US_01 
“You get college credit or advanced 
classes.” - US_02 

Preparedness to 
College 

Extracurricular 
Activities 

● school events 
● student 

groups 
● social or 

“I remember joining the global IT 
challenge.” - PH_01 “He got used to 
working with groups” - PH_01a** 
“It’s very important to me because 
[attending events] makes me feel included 
and more motivated to work hard and fulfill 

Build social 
skills, 
communication, 
and motivation 



    

54 
 organization 

events 
my dreams.” - PH_05 
“That is one of the best gifts to me; to be 
involved in that [disability organization] 
internationally so that I can help persons 
with disabilities in regions, not only in our 
town but in other international countries 
[too].” - PH_06  
“I was in a debate group in which that 
helped me in public speaking. For the 
football club that I normally play in school, 
that alone also helped me to be outstanding. 
That also makes me know people [and] make 
friends.” - US_05 

Learning Course “I took a leadership course for the very first 
time, and then really seeing I could go far 
with this, and learning how to advocate… 
not only for myself, but [also] for others.” - 
US_03 
“I’m part of the Microsoft Learning 
Pathways program where I started to use 
LinkedIn and Microsoft Office so I can use it 
in the workplace.” - PH_04 

Applicability to 
Work 

Resume-writing and 
Mock Job Interview  

“They host events [on] how to source for a 
job, how to prepare for a job, and at that 
point, I had to participate, and I feel that it 
ought to have been something that would 
have inspired me…like giving me the idea on 
how to get a job.” - US_07 
“I think mock interviews are really helpful. 
So we would practice doing interviews [and] 
building our resumes in school. That was 
super helpful.” - US_01 

Job-seeking 
Preparation 

Specialized 
Instruction & 
Rehabilitation* 

“At home there is therapy… The special 
school she attended - their activities also 
boosted her somehow... They are also 
brought out into the social community to 
adapt to what they see around them and be 
ready for what to do next.” - PH_02a** 
“I would say social skills training. It's a 
program where I learned about 
communication, professional behaviors, 
[and] non-verbal cues. I got to improve in 
those areas.” - US_09 

Improved Social 
Adaptations 



    

55 
 Transition & Post-

Transition Program* 
“[In transition], they either teach you daily 
living skills like cooking, cleaning, [and] 
those types of stuff. It was [also] just getting 
used to the routine of working and being in 
one place from 6 [am] to 3 [pm].” - US_02 

“He was categorized under computer, 
photography, [and] editing [in the Post-
Transition program], so that’s where his 
skills were honed for that.” - PH_01a** 

“[In the post-transition program], they 
offered training for those above twenty-five 
years old…they are being trained to be ready 
for outside work.” - PH_02a** 

“They teach them, and they saw that she was 
willing to sew, so they gave her a portable 
[sewing] machine, that's where she started.” 
- PH_03a** 

Increased 
Functional and 
Work Skills 

Workplace Learning 
● Volunteering 
● Internships 
● Student-led 

enterprise 
● Actual Job 

Experience 
 

“An internship for me is like a training 
program that shows what we will do and 
what to expect in the future workplace.” - 
PH_04 
“I became a professional freelance 
photographer several times. Those 
experiences helped me learn some of the 
skills I needed for future employment.” - 
PH_05 
“Internships mainly [were] helpful just so I 
could figure out what I liked, what I didn't 
like.” - US_01 
“I created the peer mentoring program at 
that day program where I helped with a lot 
of self-advocacy stuff, and really took 
partners in policy at that time to really 
educate myself, [and] to create the leader I 
am today.” - US_03 
“It was fun. I got to interact with a bunch of 
different types of people, and it was very laid 
back.” - US_04 
“We do bake [in high school] and this really 
helped me a lot because I did take it to where 
I was working.” - US_06 

Skills 
Discovery, Fun 
Work 
Experience, and 
Work-readiness 
 
 



    

56 
 “During my internship, I got to learn how to 

act in official settings, to be professional, 
and gaining some experience about my 
field.” - US_09 

*Disability-specific activities; **Legal guardian’s response  
Note: "US/PH" followed by a number represents the participant, while the same code 
with the letter "a" denotes the legal guardian's response throughout the paper. 
 

As part of their job exploration phase, the participants mentioned several 

generally-available programs such as career counseling wherein some of them had career 

assessments or counseling with a job coach or school counselor, or informal career 

pathway discussions with a family member to figure out or decide on a career track with 

guidance. They also mentioned attending career fairs and seminars held in the school to 

explore and identify options for employment, and also to understand practical things done 

in a specific job. 

Aside from exploring different career options, some participants also mentioned 

that the college readiness programs in high school allowed them to prepare for and be 

ahead when they enrolled in college. This includes taking college credits in high school 

for US participants or reviewing materials for college entrance examinations in the 

Philippines. 

Many of the participants also shared about their extracurricular activities, which 

were social or interest-related and done beyond the four walls of the classroom. Such 

activities included participating in sports, debate, music, and retreats, and joining 

organizations offering leadership training, which boosted their socialization, 

communication, decision-making, sense of belonging, motivation, and confidence to 

thrive in various settings. Aside from these school-related activities, participants also 

accessed courses aligned with their employment interests and that were identified as  



    

57 
 

 

applicable to their work or something that indicated potential for growth and practical 

application in the workplace. Some examples included taking a leadership course, short 

learning course, or learning pathway program after secondary school. 

In terms of the disability-specific activities, some participants were provided 

special education and rehabilitation services like therapy and behavior interventions, 

which enhanced their social adaptation capacities. Transition and post-transition 

programs were also identified as increasing their daily functional and work skills, and 

their ability to get used to the routine of working. 

Going beyond the school setting, participants mentioned having job-seeking 

support in terms of writing resumes and doing mock job interviews that prepared them 

for completing job applications. The people who supported them in this process typically 

included job coaches, teachers, or a family member. They also had learning opportunities 

within workplace settings to increase their hard and soft skills and their knowledge in real 

job scenarios. This included doing internships, participating in student-led enterprises, 

volunteering, and having actual job experiences. These job and volunteering experiences 

were typically not supervised by the school but were personal engagements. Through 

these activities, participants mentioned that they were able to identify what was most or 

least interesting or fun to them, discover or learn new skills aligned with work, and get 

prepared for job settings. 

Access to Civic Institution Services 

This sub-theme portrayed the different community institutions or organizations, 

aside from the school, that played a role in providing some support throughout the  



    

58 
 

 

transition of participants from school to work which included the church, government, 

and disability agencies or organizations. The civic institution services were resources to 

address personal, educational, and professional needs such as financial, social, home, and 

employment support crucial for their exposure to opportunities and individuals who 

helped them identify and locate preferred jobs (see Table 5). 

Aside from these identified institutions, the general community was defined as 

helpful if it created an environment that provided acceptance, which consequently 

empowered them emotionally, socially, and professionally. 

“It’s the openness and acceptance of the whole community.” - PH_01a 

“If the environment is a good influence, it's a big help to them and it will greatly 
improve their personality.” - PH_02a 

“Her inspiration is that people appreciate what she does.” - PH_03a 

“Just how the community has been helpful, I'd say, it’s helping just knowing what 
jobs are available and getting them.” - US_01 

Table 5. Civic Institution and its Support Services during Transition 

Community  
Institutions 

Resources or 
Services 

Participant’s Response 

Church Financial Support “My church was actually the ones that helped 
fund the testing that I went through in order to 
discover that I have this brain injury.” - US_04 
“The priest also normally helped me with some 
food, and also for some peanut money.”- US_05 

Government (1) Disability 
Rights and 
Policies 
Orientation 
(2) Post-
secondary 
education or 
employment  

(1) The seminar [on policies, laws, and 
resources around disabilities] was organized by 
the government.” - US_06 
(2) “They established a sheltered workshop 
where they work.” - PH_07a 
“They were very helpful in helping me get my 
college funding, so they were able to pay for 
[things] like books and tuition.” - US_04 



    

59 
  

support 
(3) Home, work, 
and community 
services 

(3) “The city realized the need to establish a 
rehab center. Initially, we paid for therapy at 
school through the parents’ efforts. Then after 
that, the city took over, so we didn’t have to pay 
anymore.” - PH_07 
“Through the county, [my] waiver pays for 
transportation and assistive device, and anything 
that can help you. And then it is helping me pay 
a little bit of my rent, and they’re paying for 
certain equipment.” - US_02 
“I started to deal with vocational 
rehabilitation.” - US_04 

Disability 
Agencies or 
Organizations 
 

(1) Grants for 
personal or 
employment 
support 
(2) Job referral of 
participants with 
employers 
(3) Work-
readiness training 
and orientation on 
rights 

(1) “So the capital we got, I bought materials for 
making mugs.” - PH_07 
“We did apply for the grant called the disability 
inclusion grant…so that funding would be 
important for me to get paid.” - US_02 
(2) “I’m forever grateful to the [disability] 
community for giving me my very first job 
experiences and showing me the importance of 
working as a person with autism.” - PH_05 
“It's a job placement program for single moms 
who aren't able to get a well-paying job in order 
to support their children.” - US_04 
(3) We attended [orientation on disability 
policies and rights]. About [health insurance], 
we didn’t know that [persons with disabilities] 
are under it. And then in bullying, you can't 
verbally do it…” - PH_03a 
“It was just their training on how to make your 
resume, [or] how to get employed…” - PH_01a 

 
Doors to Employment 
 

Having job preparation activities and community resources, participants then 

entered the “real world” or the workforce; hence, the term of this theme, “doors to 

employment,” which were technically part of their job-seeking experience where they 

carried their previous job experiences, attitudes and skills, and their methods to land on 

jobs. These doors to employment included (1) the individual’s employability skills,  



    

60 
 

 

(2) direct job application or referrals, and (3) workplace commitment to inclusive hiring. 

This study found that participants possessed certain traits and were aware of what job 

they wanted to pursue and did not become discouraged during job-seeking. Aside from 

that, they applied to jobs online or identified employers through recommendations and 

their involvement in organizations that referred them for employment.  

Individual's Employability Skills 

This sub-theme consisted of essential hard and soft skills related to the job that led 

the participants to employment (Table 6). The most common hard skills possessed by the 

participants were (1) computer/technology skills and (2) communication skills expressed 

through resume-writing and job interviews. The soft skills that emerged as part of their 

employability skills included (1) their resilience manifested through their consistency and 

optimism despite job-seeking rejections, and their self-confidence, characterized by belief 

in oneself and recognition of abilities despite a disability. Other soft skills found were: 

(2) self-advocacy, which refers to their awareness of their own capacities and limits, and 

being able to express needs and find accommodations to address those; and (3) self-

determination, which refers to their ability to make choices, set goals, and produce efforts 

to attain their goals. Many of the participants also expressed that their work now is 

aligned with the interests and talents that led to their career choices. 

