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The Power of School-Business Partnerships
in Improving Employment for Individuals
with Intellectual and Developmental
Disabilities
By Jessiica Howell, Robin H. Lock, and Janna Brendle
School-business partnerships have long been accepted as vehicles for involving the
community in the school setting. Utilizing this approach to increase employment options
for individuals with intellectual and developmental disabilities (IDD) is a powerful strategy
for successful outcomes. In this qualitative phenomenological study, the authors studied
employers with a history of hiring individuals with IDD to determine their perceptions of
strategies that enhanced employment opportunities. Employers who expressed consistent
willingness to hire individuals with IDD completed a scenario-based survey to identify their
perceptions of hire-ability. Next, a subset of employers completed a checklist that identified
their thoughts about desirable qualities in potential employees. Finally, a virtual interview
encouraged the participants to voice strategies that supported their desire to employ
individuals. The results indicated that the employers wanted to hire individuals with IDD, and
they were able to provide specific examples of ways to increase the feasibility of such hires.
The discussion highlights several methods for utilizing a school-business partnership model to
promote a strategic pathway for increasing employment.
ntellectual and developmental disabilities (IDD) encompass a wide range of
Iconditions, including autism, behavior disorders, brain injuries, Down syndrome,
intellectual impairments, and cerebral palsy. As defined by the Americans with
Disabilities Act (U.S. Department of Justice, 2020), IDD refers to a person who has
a “developmental or intellectual functional limitation that substantially limits one or
more life activities, who has a history of impairment, or who is perceived by others
as having such impairment.” Educators intensely focus on preparing students with
IDD not only from an academic standpoint but also in terms of long-range adult
outcomes. Individual education plans include academic goals and objectives as well
as transition goals to ensure that each student is well-prepared as he or she leaves
the school setting.
Unfortunately, being equipped with solid employment skills may not always
be enough. Individuals with IDD often face obstacles in the hiring process that
others do not experience. Are there other steps that educators can take to increase
employment opportunities for these graduates? Can schools positively influence
potential employers to increase employment opportunities for students with IDD?
The researchers in this study sought to determine what employers revealed about
their hiring practices and their experiences in employing individuals with IDD. They
also obtained specific suggestions concerning what these employers believed would
influence others to increase their hiring of individuals with IDD.
Employment Matters
Issues surrounding employment profoundly affect the lives of people with IDD.
As individuals with IDD transition into employment, the move can be difficult
14 The Delta Kappa Gamma Bulletin: International Journal for Professional Educators