“I love to paint. I am an artist. Here at home, I draw and paint. Then at the 

sheltered workshop, what I do is paint.” - PH_02 

“It was just basically the passion I had for drawing, and also painting was my 

biggest motivation to get a job as a graphics designer.” - US_07 



    

61 
 

 

“ICT is the future, and some stuff that motivated me to go into computer science 

was apps [and] robots.” - US_05 

Table 6. Employability Skills 

Hard Skills Participant’s Response 

Computer/ 
Technology Skills 

“He’s in marketing and editing on the computer.” - 
PH_01a 
“The [employer] took notice of my computer technical 
skills.” - PH_06 
“He didn’t have formal education in computers. We just sat 
him down with his own computer set, and then he was able 
to use the computer on his own.” - PH_07a 
“[My company] normally use computer, and my course of 
discipline is also computer science.” - US_05 
“I was really into my career which is computer science like 
data analysis.” - US_06 
“When I [was] in high school, I was also practicing 
drawing with a computer, and I had a lot of designs. I was 
good at it, and I enjoyed the whole thing.” - US_07 

Communication 
Skills (Resume-
writing and 
Interview Skills) 

“I’ll start with my resume-writing skills because before, I 
considered removing my autism diagnosis...” - PH_05 
“I also feel that having a good communication skill 
because during the interview, I feel it’s one of the things 
that would really make you be successful because you 
would have to explain yourself. You would have to ask a 
question.” - US_07 

Soft Skills Participant’s Response 

Resilience 
● Consistency 
● Optimism 
● Self- 

confidence 

“I still keep on applying until I get a response from them.” 
- US_06 
“Because if you didn’t get that job, it means it wasn’t for 
you. There will be a job that will seek your ability.” - 
PH_02 
“I've never really felt like ‘If I don't get this job, then I'm 
not going to get the next job.’” - US_04 
“Make sure that you believe in yourself. And it's okay to not 
be okay. And, everybody goes through different life 
situations and different life programs. Everybody's not the 
same. Everybody has different abilities, and you just have 
to learn to go with the flow of things.” - US_03 



    

62 
 “I work on myself and not be limited by my disability.” - 

US_08 

Self-advocacy “I advocate for myself by encouraging all persons with 
disabilities to enter the world of work…in order to earn 
income or money.” - PH_04 
“It can’t just be me always adjusting because that’s unfair 
to me as a person with autism. They should also learn to 
adjust.” - PH_05 
“Not to fight them, but to teach them. Because if you teach 
them, they would know how to treat you as a person with a 
disability.” - PH_06 
“I'm very honest about what I need and what I'm good at 
and everyone else's, too.” - US_01 
“Be open to the fact that it's their right to say no [when you 
ask for help], and if that's the case, then move on to 
someone who will help you… Just because I am an 
advocate does not mean that I won’t need help 24/7, so you 
just have to observe people; that you just can’t ask for 
anything. You kinda make your case.” - US_02 

Self-determination “I am happy with my work. I am okay there. That will be 
my lifelong job.” - PH_02 
“She wants to sew other items that she can also do. Not just 
making bags.” - PH_03a 
“To work in the family business is my goal.” - PH_04 
“I believe that persons with intellectual and developmental 
diversities are capable of fulfilling their dreams, joining 
any type of industry, being independent, and having a 
family. As long as they work hard, pray to God, and 
surround themselves with the right people.” - PH_05 
“I live here with a purpose, so that’s why I pursued my 
goals in my career.” - PH_06 
“Find out what your strengths are, and then build on those. 
And then whatever your weaknesses are, or what you're not 
good at, figure out what those are, and then make sure 
you're keeping track of those.” - US_01 
“Sometimes you just have to make your own resources. You 
research at the end.” - US_02 
“I'm gonna do something that I'm passionate about and 
want to do.” - US_03 
“There is a sense of fulfillment when you're doing what you 
really want to do.” - US_07 
“It's knowing about the opportunity and knowing that the 
company was open to people with neurodiversity 
conditions.” - US_09 



    

63 
 

 

Direct Job Application or Referral 

This sub-theme mentioned the ways or methods participants were able to find out 

about or apply for various jobs. Participants mentioned finding jobs through online 

advertisements or social media applications such as Facebook, Twitter (now X), and 

LinkedIn, although they reported having difficulty due to several instances of rejection or 

lack of response for an indefinite time, “It was a bit challenging because I didn't get any 

[response].” - US_09. 

On the other hand, many instances of accessing employment happened through 

referrals or recommendations from family and friends. 

“She (friend) told you to bring your biodata or resume to the [employer], so  
that’s where he got accepted.” - PH_05a 
 
“I wasn't really getting jobs if I wasn't being interviewed at a place where I didn't  
already know someone… I've gotten to know the places I worked at because of a  
mix of friends and family, just all intermingled.” - US_01 
 
“A lot of things that I did pretty much are the referrals I got, like, ‘Hey, we think  
you should apply for this’... So I really didn't have to put any work into it. I just  
listened and trusted [my peers].” - US_02 
 
“My brother came across a job opening in a marketing firm.” - US_07 
 
“I would say someone (a friend from a support group) told me about the  
opportunity, and then I applied, and from there it was on me.” - US_09 
 

Workplace Commitment to Inclusive Hiring 

Another reason that participants got access to employment, aside from their 

particular skills and connections, was through employers or companies that embrace 

inclusive employment by directly reaching out and providing opportunities or space for 

them to secure jobs. 



    

64 
 

 
“They were looking for [individuals with] Down Syndrome, specified by a 
company. At that time, it happened that we weren't looking for a job, and then it 
was offered.” - PH_02 
 
“[The disability service organization] found out about my situation and hired me 
to be part of the staff.” - PH_05 
 
“Actually, they (the employers) were the ones looking for me, not me.” - PH_06 
 
“I didn't actually go to them and ask for a job. They came to me and said, ‘Hey, 
we've got a really great team here, and you're part of our demographics that we 
wanna include.’” - US_04 
 
Aside from the employers reaching out to the disability community, companies 

providing accommodations and being open to hiring people with diverse identities was 

also found to be helpful for gaining employment. 

“Looking for a job as an educator with a disability, I think that school districts 
were pretty accommodating, so that was good.” - US_01 
 
“I think it's giving everyone equal chances of taking that position. So it really 
helps by being open to everyone, irrespective of your ethnicity, or your disability, 
or your any other identities that you really have.” - US_07 

 
Social Capital as Support System 
 

Throughout their education to employment journey, the social capital that served 

the participants consisted of various support systems that were responsive to their needs, 

strengths, and culture throughout the transition phase. This study identified the roles of 

their social capital and the specific individuals or professionals mentioned as contributing 

to their post-school employment outcomes (Table 7). These roles were also subthemes, 

namely as participants’ (1) core support, (2) inclusion allies, (3) mentorship support, and 

(4) opportunity champions. 

 
 



    

65 
 

 
Table 7. Social Capital Roles 

Subtheme/ 
Roles 

Participant’s Response Identified 
Individuals/ 

Groups 

Core Support  “I was very blessed with a good support system 
through my family who has always accepted me 
with my autism diagnosis. I’m very blessed because 
they were not in denial.” - PH_05 
“They supported me financially, covering my tuition 
and other school-related expenses. They also 
ensured I had accessible transportation by 
providing me with a car.” - PH_06 
“I have a PA (personal assistant) who carries him 
and pushes his wheelchair.” - PH_07a 
“My sister kind of took me under her wing at a very 
young age to help me get the services that I needed 
when I turned 18, and I wouldn't have my apartment 
without her.” - US_03 

Family 
Members, 
Personal Care 
Assistant 

Inclusion 
Allies 

“I learned from [my friend] not to bully workmates, 
not to fight, and he always helps me…” - PH_01 
“[The disability service organization] helps address 
my needs to promote friendship by engaging more 
[and] by attending the online and face-to-face 
events, and also involving public speaking.” - 
PH_04 
“[My college peers] accepted me for who I am; no 
discrimination. They included me in groups when 
they went out.” - PH_05 
“I was involved in the community [of] persons with 
disabilities… They encouraged me to go on and 
fight, ‘You need to have courage. You’re not 
different; you’re able.” - PH_06 
“In high school, his teacher introduced him to the 
buddy system. That’s when he started to trust 
people without disabilities.” - PH_07a 
“I was used to having a para with me - a direct 
support staff who would help me write… It helps 
that you're in this disability services because you 
don't have to explain a lot ‘cause you have allies.” - 
US_02”  
“My team uses my support planner and my social 
[worker], where we do person-centered planning.” 
- US_03 

Family 
Members, Peers 
in School, 
Disability 
Organization, or 
Support Group, 
Teachers, 
Personal Care 
Assistant, Direct 
Support Staff, 
Support Planner, 
Social Worker, 
School 
Counselor 



    

66 
  

“They (teachers) checked-in with me all the time.” - 
US_04  
“I complained to the black community in which they 
helped me out to get a therapist, and [the] decision 
was very successful.” - US_05 
“They gave me some ways of encouragement, like 
telling me not to give up, not to listen to what 
people are saying.” - US_06 
“[My school] counselor is providing moral support, 
counseling me on how to be a better person, how to 
stand up for myself [and] do something, [and] how 
to not be limited by my disability.” - US_08 
“[School counselor] was helpful to make sure that 
the changes that I needed were incorporated in the 
classroom. I think mostly it's my need for quiet 
places… [and] having teachers who understand 
that I need more time than others.” - US_09 

Mentorship 
Support 

“At [work], she folds [clothes], so I trained her 
from the start to fold… So any work at home is an 
advantage at work.” - PH_02a 
“I (mother) volunteer to help them [in sewing]. No 
salary.” - PH_03a 
“They were there to support me during my training, 
so that when I enter full-time, I would know what to 
do in the future.” - PH_04 
“It’s also important that the teacher educates the 
mother or the parents and teachers should work 
together.” - PH_05a 
“The teachers really were very supportive and 
helpful on how to get me into, where I needed to go 
for college and going on to for the rest of my life.” - 
US_04 
“Apart from my school counselor, it was my priest. 
Those are the 2 main people that I normally discuss 
my career opportunities with, so they help me.” - 
US_05 
“[My brother] coached me on how to answer some 
questions, [and] how to comfort myself during the 
interview. He told me a lot of things which really 
helped me a lot during the interview.” - US_07 
“My job coach, he always wants me to be out - like 
talk to people. [I was] always on my own. So he'll 
give me an assignment to like a day [to] go out and 
talk to someone.” - US_08 

Teachers, 
Family 
Members, Job 
Coach, School 
Counselor, 
Priest  



    

67 
 Opportunity 

Champions 

 
“When the teacher in the post-transition saw that 
they were ready to let go, that’s when they looked 
for a possible employer for them.” - PH_01a 
“They (the teachers) saw that she had some talent, 
so she was one of the assigned artists at the 
sheltered workshop.” - PH_02a 
“Her teacher saw that she had the skill to sew… 
The teacher looks for places. That's how we expose 
their works for the community to know that persons 
with disabilities have capabilities.” - PH_03a 
“My mom and school recommended me to join the 
[disability] organization.” - PH_04 
“When there were auditions, they (my friends) 
would tell me, ‘Hey, join this because the role suits 
you.’” - PH_05 
“She (mother) provided substantial support by 
connecting me with professionals and advocating 
for my potential.” - PH_06 
“His occupational therapist saw that he liked 
music, so what his therapist did was include him in 
the choir.” - PH_07 
“I've always worked with a family member or a 
family friend.” - US_01 
“They signed me up through the [disability] 
organization and that's how I learned about [the 
employer].” - US_02 
“I have a case manager who basically reached out 
to the folks at [my current company].” - US_04 
“[My high school friend] helped me to look for 
organizations where I can join and get 
information.” - US_07 
“I have a close friend who was into it 
(transcribing). I was highly interested in it, and I 
asked him to put me through.” - US_08 

Teachers, 
Family 
Members and 
Friends, 
Disability 
Organization/Su
pport Group 
Peers, 
Employers, 
Therapist, Case 
Manager 

The first subtheme of the theme social capital, core support, mainly described the 

first-level support provided to the participants from home, school, and work, which 

included provision of basic needs, educational and moral support, and guidance. 

Secondly, the role of inclusion allies portrayed how their social network or groups 

provided accessibility needs, acceptance, and encouragement for emotional and 

professional clarity and direction. Moral support emerged as the most appreciated factor  



    

68 
 

 

among participants. Thirdly, mentorship support described the combination of formal or 

informal training and mentorship the participants received from living, learning, and 

working environments. Lastly, the social capital as opportunity champions essentially 

meant those who led the participants to uncover potentials or skills and also led them to 

participation in advocacy groups, employment activities, and other social opportunities. 

Some of the participants were directly contacted or referred for employment 

opportunities or received recommendations through their social capital about specific 

employers so they directly applied for the opportunities.  

In general, the people or groups they had deep connections with were highly 

influential in terms of the kinds of services or support they received. 

“I wouldn't be able to do what I do…[if] I never had that support and the people 
around me.” - US_02 
 
“When you have those kinds of relationships, and they know what you want, then 
it is easier to help me find a job.” - US_03 
 
Family members, personal care assistants, peers, and teachers had overlapping 

and critical roles in facilitating employment outcomes among individuals with IDD.  

Other professionals were also mentioned as aiding in promoting inclusion and 

participation in social and employment opportunities. 

Inclusion Barriers 

Although this study focused on the transition support from school to work, several 

inclusion barriers emerged which are (1) personal challenges and (2) societal barriers that 

hindered them to fully participate in a variety of settings. 



    

69 
 

 

Personal Challenges 

These personal challenges included their difficulty in engaging with social 

situations such as discomfort in seeking support, difficulty building trust, and uncertainty 

in pursuing long-term career goals due to the immediate focus on meeting daily needs, 

leading to decreased participation in the community. 

“You don’t go out of your house because you’re afraid of bullying.” - PH_06 
 
“He had trust issues when it came to normal [students].” - PH_07a 
 
“I even considered removing my autism diagnosis from my resume because I 
didn't want others to judge me for my disability but for my ability.” - PH_05 
 
“You know it's great [to be independent], but it’s really exhausting… I wasn't 
comfortable…[seeking help] before because I didn’t want people to feel 
obligated… It's really hard when everybody else doesn't need help but you do… 
Sometimes you may know what you need but you don't want the employer…or 
your coworkers to think that he's favoring you because you have a disability…      
I didn't make the goals for a job because I didn't know what I could do. 
Realistically, there were all these obstacles in my way, just something that was a 
necessity. I have to worry about [things] like, “How do I go through 8-something 
hours and not go to the bathroom? Because will I have anyone to take me to the 
bathroom?” - US_02 
 
“I am not sociable because of my disabilities.” - US_08 
 
Although the majority of the participants previously mentioned the alignment of 

their interests in their current job, there was evidence that socio-economic status could 

affect their fulfillment of desired work. Participants from both countries shared, 

“You need to find a job because I cannot afford it here… I’m staying [in this job] 
because I need the work.” - PH_05 

“We came from a low class… I felt so sad that is why I went into being a [hotel] 
receptionist…so that I'll be the one paying for my little ones (siblings) while she 
(mother) would be the one paying for [my needs].” - US_05 

 



    

70 
 

 

When asked about policy-understanding, Filipino participants elaborated on 

disability-related benefits such as access to discounts and health insurance, rights against 

discrimination, accessibility law, and the Republic Act No. 10524 (2013) law which 

requires companies to hire people with disabilities for at least 1% of their workforce. 

Meanwhile, American participants generally shared about ADA. In addition, some 

participants also showed some knowledge gaps in terms of accessing resources and the 

policies surrounding disability. 

“My parents didn't speak a lot of English, so it was hard to get those [disability] 
resources… My parents don’t trust anyone to come into the home.” - US_02 

“That kind of idea (policies) was not even there.” - US_05 

“The idea I got from that [career] workshop, I could not really apply it because it 
was all long gone. I forgot about it.” - US_07 

“Not totally everything, but I hear a little (about policies).” - PH_02a 

Despite these personal challenges, their initial hesitation in seeking support still 

enabled them to build their knowledge and confidence which increased their self-

advocacy. 

“I have to learn how to [ask for help], and that weighed [me] to the top, because 
I underestimated people and their generosity…Because some people, I was scared 
to ask for help at all. But that’s what helped me (asking for help).” - US_02 
 
“My family and friends convinced me not to remove [my autism diagnosis in the 
resume] because it’s about being honest with yourself and being honest with the 
company you’re applying to in the future.” - PH_05 

 
Societal Barriers 

In addition to personal challenges, environmental barriers impacted their daily 

experiences at home, school, and in the community, along with uncontrollable  



    

71 
 

 

circumstances that affected their employment status. Examples of societal barriers 

included attitudinal, communication, physical, and institutional barriers, as well as the 

natural phenomena (Table 8). 

Table 8. Societal Barriers 

Types of Barriers Participant’s Response 

Attitudinal Barriers 
● Discrimination 
● Doubts 

“We didn't really hope for her to have the opportunity to 
get a job because we knew that there are instances where 
they are not accepted…opportunities are limited.” -
PH_02a 
“I thought she didn't have the ability [to sew]. I didn't think 
of that at first.” - PH_03a 
“They just give you the easy work because they don't know 
what you can do, so I think that we're underestimated a 
lot.” - US_02 
“Every time they had a budget cut, they let people with 
disabilities go first.” - US_03 
“It was a bad bullying incident, so I let him stop [school].” 
- PH_01a 
“She would come home from high school crying because 
they were pulling her hair [and] pinching her because she 
was fair-skinned.” - PH_03a 
“The teacher concluded, ‘You can’t be in [this program]. 
You have to shift.’ What’s that about? He didn’t even fail 
any subjects.” - PH_05a 
“One of the panelists really questioned my disability… It 
was apparent that bias and subjective judgment could 
influence the selection process. I have observed instances 
where individuals, who are less physically or mentally 
prepared for the job, were chosen over more deserving 
candidates.” - PH_06 
“Since he was in a wheelchair, he had a hard time, and I 
think he didn’t like being stared at [by his peers].” - 
PH_07a 
“I was being discriminated [by employers] because of my 
skin color, and…because of my disability.” - US_05 

Communication 
Barriers 

“We didn't have laptops, so I would have to rely on people 
to help me write on paper… 
And all of the things, ‘Oh, zoom like a button…to access 
the booking.’” - US_02 



    

72 
  

Physical Barriers 
 
“You’re going upstairs, but it’s not very accessible for 
persons with disabilities, so it’s hard to move around there 
if you have a wheelchair.” - PH_06 
“It (ramps) should be wide to fit bariatric sizes… Some 
malls don’t have an elevator to the second-floor parking.” 
- PH_07a 
“The whole office had a lot of fluorescent lights, noise, 
other people talking…It was just like total sensory 
overwhelm…When I would request accommodations, 
there's a lot of pushback on it.” - US_01 
“[Businesses] say in writing that they're an equal 
opportunity company but the stall isn't wide enough for you 
to get your chair in there, or they don't have an adult 
changing table…and maybe some rail bars for you to hold 
on to.” - US_02 

Institutional Barriers “Just because a particular organization promotes inclusion 
and acceptance, it does not mean they are 100% inclusive 
and accepting…there are still parts they need to learn.” - 
PH_05 
“There weren't a ton of resources to help get the kind of 
jobs that I was looking for… They did [transition 
planning], and I personally didn't find that helpful.” - 
US_01 
“I don't have anyone (direct support staff) to help me 
survive. So it was that kind of thing about preventing me 
from getting a job… They didn't have staff to take me for 
transportation reasons…” - US_02 
“I also tried to go to social media to look for groups or 
pages for people who actually identify as intellectually  
 
disabled. So I think I joined some of them, but outside the 
social media, I did not really have access to join any of 
those organizations.” - US_07 
“They also have [transition planning], but because of the 
[big] number of students, there are limitations.” - PH_03a 
“Since it’s a public school, one teacher is for several 
students. So it’s hard [because] they’re not focused on… 
 If you suddenly remove them [in the sheltered workshop], 
where will they go?” - PH_07a 

Natural Phenomena 
● COVID-19 
● Typhoons 

“It (job) was continuous for more than a year, and then it 
was lost due to the pandemic.” - PH_02a 
“We are just waiting [for employer response] because the 
typhoon is a bit of a hindrance… There were consecutive 



    

73 
 typhoons here.” - PH_03a 

“I lost all those connections [outside the state] as soon as 
COVID[19] hit.” - US_03 

Given these examples, some participants described how attitudinal barriers can 

come from parents’ in-denial or initial doubts of their children’s skills, employers or 

human resource professionals’ low expectations, the school’s bullying climate, and 

teacher’s intolerance. Communication barriers included lack of assistive technology and 

its inaccessibility. Common physical barriers that often limited full social participation 

included inaccessible stairs, stalls, and ramps, the absence of elevators, handrails, and 

adult-changing tables in public spaces such as malls, schools, and businesses, along with 

environments that can be overwhelming due to sensory stimuli. 

 Institutional barriers were also present when there were challenges within the 

disability programs or community institutions such as gaps in resources, opportunities, 

and inclusion practices. 

“It's hard with the community because you have to find those resources on your 
own… A lot of employment services have people [who] will help you but they're 
not people with disabilities, so they don't know your body.” - US_02 
 
Although  some participants were aided by job coaches and the community 

resources in the transition process, some participants experienced difficulties in the type 

of support they received from the professionals and the community. Such challenges 

included the absence or the disconnect between their needs and the services provided, and 

the bureaucratic processes in terms of availing services related to their disabilities. 

"I tried like job coaches…And I'd say, like at the [master’s] level that I'm doing, 
they haven't been super helpful…with what I'm trying to do at work.” - US_01.  
“It was a lot of hard work with finding a good job coach who listened to me.” - 
US_03 
 
“People don't know how to accommodate or be inclusive. People think inclusivity 
has to be something physical, but it's not.” - US_02 



    

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“If I want to rate them (the community), I would just give them 1 star out of the 5 
stars. I will seriously give them one star because they did not really help a lot.” - 
US_05 
 
“I don’t understand why [using] a booklet is needed [to avail disability-related 
discounts]. Why not just use the [person with disability] ID?” - PH_05 
 
“I did not actually have [access to disability services] because my brother tried to 
apply, but I think he complained. He told me that the requirements…[were] really 
much. So it couldn't really go through.” - US_07 
 

Inclusive Workforce Placement & Outcomes 

After describing the inclusion barriers and support activities they experienced 

prior to employment, the participants were able to share their inclusive employment 

experiences and their influence on the trajectory of their personal and professional lives. 

This theme represented the (1) employment retention support (Table 9) and (2) 

employment impact as they were placed into an inclusive workplace. 

Employment Retention Support 

When asked about their previous or current work experiences, the participants 

were able to share some factors that allowed them to stay and be fulfilled with their jobs 

including having an inclusive team where there is a culture of understanding, helpfulness, 

friendliness, and collaboration among colleagues in the workplace; providing natural 

supports and accommodations which includes having flexibilities on time and work set-

up; conducting employee training or professional development opportunities; carrying 

out regular check-ins which may be formal or informal communication supports; and 

recognizing their work efforts. Participants were also able to manifest workplace 

adaptability which allowed them to maintain their work. This trait was expressed through 

their curiosity or desire to learn and explore new things in their job, passion or the  



    

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alignment of their interest, knowledge, and skills with their work, and sociability or being 

able to get along and portray good relational values with colleagues. 

 
Table 9. Employment Retention Support 

Employment 
Retention Support 

Participant’s Response 

Inclusive Team “They are understanding.” - PH_01 
“They are happy to help me. They help with work and 
assist.” - PH_02 
“They help her.” - PH_03a 
“My current networks help me maintain my job by 
collaborating with other clients.” - PH_04 
“Find a place to work that is just supportive. So where I 
work at now, everyone knows I have autism.” - US_01 
“I feel really safe. I feel like I can ask for help. I feel 
like there are no barriers.” - US_02 
“They know me pretty well, and so they know if I'm 
having a bad day. They'll just cheer me up.” - US_03 
“That's a huge support – having employers that can  
 
 
notice that you need that time to be able to give you that 
support. [My company] is a family.” - US_04 
“They also teach me and I learn…They're really 
helping.” - US_05 
“They give me good treatment. They’re friendly.” - 
US_06 
“[The] collaboration with the staff and good 
relationship with the supervisors and the management 
of the company…these contribute to my satisfaction in 
the job.” - US_07 
“My colleagues know of my condition, and they know 
how to treat me, so we run things smoothly.” - US_09 

Accommodations 
● Natural 

Supports 
● Accessibility 

“She had a [work] buddy who assisted her with what to 
do…She was the one who looked after her or gave 
instructions on what to do.” - PH_02a 
“My workplace and my grandparents’ house are not too 
far away.” - PH_04 
“I had two other jobs that I was most successful at 
[where] I had a mentor…They made [our office] under 



    

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 the principles of universal design, so it's really nice to 

work at.” - US_01 
“[My employer is] really accepting of all people with 
disabilities no matter what their communication style 
is.” - US_02 
“My schedule is pretty flexible… If I am not in a certain 
hour, and I have a meeting, they'll record it so that I can 
watch it and give them my feedback.” - US_03 
“Disabled folks are able to work right alongside 
someone who is non-disabled.” - US_04 
“The amount of work we get as an employee…is not 
high…The work is hybrid… [Where] I currently live is 
just 14 minutes away from the company.” - US_07 
“I also think consistent routines in the organization 
[helps].” - US_09 

Employee Training “To maintain my job, I was being trained so in the event 
that anything happens, I can take over.” - PH_02 
“I am the one [the company] trained…and I didn’t 
expect that this would be one of the keys to being 
successful in my career.” - PH_06 
“We talk a lot about not only with the disabled 
community but also with the LGBTQ+ community as 
well.” - US_04 
“[Monthly training] was very helpful because it makes  
the work line smooth and everything going faster.”        
- US_05 

Regular Check-in “[My manager] checks what I do in the office every day 
to make sure that I am fully productive.” - PH_04 
“[The six-month evaluation] is helpful because you also 
know what rate your boss is giving you.” - PH_06 
“I would say clear communication. I have one-to-one 
[conversation] with my boss every week.” - US_01 
“We have check-ins on a weekly basis which helps me a 
lot.” - US_03 
“[We] have these check-ins as a group on top of the 
one-on-one.” - US_04 
“It was really helpful to me because having 
communications with your supervisor, you can actually 
know if you're doing better or not, and corrections can 
come in.” - US_07 
“If I have any challenges, I'll just talk to [my job coach] 
about it.” - US_08 
 



    

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Recognition of Efforts 
 
“We are grateful to those who support her [hand-made] 
products.” - PH_03a 
“What adds to my satisfaction is the fact that what I 
contribute is recognized and valued. It’s really 
rewarding…” - PH_06 
“When they see him selling [products], they would 
really buy.” - PH_07a 

Workplace 
Adaptability 

● Curiosity 
● Passion 
● Sociability 

“What helps me maintain my current job…is my 
consistent willingness to learn more skills, make new 
friends, advocate for inclusion, and accept criticism 
even if it’s a bit harsh.” - PH_05 
“I am always willing to learn from others because it’s 
not necessary that you are always right...Overall, [my 
goals and work are] aligned and even expanded…” - 
PH_06 
“Not to be afraid to try new things… Always showing 
people that they're appreciated.” - US_02 
“Try new opportunities…You should try making 
friends.” - US_05 
“I stay at my job because I am happy with my work… I 
know how to work like others. I listen, and I am good, 
and I follow the rules.” - PH_02 
“I enjoy it… That's [related to] my skill.” - PH_03 
“It is related to my strength.” - PH_04 
  
“I have fun doing my job.” - US_01 
“I love working for a job, or an employer who is a 
woman.” - US_04 
“I just developed [a] passion for it.” - US_06 
“It's aligned because it's all about the platform and the 
opportunity to do what you want to do in a formal way.” 
- US_07 
“[My job] was something I got interested in and 
loved…I'm not doing something else. I'm doing what I 
really love doing.” - US_08 
“I get to exercise what I've been learning over the 
years. It's somewhere I can apply what I've been 
learning, and it's also encouraging me to gain more 
skills and become better at my role.” - US_09 
“I do everything that’s asked of me.” - PH_01 
“I'm a people person so I get to chat with everybody; 
[it] makes my job a lot easier.” - US_03 

 
 



    

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Employment Impact 

This study found that the participants’ employment led to positive personal and 

community impact, namely their (1) advocacy for disability inclusion, (2) meaningful 

connections, (3) monetary autonomy, (4) personal and professional growth, (5) 

productivity, and (6) purpose.   

In terms of heightened advocacy, the participants shared instances of giving back 

to their workplace, community, and their family. They also discussed additional 

professional goals and aspirations related to inclusion, along with ongoing efforts to 

advance disability inclusion both within and beyond their workplace. 

“I am happy to stay at work and to help my parents and siblings.” - PH_02 
 
“I like that my job positively contributes to a community that I'm a part of - the 
disability community… A lot of my current job is like doing disability inclusion 
trainings, or having conversations about disability with people in the 
community.” - US_01 
 
“I like when I help folks in my job, because that makes me feel better, that I made 
a difference in someone's life…This year, I'm going to take the lead and meet with 
some legislators and tell my testimony.” - US_03 
 
“[It] fulfills my life in a way that [it] also supports my community, and it also is a 
way for me to give back to my community” - US_04. 
 
“I've also tried helping other people, like being available to help other people 
financially.” - US_05 
 
“My goals evolved to include advocating for a fair and inclusive hiring 
process…I am actively involved in advocacy and leadership roles…to work on 
projects that promote accessibility and inclusion both locally and 
internationally.” - PH_06 
 
“To be inclusive… it's just like including you in the process… It's just giving them 
space to be in the room, period.” - US_02 
 
 

 



    

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Through employment, participants were also able to make meaningful 

connections that contributed to a sense of belonging and fulfillment both personally and 

professionally. 

“I'm very satisfied with my life right now, and what contributes to that is having 
an employee or employer trust me and understand where I'm coming from.” - 
US_04 
 
“When we go to conferences, you meet a lot of new self-advocates.” - US_03 
 
“You also get to meet people when you're working, so it's nice being able to meet 
people.” - US_01 
 
“I’ve grown to love [my workplace].” - PH_07 “We’re all the same here, so I like 
it here. It’s like that’s the place for him aside from home; the next safe place for 
him.” - PH_07a 
 
Participants also shared that because of work, they have increased monetary 

autonomy, allowing them to buy personal needs and wants without asking for assistance. 

“I can spend my money at arcades to play. I buy food, pay for transportation like 
buses and jeeps, and so on.” - PH_01 
 
“She says she will help buy her medicine.” - PH_03a 
 
“In the US, you really have to be employed to have good health insurance, so it's 
nice having good health insurance.” - US_01 
 
“Being employed helps me pay my bills, pay my rent, but also like going to the 
bar with some friends, going to Karaoke, [and] going shopping.” - US_03 
 
“The factors that really make me feel more satisfied is getting to buy what I want, 
[and] getting to go where I want to go.” - US_05 
 
“Now, I'm able to pay my bills on my own and also have some savings without 
going to ask for help.” - US_06 
 
“I wouldn't need to look up to my siblings to give me the financial support to take 
care of myself.” - US_07 
 

  



    

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Additionally, employment allowed the participants to gain personal growth, 

shaping them to become more independent and responsible.  

“Their job became a bridge and a big help to them and it boosted her 
independence and she is very proud.” - PH_02a 
 
“I’m proof that a person with autism can live independently, make decisions, 
travel, and work.” – PH_05 
 
“The job…taught me how to be independent, although I don't really believe in 
independence; I believe in interdependence because I believe that in the job 
world, no matter what it is or what you're doing, you have to depend on people.” 
- US_02 
 
“I no longer seek [to] go and look for people to help me one way or the other. I 
can do it now on my own.” - US_06 
 
“Working has also shaped my life in such a way that I can take care of myself.” - 
US_07 
 
“I get to grow more and not be limited.” - US_08 
 
“He becomes disciplined because he wakes up early and prepares his breakfast 
and packed lunch.” - PH_01 
 
Relative to their personal growth, participants also grew professionally, 

improving their professional learning and standing. 

 
“I’m very honored because my role has grown. I also learned more social skills, 
especially in a professional setting.” - PH_05 
 
“I’ve been able to manage my work efficiently and even thrive in my career.” - 
PH_06 
 
“When I first started, I didn't really have much capacity, but now, a few years 
later, I get [employment benefits] like everybody else.” - US_03 
 
“Day by day, I improve, and gradually I'm moving higher.” - US_05 
 
“I become independent in the job down the line.” - US_08 
 



    

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Interestingly, some legal guardians present during the study interview shared their 

sole expectation for their son or daughter to be independent and productive, rather than 

highlighting employment goals or earning money. 

“What I want for him is to be independent [and] functional. Just his functional 
skills…most especially he’s an only child, and when we leave him, of course, we 
want to know he can manage on his own.” - PH_01a 

“I really want her to be independent no matter what happens. So if anything 
happens, like how parents worry if something happens to us [and] we are gone, at 
least [she] is ready.” - PH_02a 

Ultimately, respondents indicated that being employed means being productive 

and having a purpose which led to joy and a sense of pride. 

“I can be a productive member of society, because I used to be one of those that 
just waited for my family to come back, or waited until I needed to pee.” - US_02 
 
“It gives me an opportunity to do more things out in the community than if just 
staying home all the time.” - US_03 

 
“Having a job to do is really good, and it’s good for your mental health. And 
also, you're putting your brain to work; you're not just sitting being idle.” - 
US_07 
 
“I am happy because I help there [at work].” - PH_02 
 
“I see that she is happy with what she is doing.” - PH_03a 
 
“I feel a strong sense of pride knowing that I am making a difference both within 
my immediate work environment and on a larger scale.” - PH_06 
 
“I am part of something bigger and part of a community that I want to see 
spread… It was only through my employment that I found that that’s what I 
wanted to do.” - US_02 
 
“They (employers) have that nurturing aspect of a place where it’s safe and no 
one gets degraded because of their disability. And that has a huge impact on 
somebody's career choices - the way that they are treated in the workplace.” - 
US_04 
 
 



    

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Chapter Summary 
  

This study found that disability-specific and general programs and services were 

helpful to prepare persons with IDD to employment, but the social network played 

different roles to smoothly transition them to employment opportunities despite the 

personal and social barriers they navigated. This study provided further evidence that 

gaining employment, whatever way they accessed it, led to positive personal and 

community impact. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 



    

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Chapter 5: Discussion 

This study looked into what the support from education to employment looks like 

based on the lenses of employed individuals with IDD both in the US and the Philippines. 

Considering different contexts with varying programs they went through, this study found 

common transition experiences of Filipinos and Americans with IDD helpful for them to 

secure jobs. This study found that participants were able to explore both disability-

specific and general activities and services both in school and the community that 

increased their social skills and life skills as well as their work readiness in employment 

settings. Although combined special and mainstream education was recommended for 

attaining career success among individuals with disabilities (Shah et al., 2004), this study 

found how being exposed and trained in job settings, attending transition program, 

receiving career counselling and job-seeking support, and getting involved with 

extracurricular activities can also help develop useful skills for career readiness and 

placement (Mazzotti et al., 2021; Clavenna-Deane & Coates, 2022), especially getting 

exposed in the community settings and its social expectations (Anderson et al., 2024) and 

having consistent people support throughout their education to employment journey 

(Clavenna-Deane & Coates, 2022; Sigstad & Garrels, 2022; Schwartzman et al., 2025). It 

is also important to note that civic institutions, such as the church, government, and 

disability agencies or organizations provide not just support for employment but also in 

other aspects of their home or educational lives. Schools that have internship programs 

and companies providing these opportunities are also highly influential to the  

 



    

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employment success of individuals with IDD (Schall et al., 2024; Avellone et al., 2023; 

Lindstrom et al., 2014). 

Many of the participants also shared about gaining jobs through online job 

searching (Sundar et al., 2018), but many participants also shared that simply their family 

members' referrals or becoming associated with other social networks such as peers and 

groups led to recommendations for employment opportunities (Petner-Arrey et al., 2016; 

Sundar et al., 2018). Some of the participants described initial reluctance to seek 

employment due to a lack of confidence in skills or prioritizing more immediate needs 

(Timmons et al., 2004). The participants shared how their social capital provided them 

holistic support in home and employment settings. This corresponds to the literature's 

need to see how the informal and formal support through the services and the social 

connections of individuals with IDD impact their transition and placement to 

employment (Petner-Arrey et al., 2016; Trainor et al., 2020). Both professionals and 

members of their family fulfilled the roles of mentoring for career guidance and being 

allies and opportunity champions for social inclusion as they navigated inclusion barriers 

present not just within the environment but also internally (e.g., doubts, hesitance to seek 

help, trust issues). This shows that both professionals and immediate family are critical to 

support the individual with IDD to meet personal or professional goals as they navigate 

transition to employment (Schwartzman et al., 2025; Schutz & Carter, 2022). However, it 

was well-emphasized that employment services that some participants received do not 

directly respond to their needs (Kramer et al., 2020).  

 



    

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Looking at some of the identified employability skills of the participants, the 

findings in this study are consistent with other research that has suggested that 

technology skills, self-advocacy, self-determination, and interpersonal skills, including 

their parents’ expectations promote post-school employment success (Mazzotti et al., 

2021; Sigstad & Garrels, 2022; Gilson et al., 2022). Although internships or paid/unpaid 

work experiences led to an increase of their work skills, and job seekers initiating contact 

to apply for positions (Schwartzman et al., 2025; Sundar et al., 2018), these experiences, 

along with employers who made significant efforts to directly reach out to them to 

provide the job position, further defined their career choices or goals and discovery of 

their skills; hence, the importance of the businesses’ extensive effort to tap into the 

disability workforce. Moreover, this study revealed that the majority of the participants 

are in a current job that aligns with their interests and their educational background 

(Gilson et al., 2022), although a few participants reported staying in a job out of 

economic need until they were able to get a job that was actually their desired work. 

The participants also largely talked about the various barriers they encountered within the 

school, businesses, and the general community. Ableism, racism, inaccessibility, gaps in 

resources and intended inclusion practices, and natural phenomena hindered their access 

to employment aside from their personal struggles to self-advocate and adapt socially as 

they transition from school to work. These discrimination and stigma reflected in more 

than one setting led to barriers to employment (Sundar et al., 2018; Sinclair et al., 2024; 

Alson et al., 2019; Gilson et al., 2022). 

 



    

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On the other hand, participants mentioned positive employment outcomes after 

going through these barriers implying that disability is socially constructed. They 

mentioned feeling supported at their workplace means gaining access to accommodations 

and accessibility needs and having accepting colleagues who provide regular help, 

training, check-in and recognition of their work efforts; hence, they feel satisfaction in 

their current jobs (Schwartzman et al., 2025; Sigstad & Garrels, 2022). This is consistent 

with previous research that has indicated that employees with disabilities who receive 

workplace support through colleagues are more likely to advance in their careers (Sigstad 

and Garrels, 2022) and have high retention rates since they develop their passion at work, 

stay where they experience a sense of productivity and belonging, and are able to be 

influential contributors in their communities (Aichner, 2021). This may also be implied 

by the fact that the participants disclose about their disability in the workplace and assert 

their needs; hence, work accommodations and natural support were provided to them to 

facilitate their success in the job (Corbière et al., 2014; Jans et al., 2012).  

Although a few of the participants in the Philippines are currently in working in 

sheltered workshops, the participants’ responses suggest that they reap the same 

employment outcomes as those who are working in competitive employment settings, 

such as increased purpose and productivity, expanded meaningful connections, 

professional and personal growth, monetary autonomy, and ignited advocacy for 

disability inclusion. Although competitive integrated employment leads to more 

sustainable outcomes, for some, having meaningful productivity outside the home or 

school should be the focus when transitioning to employment (Butcher and Wilton, 2008)  



    

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as it certainly provides them a sense of joy, pride, and fulfillment in their current status of 

life (Sinclair et al., 2024; Schwartzman et al., 2025; Randall et al., 2023; Lindstrom et al., 

2014).  

Taken as a whole, support from school-to-work begins with the presence of 

people’s support at home and in school that directly responds to their strengths, needs, 

and culture while managing several personal or societal barriers. The programs and 

activities, regardless of their educational placement and context, strongly support their 

personal growth and preparation for employment as long as it is responsive to their needs, 

strengths, and culture. It is through their social network, who often know them best, and 

community participation that they were able to manage inclusion barriers and become 

more aware of employment opportunities leading them to personal and professional 

growth while making a difference in others’ lives. 

Practical Implications and Recommendations 

Based on the findings of this study, recommendations for practice are outlined for 

individuals with IDD and their families, and the relevant stakeholders such as teachers 

and school professionals, employers and civic institutions, who play significant roles in 

the transition of individuals with IDD. An operational model with recommendations for 

transition support is formed based on the study’s findings (Figure 2). 

 

 

 

 



    

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Figure 2. Operational Model on Transition Support towards Inclusive Employment 
and Impact | This model shows the core values of inclusion such as providing 
accommodations, accessibility, and acceptance, along with the social capital support. 
Within these core values is where individuals with IDD and community stakeholders 
operate towards achieving inclusive employment and impact. Recommended activities 
are listed based on the results of this study. 

Recommendations for Individuals with IDD and Families 

Based on the available programs, ensure participation in general and special 

education activities that promote career awareness and strengths exploration, guided 

planning, preparedness to college or employment, and increase of social and 

communication skills to support the transition from education to employment (Mazzotti 

et al., 2021; Schutz et al., 2023). Families also play an important role in all aspects of 

transition; hence, the importance of setting expectations for their sons or daughters  



    

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(Simonsen & Neubert, 2013; Southward & Kyzar, 2017; Mazzotti et al., 2021; Schutz et 

al., 2023; Lindstrom et al., 2014), while acknowledging their role not just during the 

transition planning process but also in advocating and maintaining their children’s 

employment.  

Similarly, individuals with IDD are urged to set community and employment 

goals and maximize relevant professional support such as working with school 

counselors, transition teachers, job coaches, therapists, or personal care assistants among 

others. Although resources, policies, or programs may be limited in some contexts, 

consider reaching out to government or non-government agencies, service providers, or 

even peers or support groups to get more information and access to disability services and 

professional support based on transition or accessibility needs at home, community, or 

employment settings. Increasing online job searching skills is also recommended for 

direct job applications.  

Lastly, given that educational and employment supports are often directly offered 

to individuals with IDD, sometimes without enough options (Scott et al., 2021; Benson et 

al., 2021; Kramer et al., 2020) and individuals’ gaps in self-advocacy or self-

determination, it is recommended to maximize the use of student, family, peers, and 

community assets for mentorship and accessing employment opportunities, particularly in 

cases where formal professional supports are inaccessible, inconsistent, minimal, or 

unavailable after school. However, formal services mandated by policies or the law are 

recommended to reinforce interdependence (Friedman, 2021).  

 



    

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Most importantly, individuals with IDD and families are encouraged to explore 

communities of belonging outside the home or school. These can be regular areas for 

socialization, volunteering, or other spaces to connect and collaborate productively or 

recreationally with diverse or similar-identity groups. Through this expansion of 

connections, extensive natural support will be granted (Sanderson et al., 2024) and 

employment opportunities may arrive and support career readiness or enhancement of 

employable skills (Jans et al., 2012; Schwartzman et al., 2025).   

Recommendations for Educators and School Professionals 

Although transition planning is critical for every student preparing for post-school 

employment, it is imperative to strengthen the implementation of anti-bullying policies 

within the school settings that specifically highlight the importance of social participation 

of students with disabilities in all learning areas and settings. Also, consider student and 

staff training that aims to reduce biases and discrimination in providing opportunities for 

students with disabilities in the educational setting. 

It is also recommended to intensify self-advocacy instruction for students with 

disabilities to confidently express certain needs and accommodations for their transition 

plans and to increase empowerment and lessen challenges dealing with professional 

support who may overlook their rights or exact needs. Likewise, support families in 

advocating or increasing their expectations for their child by demonstrating that their 

child is capable to participate in work experiences (Simonsen & Neubert, 2013). Also, 

increase person-centered or culture-centered approach in planning and teaching 

approaches wherein asset mapping, or identifying existing school and community  



    

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resources or job opportunities, can be incorporated to ensure a responsive and sustainable 

support system towards the desired job. Moreover, exposure to extracurricular activities  

in school and to community and social activities should be expanded and facilitated 

through the active partnerships formed with public and private institutions offering 

opportunities and disability employment-related resources (Clavenna-Deane & Coates, 

2022). Where relevant, school administrators are also encouraged to reinforce the 

presence of enough professionals for a tight interagency collaboration and to provide 

adequate support to teachers in transition services implementation.  

Lastly, consider providing or referring to more career exploration opportunities 

that may not necessarily be directly offered or embedded within the school curriculum or 

activities, so students or families are empowered to identify untapped programs or 

workplaces outside the school that can further develop their employment goals and 

aspirations. Through expansion of partnerships with community agencies or employers 

aligned with students’ job aspirations, students can be smoothly matched for community 

or work opportunities after school. 

Recommendations for Employers and Businesses 

Regularly implement disability-sensitivity or bias awareness training among 

leaders and colleagues within the business community while considering evaluation 

measures to assess the impact of such initiatives in addressing ableism and racism within 

the company. Moreover, recalibrate the values and practices of the company if these are 

consistent with the promotion of accessibility and acceptance in hiring and retention for 

employees with disabilities. Ensure that social, physical, institutional, and attitudinal  



    

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barriers are appropriately addressed by setting a practice to directly consult employees 

with disabilities about accommodation or support needs to promote a culture of disability 

employment inclusion with fidelity. Furthermore, employers are encouraged to simply 

open positions for hiring among persons with disabilities and reach out to schools and 

disability organizations or public agencies for collaboration in providing job tours, 

experiential job learning, and ultimately, enhancing efforts for accessible recruitment 

both online and in-person, as well as for retaining employees with disabilities through 

provision of training, accommodations, including transportation services, if relevant. 

Recommendations for Civic Institutions 

Increase dissemination of information regarding existing resources and 

opportunities and provide more consultation opportunities with the disability community 

to ensure that these are responsive with their needs. Similarly, consider hiring support 

staff who are also individuals with disabilities who can offer expertise on providing 

certain disability services. 

Beginning high school or earlier, more initiatives should be recognized by the 

disability community and families in terms of how these services, resources, or 

opportunities can be accessed without difficulty; hence, the importance of school, 

community, and workplace partnerships with regular information sessions or resource 

fairs in the school setting, including advocacy training to families who often serve as 

facilitators for employment.  

Lastly, government support is highly critical in funding personal and professional 

services from school to work settings, so maintenance of these disability programs or  



    

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community resources is essential for employment opportunities leading to favorable 

employment outcomes and desirable quality of life. 

Both countries are recommended to increase disability policy orientations and 

training for civic participation among the disability community. 

Recommendations for Future Research 

Although this study identified the support activities that responded to the needs of 

individuals with IDD in their transition from school to work, future studies can 

prospectively test the effectiveness of identified employment preparation activities for 

employment placement among individuals with IDD. In addition, researchers should 

examine the effects of identified employment preparation activities on the school exit 

rates of individuals with IDD to determine whether meaningful employment preparation 

reduces school exit rates. Research also could provide important information regarding 

whether the effects of employment preparation practices are influenced by the identity of 

the individual with IDD; whether employment support practices consistently lead to the 

same outcomes or benefits for individuals with intersecting identities (disability, gender, 

race) as for those without intersecting identities.   

Moreover, this study suggested a transition support pathway among individuals 

with IDD; future studies can explore how a specific disability service or combination of 

support influences the time it takes from job-seeking to securing preferred work, their 

effect on job retention, and their correlation with life satisfaction. Similarly, this study 

found some gaps in the level of participants’ understanding on disability rights and  

 



    

94 
 

 

policies, so further studies can explore the implications of the level of policy 

understanding in securing employment.  

It may also be interesting to conduct large-scale studies on the existence or 

absence of transition data, policies, and programs internationally and compare how the 

impact of effective employment preparation services impact quality of life for individuals 

with IDD. Likewise, research that explores the effect of forming or enhancing 

international policies specific to transition may lead to combating global issues of 

disability unemployment and break down systemic issues that exist both in developing 

and developed countries. 

Practical Implications per Context 

Although the operational model and general recommendations described above 

are recommended to both countries, there are certain components of the model that are 

distinctly relevant for contextual adaptations. Below are the practical recommendations in 

the Philippines and in the US (Tables 10 and 11). 

Table 10. Contextual Adaptation of the Operational Model towards Inclusive 
Employment and Outcomes in the Philippines 

Model Component Practical Recommendations 

Civic Institutions & 
Coordinated Services 

● Responsible government agency to reinforce 
mandates that allocate resources for provision 
of appropriate school facilities and 
hiring/appointing of a specific staff who liaises 
with businesses or other community 
opportunities (i.e. transition specialist, job 
coaches, or vocational counselors)  

● Responsible government agency to provide 
grant opportunities and accessible disability 
services and/or human resources (i.e., case 
manager, social worker) useful for personal 
and professional development 



    

95 
 ● Responsible government agencies to provide 

updated data on school graduation and 
employment to further support data-informed 
transition practices. 

Collaborated 
Planning for Post-
school Placement 

● Appointed government agency staff from 
DOLE, DSWD, TESDA, PESO, CHED 
(Commission on Higher Education), teachers, 
administrators, and families or personal care 
assistants, school counselors, and other 
relevant stakeholders (i.e., disability 
agencies/groups, social workers, job coach, 
therapists, etc.) to meet together in transition 
planning and strengthen mandate 
implementation for counseling, vocational 
training, job coaching, and job placement 
(Republic Act Nos. 11650, 7277, 10524). 

● Maximize parent groups as resource. 
● Student to have a transition plan as early as 14 

years old, and be updated at least annually. 

Teachers and School 
Professionals 

● Promote student participation in general 
education set-up, especially completion of 
high school 

● Develop or increase training of pre-service 
teachers or school staff on the transition 
processes, especially the implementation of 
transition plans, assessments, and activities. 

● Increase implementation of employment 
preparation activities such as Career 
Counseling, Career Fairs and Seminars, 
College Readiness Program, Resume-writing 
and Mock Job Interview, and Workplace 
Learning (Volunteering, Internships, Student-
led enterprise, Actual Job Experience) 

● Structure employment training partnership 
with at least one employer aligned with 
students’ needs and skills 

Employers and Civic 
Institutions & 
Cemented 
Partnerships & 
Mutual Presence 

● Sharing of existing resources for job 
facilitation (i.e., extension and expansion of 
services by the general service providers or 
agencies to the disability population) 

● Policy-makers to mandate a precise post-
school placement and services once learners  



    

96 
  

with disabilities reach 24 years old. 

Future Research ● Develop a contextualized transition assessment 
tool.  

● Further research on the transition programs 
and practices across the country 

 
Table 11. Contextual Adaptation of the Operational Model towards Inclusive 
Employment and Outcomes in the USA 

Model Component Practical Recommendations 

Civic Institutions & 
Coordinated Services 

● Promote individuals with IDD as disability 
service providers 

● Make access to disability services less 
complex and culturally responsive (i.e., 
reaching out to families who are unlikely to 
connect with service providers) 

Collaborated 
Planning for Post-
school Placement & 
Acceptance 

● Ensure person-centered and culturally 
responsive services during transition planning 
and provision of employment services and 
opportunities 

● Facilitate accessible referrals for participation 
in disability groups 

Teachers and School 
Professionals 

● Prioritize the self-advocacy instruction as part 
of the pre-ETS to amplify their voices in the 
transition planning and increase their 
understanding of their rights and available 
resources 

● Expand employment program options aligned 
with interests 

Employers and Civic 
Institutions & 
Cemented 
Partnerships & 
Mutual Presence 

● Heighten information dissemination among 
disability community to locate relevant 
resources within the community 

● Promote culturally sensitive hiring approaches 

Limitations 

There are several limitations of this study that should be noted. First, some of the 

interview questions focused on the participants’ high school and pre-employment  



    

97 
 

 

experiences. Their recall of educational and job-seeking experiences after a year or more 

may have been distorted despite sharing the interview questionnaire in advance for their 

preparation; hence, a need for varied data collection tools. Second, the interpretations of 

the study may have been affected by researcher bias despite practice of reflexivity. Third, 

findings on employment outcomes or quality of life are subjective and may have not fully 

captured the long-term and measurable impact of the transition support as the study did 

not gather information on the time since participants exited school. A longitudinal study 

on this could objectively inform this phenomenon. Fourth, because the participants’ 

employment settings ranged from sheltered workshops to competitive integrated 

employment, with some of them employed under a disability-service employer, results 

may not fully represent the transition and employment experience of those hired in other 

sectors. This may have produced differences in findings. Fifth, the absence of direct 

participant input about practical suggestions for programmatic or policy change to 

optimally improve school-to-work transition and employment attainment may have 

limited the depth and applicability of the recommendations to challenge prejudice or 

inequitable practices that continue to add as inclusion barriers in the society. Exploring 

family and community stakeholders’ insights may also add essential inputs in this. Lastly, 

although similarities in transition experiences were identified, variations in school 

activities or transition support programs and attitudes still exist, so it is relevant to note 

that not all identified professionals and practices that were found in this study may be 

readily applicable in the school or employment setting in each country; hence, a 

limitation on the generalizability of the results. 



    

98 
 

 

Conclusion 

This study provides substantial perspectives of individuals with IDD regarding 

their transition support experience from education to employment. Although limitations 

on context and culture may differ between the said countries, the similarities in people  

and community support that emerged in this study, including the barriers they navigated,  

can inform both school and community stakeholders to pursue a smooth and responsive 

transition support that allow inclusion in school, employment, and community settings. 

The present study may be one of the first to holistically illustrate responsive support 

patterns exploring particular people, activities, civic institutions and business practices 

towards inclusive employment and outcomes. Overall, this study contributes to the 

transition literature in the Philippines, US, and internationally in terms of exploring first-

person narratives of individuals with intellectual and developmental disabilities to 

achieve employment, and so highlights responsive support pathways to reduce inequality 

in disability practices, and increase disability knowledge and acceptance in variety of 

settings from learning institution, workplace, public space, or the community in general. 

 

 

 

 

 

 

 



    

99 
 

 

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Appendices 

Appendix A 

Demographic Questions 

Participant Name:  
Participant Code:                                      Pronouns:  
Date:                                                           Time:  
Interview Location:  
Highest Educational Attainment:  
 
Residence: 
o City 
o Suburban/Peri-urban 
o Rural  

Work Location: 
o City 
o Suburban/Peri-urban 
o Rural 

Job Sector (Check the most recent):  
_____ Accounting/Finance               _____ Engineering      __ Others, pls. specify: 
_____ Admin/HR                              _____ Healthcare  
_____ Arts/Media/Communication    _____ Hotel/Restaurant                            
_____ Building/Construction             _____ Manufacturing                                  
_____ Computer/IT                           _____ Manpower/Janitorial/Housekeeping 
_____ Customer/Support/Help Desk Services: (  ) Voice (  ) Non-Voice  
_____ Education/Training                 _____ Sciences  
_____ Encoding/Clerical                   _____ Sales/Marketing 
Job Role:  
 
Annual Salary Range: 
[For US participants] 
o $25,000 and below 
o $25,001–$49,999 
o $50,000 and above 

Monthly Salary Range: 
[For Philippine Participants] 
o Php 5,000 and below 
o Php 5,001 – 20,000  
o Php 20,001 – 80,000  
o Php 80,001 and above  

Age Range: 
o between 18 to 22 years old 
o between 23 to 30 years old 
o between 31 to 45 years old 
o 46 years old and above 
 
 
 
 
 

Type of Disability (Check all that apply): 
o Autism Spectrum Disorder 
o Down syndrome 
o Intellectual Disability 
o Cerebral palsy 
o Brain Injury 
o Fetal Alcohol Syndrome 
o Spina Bifida 
o Other:  



    

118 
 

Gender Identity:  
o Woman 
o Man 
o Transgender Man 
o Transgender Woman 
o Gender Non-binary: Gender 
nonconforming, Genderqueer, 
Nonbinary 
o Prefer not to say 
o Other:________ 

Sex assigned at birth: 
o Male 
o Female 
o Intersex 
Sexual Preference: 
o  Asexual 
o  Homosexual: Bisexual, Gay, Lesbian, 
Transgender, or Queer 
o  Heterosexual or straight 
o  Questioning 
o Prefer not to say 
o Other 

[For US participants]  
Race/Ethnicity: 
o American Indian or Alaska 
Native (e.g., Navajo Nation, 
Blackfeet Tribe, Inupiat Traditional 
Gov't., etc.) 
o Asian or Asian American 
(e.g., Chinese, Japanese, Filipino, 
Korean, South Asian, Vietnamese, 
etc.) 
o Black or African American 
(e.g., Jamaican, Nigerian, Haitian, 
Ethiopian, etc.) 
o Hispanic or Latino/a (e.g., 
Puerto Rican, Mexican, Cuban, 
Salvadoran, Colombian, etc.) 
o Middle Eastern or North 
African (e.g., Lebanese, Iranian, 
Egyptian, Moroccan, Israeli, 
Palestinian, etc.) 
o Native Hawai`ian or Pacific 
Islander (e.g., Samoan, Guamanian, 
Chamorro, Tongan, etc.) 
o White or European (e.g., 
German, Irish, English, Italian, 
Polish, French, etc.) 
o Other:___________________
__ 

[For Philippine Participants]  
Native Language: 
o Filipino (Tagalog) 
o Cebuano 
o Hiligaynon (Ilonggo) 
o Ilokano 
o Waray 
o Bikolano 
o Pangasinense 
o Kapampangan 
o Tausug 
o Ingles (English) 
o Other:  

Occupation (check all that apply): 
o Student 
o Part-time employee 
o Full-time employee 
o Business owner 

Length of Employment: 
o between 6 months to 1 year 
o between 1 year to 2 years 
o more than 2 years 
o Not applicable 
o Other: 



    

119 
 

 

Appendix B 

Interview Questionnaire 

Background: 
I appreciate you making time to meet with me today. I'm Rose, a graduate student 

researcher at the University of Minnesota. My focus is on learning about the employment 
preparation methods that have led individuals with developmental disabilities to find jobs 
after finishing school. Part of the process is exploring what has worked for you as you get 
into where you are now, so we can share effective practices within the disability 
community and ensure more individuals with disabilities remain employed.  

It would greatly assist me in capturing your story if I could record your responses. 
Would you be comfortable granting permission for recording (video and/or voice 
recording)? Rest assured, your identity will not be revealed through your answers. If not, 
I'll be ready to take thorough notes instead. 
 
Stage: 
Our study would like to learn more about how people with intellectual and developmental 
disabilities have found jobs after school. We'll look at what helped you get where you are 
now throughout your education and career planning.  
 
Think back to a time when you were still studying, looking for a job, or attending training 
to get a job that you want. 
 
1. How would you describe your support system from the beginning of high school 
until you got a job? 
● Listen for: family, groups/organizations, community agencies, social capital 
 
2. Tell me about the essential activities you had in school that supported your goal to 
get a job. 
● Listen for services and supports in:  

o Secondary (Special Education/General Education) 
o Post-secondary 

● Probe on how it responded to their needs: assessments, planning, instruction, support, 
activities, relationships 

o What assessments did you receive? 
o Who was present for your transition planning? 
o What instruction, support, and activities did you find useful? 
o Who are the people you remember supporting your needs? 



    

120 
 

 
3. Tell me about the relevant activities you sought and received as you look for a job 
and until you get it.  
● Probe/Listen for services and supports in:  

o Early adult life (Disability Specific, Generally Available) 
● Listen for skills and attitudes exhibited 

o job-searching skills 
o job trainings 
o referrals 
o self-advocacy 
o resilience 

4. How does the community been helpful to you as a job-seeker with disability? 
● Listen/Probe: funding, laws, policies, resources 

o Did you receive funding? Where? 
o Did you review or get orientation on laws, policies, and resources around 
disability? 
o Did you access disability services support from your local government? non-
government organizations? 

 
5. Thinking back to your first job or your current experience, what do you think 
helps you to maintain your job? 
● Listen/Probe: Opportunities, Network, etc. 

o  Are there any professional development opportunities? annual evaluations? 
o  Does your current network support you to sustain your job or business? 
 

6. Reflecting on your employment goals from when you started to now, are there 
any changes or continuities?  
● Listen/Probe: Alignment to career preference 

o How does your current employment align with your career preferences? 
 
7. In your role as an employee or business owner, how satisfied do you feel with 
your life right now?  
● Listen/Probe: Level of satisfaction 
o What aspects contribute most to your satisfaction? 

 

 

 

 



    

121 
 

 

Appendix C 

Recruitment Poster Sample 

 



    

122 
 

 

Appendix D 

Consent Form Sample  

Title of Research Study: Exploring Culturally Responsive Preparation Activities for 
People with Disabilities: A Pathway to Achieving Post-School Employment Success, 
Protocol Number: 00022161 
 
Investigator Team Contact Information:Jennifer McComas, Ph.D. 
For questions about research appointments, the research study, research results, or other 
concerns, call the study team at:  
Investigator Name: Jennifer 
McComas, Ph.D. 
Investigator Departmental Affiliation: 
University of Minnesota Twin Cities 
Phone Number: 624-5854 
Email Address: jmccomas@umn.edu 
 
 

Student Investigator Name: Rose Marie Jane 
A. Rementina 
Phone Number: 7632866801 
Email Address: remen017@umn.edu 
 
Study Staff (if applicable): 
Phone Number: 
Email Address:  

 
Key Information About This Research Study 
The following is a short summary to help you decide whether or not to be a part of this 
research study. More detailed information is listed later on in this form.  

What is research?     
• The goal of research is to learn new things in order to help people in the future. 

Investigators learn things by following the same plan with a number of 
participants, so they do not usually make changes to the plan for individual 
research participants. You, as an individual, may or may not be helped by 
volunteering for a research study.   

Why am I being invited to take part in this research study? 
We are asking you to take part in this research study because you are an employed person 
with intellectual and developmental disabilities. We think that your insights can greatly 
help understand how preparation activities support post-school employment success. 

What should I know about a research study? 
• Someone will explain this research study to you. 
• Whether or not you take part is up to you. 
• You can choose not to take part. 
• You can agree to take part and later change your mind. 
• Your decision will not be held against you. 
• You can ask all the questions you want before you decide. 
 
 



    

123 
 

 
Why is this research being done? 
This study wants to explore the relevant experiences of persons with intellectual and 
developmental disabilities that prepare them to achieve post-school employment success 
including jobs or businesses. Given that there is a gap to many persons with disabilities in 
transitioning from school to work, the study wants to hear stories from the eligible 
participants about how they got ready for work after school and what helped them in 
gaining employment. It also wants to know how their strengths, needs, and culture were 
considered in transitioning out of school. The research results could potentially design 
inclusive programs for diverse needs, and the participants’ experiences may also assist in 
developing better practices and policies in the future for equal opportunities and success 
in the workforce for people with disabilities. 
 
How long will the research last? 
We expect that you will be in this research study for one interview session lasting 
between 45-60 minutes. 

What will I need to do to participate? 
You will be asked to answer a questionnaire asking about your profile and answer 
interview questions asking your experiences that supported your employment. 

More detailed information about the study procedures can be found under “What 
happens if I say yes, I want to be in this research?” 
 
Is there any way that being in this study could be bad for me? 
No risks are anticipated in this study as you will not be obligated to disclose personal 
circumstances unless you choose to do so willingly. It is plausible but not expected that 
you may experience discomfort if you share  experiences related to your job-seeking 
struggles or other barriers during training and employment. However, barriers and 
struggles are not the topic of any questions or the interview; if the topic of struggles and 
barriers arises, it will be from your initiation. 

Will being in this study help me in any way? 
There are no benefits to you from your taking part in this research. We cannot promise 
any benefits to others from your taking part in this research. However, possible benefits 
to others include designing inclusive programs for diverse needs and assisting in 
developing better practices and policies in the future for equal opportunities and success 
in the workplace for people with disabilities. 

What happens if I do not want to be in this research? 
There are no known alternatives, other than deciding not to participate in this research 
study.  
 
Detailed Information About This Research Study 
The following is more detailed information about this study in addition to the information 
listed above. 



    

124 
 

 
How many people will be studied? 
We expect about 25 people will be in this research study nationally and internationally.  
 
What happens if I say “Yes, I want to be in this research”?
If you agree to join this 
study, you will be asked to complete a profile questionnaire and attend an interview for 
one session lasting for 45-60 minutes. Throughout the participation, you will interact with 
the student researcher at your most convenient schedule and location – workplace, 
residence, virtual meeting room, coffee shop, etc. We will also audio and/or video-record 
the interview; however,  if you do not consent to being recorded in any way, the student 
researcher will try to write notes instead. We will also get back with you to present the 
results and to validate findings made. 
 
What happens if I say “Yes”, but I change my mind later? 
You can leave the research study at any time and no one will be upset by your decision. If 
you decide to leave the research study, contact the investigator so that the investigator 
can be informed about the reason for withdrawal and the researcher will retain the data 
gathered unless you ask for the data to be excluded from the study.  Should you opt to 
proceed with the study again, the investigator will arrange for a new interview session 
considering the number of participants limit. 
 
What are the risks of being in this study?  Is there any way being in this study could 
be bad for me? (Detailed Risks) 
The interview will primarily discuss your preparation for your job, and you can choose 
whether or not to share personal circumstances. While discussing difficult experiences 
during job preparation and training might be potentially discussed, we will not ask about 
them unless you wish to talk about them during the conversation. 

Will it cost me anything to participate in this research study? 
There will be no cost to you for any of the study activities or procedures. 
  
What happens to the information collected for the research? 
Efforts will be made to limit the use and disclosure of your personal information, 
including research study and medical records, to people who have a need to review this 
information. We cannot promise complete confidentiality. Organizations that may inspect 
and copy your information include the Institutional Review Board (IRB), the committee 
that provides ethical and regulatory oversight of research, and other representatives of 
this institution, including those that have responsibilities for monitoring or ensuring 
compliance. 
 
We may publish the results of this research or share the resulting data. However, we will 
keep your name and other identifying information confidential.  
 
What will be done with my data and specimens when this study is over. 
Your data will not be used for any future research after this study is complete. 
 



    

125 
 

 
Will anyone besides the study team be at my consent meeting?   
You may be informed by the study team that an auditor may observe your consent 
meeting. Observing the consent meeting is one way that the University of Minnesota 
makes sure that your rights as a research participant are protected. The auditor is there to 
observe the consent meeting, which will be carried out by the people on the study team. 
The auditor will not document any personal (e.g. name, date of birth) or confidential 
information about you. The auditor will not observe your consent meeting without your 
being informed ahead of time.    
 
Whom do I contact if I have questions, concerns or feedback about my experience? 
To reach the research team: Please see the “Investigator Contact Information” section at 
the beginning of this form. 

To reach someone outside of the research team: This research has been reviewed and 
approved by an IRB within the Human Research Protections Program (HRPP). To share 
feedback privately with the HRPP about your research experience, call the Research 
Participants’ Advocate Line at 612-625-1650 (Toll Free: 1-888-224-8636) or go to 
z.umn.edu/participants. You are encouraged to contact the HRPP if:  
 
• Your questions, concerns, or complaints are not being answered by the research team. 
• You are having difficulty reaching the research team. 
• You want to talk to someone besides the research team. 
• You have questions about your rights as a research participant. 
• You want to get information or provide feedback about this research. 
 
Will I have a chance to provide feedback after the study is over?  
The HRPP may ask you to complete a survey that asks about your experience as a 
research participant. You do not have to complete the survey if you do not want to. If you 
do choose to complete the survey, your responses will be anonymous.   

If you are not asked to complete a survey, but you would like to share feedback, please 
contact the study team or the HRPP. See the “Investigator Contact Information” of this 
form for study team contact information and “Whom do I contact if I have questions, 
concerns or feedback about my experience?” of this form for HRPP contact information. 

Will I be compensated for my participation?  
If you agree to take part in this research study, we will pay you a one-time payment of 
$50 for your time and effort. 
 
Optional Elements: 
The following research activities are optional, meaning that you do not have to agree to 
them in order to participate in the research study. Please indicate your willingness to 
participate in these optional activities by placing your initials next to each activity. 
 

about:blank


    

126 
 

Yes,  
I agree 

 
No,  
I 
disagree  

 
_____ 

 
 
_____ 

The investigator may audio or video record me to aid with data 
analysis. The investigator will not share these recordings with 
anyone outside of the immediate study team. 

_____ 
 
 

 
 
_____ 
 
 

The investigator may audio or video record me for use in scholarly 
presentations or publications. My identity may be shared as part of 
this activity, although the investigator will attempt to limit such 
identification. I understand the risks associated with such 
identification. 

_____ 
 

 
_____ 
 

The investigator may contact me in the future to see whether I am 
interested in participating in other research studies by Jennifer 
McComas. 

 
Signature Block for Capable Adult: 

Your signature documents your permission to take part in this research.  You will be 
provided a copy of this signed document. 
_______________________________________________      __________________ 
Signature of Participant                                                                    Date 
 
_______________________________________________ 
Printed Name of Participant 
_________________________________________            __________________ 
Signature of Person Obtaining Consent                                        Date 
 
______________________________________________________ 
Printed Name of Person Obtaining Consent 
                                    

WITNESS STATEMENT: 
The participant was unable to read or sign this consent form because of the following 
reason: 
 
☐ The participant is unable to read the information 

☐ The participant is visually impaired 

☐ The participant is non-English speaking 

☐ The participant is physically unable to sign the consent form. Please describe:  

______________________________________________________________________ 

☐ Other (please specify):_________________________________________ ________ 



    

127 
 

 
For the Consent of Non-English Speaking Participants when an Interpreter is Used: 
As someone who understands both English and the language spoken by the subject, I 
represent that the English version of the consent form was presented orally to the subject 
in the subject’s own language, and that the subject was given the opportunity to ask 
questions. 
 
__________________________________________       __________________ 
Signature of Interpreter     Date 
 
___________________________________________    
Printed Name of Interpreter 
 

OR:  
Statement from a Non-Interpreter: 
As someone who understands both English and the language spoken by the subject, I 
represent that the English version of the consent form was presented orally to the subject 
in the subject’s own language, and that the subject was given the opportunity to ask 
questions. 
 
__________________________________________       __________________ 
Signature of Individual     Date 
 
___________________________________________    
Printed Name of Individual 
 
 

Signature Block for Adult Unable to Consent: 
Your signature documents your permission for the named participant to take part in this 
research. 
 
_____________________________________________ 
Printed Name of Participant 
 
_____________________________________________ ___________________ 
Signature of Legally Authorized Representative  Date 
 
_____________________________________________ ___________________ 
Printed Name of Legally Authorized Representative Date 
 
_____________________________________________ ___________________ 
Signature of Person Obtaining Consent   Date 
 
_____________________________________________ ___________________ 
Printed Name of Person Obtaining Consent   Date 
 



    

128 
 

 

Appendix E 

Assent Form Sample  

University of Minnesota 
Assent to Participate in Research 

 
Title of Research Study: Exploring Culturally Responsive Preparation Activities for 
People with Disabilities: A Pathway to Achieving Post-School Employment Success 

Researcher: Jennifer McComas, Ph.D. 

Sponsor:  

What is research? Doctors and researchers are committed to your care and safety. There 
are important differences between research and treatment plans:  

• The goal of research is to learn new things in order to help people in the future. 
Researchers learn things by asking a question, making a plan, and testing it.  

Why am I being asked to take part in this research study? 
A research study is usually done to find a better way to treat people or to understand how 
things work. You are being asked to take part in this research study because you are an 
employed person with intellectual and developmental disabilities whose insights can 
greatly help understand how preparation activities support post-school employment 
success and potentially design inclusive programs for diverse needs. Your experiences 
may also assist in developing better practices and policies in the future for equal 
opportunities and success in the workplace for people with disabilities. 
 
What should I know about being in a research study? 
You do not have to be in this study if you do not want to do so. It is up to you if you want 
to participate and if you want to, talk to your parents about any questions or concerns you 
have about the study. You can choose not to take part now and change your mind later if 
you want. If you decide you do not want to be in this study, no one will be mad at you. 
You can ask all the questions you want before you decide. 
 
Why is this research being done? 
In this study, I want to find out more about your experiences finding a job or running a 
business after school and what things helped you. It also wants to know how people like 
you were supported, what you're good at, what you need, and what's important to you 
when getting ready for work. 
 
How long will the research last? 
I expect that you will be in this research study for one session that will last 45-60 
minutes. 



    

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What happens if I say “Yes, I want to be in this research”? 
If it is okay with you and you agree to join this study, you will be asked to complete a 
profile questionnaire and attend an interview. 
 
Is there any way being in this study could be bad for me? 
The interview will mostly talk about how you got ready for your job and what helped 
you. You don't have to share personal things unless you want to. It is okay if talking 
about tough times makes you feel uneasy, but we will not ask about them. If you want to 
talk about challenges, it is up to you to bring it up. 
 
What happens to the information collected for the research? 
The researchers will share your information, including research study records, to only 
people who have a need to review this information. For example, sometimes researchers 
need to share information with the University or other people that work in research to 
make sure the researchers are following the rules. The researchers may publish the results 
of this research or share the resulting data. However, we will keep your name and other 
identifying information confidential. 
 
What else do I need to know? 
If you agree to take part in this research study, the researcher will give $50 
compensation.  
 
Who can I talk to? 
For questions about research appointments, the research study, research results, or other 
concerns, call the study team at: 
Researcher Name: Jennifer McComas, 

Ph.D. 
Researcher Affiliation: University of 

Minnesota Twin Cities 
Phone Number: 624-5854 
Email Address: jmccomas@umn.edu 

Student Investigator: Rose Marie Jane A. 
Rementina 

Phone Number: 7632866801 
Email Address: remen017@umn.edu 

  
To reach the research team: Please see the “Investigator Contact Information” section 
above. 
 
To reach someone outside of the research team: This research has been reviewed and 
approved by an Institutional Review Board (IRB), a group of people that look at the 
research before it starts. This group is part of the Human Research Protection Program 
(HRPP). To share concerns privately with the HRPP about your research experience, call 
the Research Participants’ Advocate Line at 612-625-1650 (Toll Free: 1-888-224-8636) 
or go to z.umn.edu/participants. You are encouraged to contact the HRPP if: 
  
 
 

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130 
 

 
●      Your questions, concerns, or complaints are not being answered by the research 
team. 
●      You are having difficulty reaching the research team. 
●      You want to talk to someone besides the research team or your parents. 
●      You have questions about your rights as a research participant. 
●      You want to get information or provide feedback about this research. 
 
Optional Elements: 

The following research activities are optional, meaning that you do not have to agree to 
them in order to participate in the research study. Place your initials by each statement 
below to let us know your willingness to participate in these activities that may be 
required or optional. 

I agree I disagree  

______ ________ 

The researcher may audio or video record me to help do the 
research. The researcher will not share these recordings 
with anyone outside of the immediate study team, 
University, or other people that need to for the research. 

______ ________ 

The researcher may audio or video record me for use in 
scholarly presentations or publications, like a journal 
article. My identity may be shared as part of this activity, 
although the researcher will attempt to limit the ability to 
identify me. I understand what it means if my identity in 
some way is shared with others. 

  

Signature Block for Participant to Assent 
   
______________________________________________________      _______________ 
Signature of participant                                                                     Date 
  
______________________________________________________       
Printed name of participant 
   
______________________________________________________      _______________ 
Printed name of person obtaining assent                                                    Date 
   
______________________________________________________      
Signature of person obtaining assent                                     
 

 



    

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Appendix F  

International Consent Form Sample 

STU#: 00022161 

International Data Privacy Notice & Consent Addendum 
Title of Research Study: Exploring Culturally Responsive Preparation Activities for 
People with Disabilities: A Pathway to Achieving Post-School Employment Success 
STU#: 00022161 
Principal Investigator: Jennifer J. McComas, Ph.D. 
Supported By: University of Minnesota Twin Cities, Department of Educational 
Psychology 
 
You can find information related to the purpose of the research project, how it will be 
conducted and by whom from the primary consent form for this research project, which 
you should receive as a separate document (the “Primary Consent Form”). This 
document describes how your data will be collected, processed, and stored as a part of 
that research project.  
 
We (the research team and the University of Minnesota) are conducting and processing 
the personal information you share with us related to this research project on the basis of 
your consent. Please sign at the bottom to indicate that you have read and understood 
how your personal data will be processed, your related rights, and that you consent to the 
collection, processing, and storage of your data as described below. 
 
What data will be collected? 
We will collect personal data about you in connection with your participation in this 
research project, including: 
● Your first name and  contact information 
● information you submit to us, including as part of research project forms, 

surveys, or questionnaires 
 
As a safeguard to protect your privacy, we pseudonymize (key-code) your personal data 
accessible by the principal investigator and student . Access to review the collected data 
will be limited to the faculty PI, the student PI, and study team members who are 
responsible for data coding. 
 
How will my data be used? 
We will use your personal information that you share with us for the purposes of this 
research project, including the purposes described in the Primary Consent Form. If the 
results of this research indicate that further studies might be beneficial, we may process 
your personal data for the purpose of extending our research in other fields or areas.  



    

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We will also use your personal information that you share with us to the extent necessary 
to comply with legal and regulatory requirements, including any requirements to share 
your personal data with regulatory agencies and government officials who have a duty to 
monitor and oversee research studies like this research project. 
 
Who will have access to the data? 
Your personal data may be shared with the following recipients: 
• University of Minnesota’s Box Secure Storage (box.umn.edu); 
• Organizations and individuals described in the Primary Consent Form as participating 

in the conduct or support of the research project or receiving data or results from the 
research project; 

• Third parties, including public authorities, for those situations where we have a legal 
obligation to do so, such as where we are required to share your personal data with 
regulatory agencies and government officials who have a duty to monitor and oversee 
research studies like this research project. 

 
How long will my data be retained?  
We will retain your personal data for as long as necessary to fulfill the purposes and uses 
described in this form, including for purposes of satisfying any legal, accounting, or 
reporting requirements. We may also keep your records if legally required or to fulfill 
another legitimate interest. 
  
How will my privacy be protected? 
The research team will transfer your data to our research site in the United States. The 
United States may not have the same laws to protect your personal data as the country or 
territory you reside in. Because of the need to release information to these parties, 
absolute confidentiality cannot be guaranteed and there are potential risks that 
information released to other parties may be released again. However, the research team 
is committed to protecting the confidentiality of your personal data. We comply with the 
University’s policies and procedures regarding the privacy and security of your personal 
data, in accordance with applicable state and federal law. More information is available 
here: UMN Health Information Privacy & Compliance Office.  
 
By signing this consent form, you acknowledge and consent to the collection, use, and 
disclosure of data about you to conduct this study in the ways described above. You also 
acknowledge and consent to the transfer of your personal data and other information to, 
and the processing of such data and information in, the United States. 
 
What if I decide not to sign this consent form?  
Your participation in this research study is voluntary. However, you will not be allowed 
to participate in this research if you do not sign this form. 
 
What if I change my mind? 
If you decide to withdraw your permission and end this agreement to release the 
information collected about you, please contact Jennifer McComas,  

https://healthprivacy.umn.edu/


    

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Ph.D,  jmccomas@umn.edu. They will help you document in writing your decision to 
withdraw this permission. 
 
When you withdraw your consent, we will not collect additional information related to 
you. We may also erase the personal data we already collected. If you withdraw your 
consent, this will not affect the lawfulness or our collecting, use, and sharing of your 
personal data up to the point in time that you withdraw your consent. Even if you 
withdraw your consent, we may still use or maintain your personal data to comply with 
our legal and regulatory requirements. 
 
Who can I talk to if I have a question? 
This research has been reviewed and approved by the Institutional Review Board (IRB) 
at the University of Minnesota. If you have any concerns about how your personal data is 
being handled, please contact us using the information below. If you are not satisfied with 
our reply and how we protect your personal data, you may also contact the data 
protection authority in your home country or in another relevant jurisdiction for this 
processing activity. 
 
Contact Information  
If you have further questions or concerns regarding your data privacy and want to talk to 
someone besides the research team, you may alternatively contact the Institutional 
Review Board or the Health Information Privacy Compliance Office at UMN. 
• Institutional Review Board: (612) 626-5654 or irb@umn.edu 
• Health Information Privacy Compliance Office: (612) 624-7447 or privacy@umn.edu.  
 
Research Participant Consent 
I consent to the collection, processing, and storage of my data as described in this form. 
 

Signature Block for Capable Adult: 
  
Your signature documents your permission to take part in this research.  You will be 
provided a copy of this signed document. 
  
____________________________________________________   __________________ 
Signature of Participant      Date 
  
____________________________________________________ 
Printed Name of Participant 
  
____________________________________________________    __________________ 
Signature of Person Obtaining Consent    Date 
  
____________________________________________________ 
Printed Name of Person Obtaining Consent 
  

mailto:jmccomas@umn.edu
mailto:irb@umn.edu
mailto:privacy@umn.edu


    

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Signature Block for Witness: 

WITNESS STATEMENT: 
The participant was unable to read or sign this consent form because of the following 
reason: 
  
☐ The participant is illiterate 

☐ The participant is visually impaired 

☐ The participant is physically unable to sign the consent form. Please describe: 

______________________________________________________________________ 

☐ Other (please specify): 

______________________________________________________________________ 

For the Consent of Non-English Speaking Participants when an Interpreter is Used: 
As someone who understands both English and the language spoken by the subject, I 
represent that the English version of the consent form was presented orally to the subject 
in the subject’s own language, and that the subject was given the opportunity to ask 
questions. 
  
____________________________________________________   __________________ 
Signature of Interpreter     Date 
  
____________________________________________________    
Printed Name of Interpreter 
  

OR:  
  
Statement from a Non-Interpreter: 
As someone who understands both English and the language spoken by the subject, I 
represent that the English version of the consent form was presented orally to the subject 
in the subject’s own language, and that the subject was given the opportunity to ask 
questions. 
  
____________________________________________________   __________________ 
Signature of Individual      Date 
  
___________________________________________________    
Printed Name of Individual 
  



    

135 
 

 
Signature Block for Adult Unable to Consent: 

  
Your signature documents your permission for the named participant to take part in this 
research. 
  
____________________________________________________ 
Printed Name of Participant 
  
____________________________________________________   __________________ 
Signature of Legally Authorized Representative            Date 
  
____________________________________________________   __________________ 
Printed Name of Legally Authorized Representative      Date 
  
____________________________________________________   __________________ 
Signature of Person Obtaining Consent                        Date 
   
____________________________________________________   __________________ 
Printed Name of Person Obtaining Consent                  Date 
 

 

 

 

 

 

 

 

 

 

 

 

 



    

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Appendix G 

IRB Research Approval 

 

 



    

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