Parent expectations are a strong predictor of employment for young people with disabilities (Mazzotti et al., 2021). Although many parents value post-school employment for their child with IDD, the questions, concerns, and goals they have may vary. Soliciting parents’ perspectives about post-school employment can illuminate issues that need to be considered when investigating job options. Additionally, pursuing job options that align with student and parent preferences may help ensure families are invested in supporting their child’s employment once school ends. 

Parents have acknowledged several concerns about post-school employment for their child with disabilities.  In a study by Awsumb et al. (2022), parents identified safety as their biggest concern. They feared their child would be taken advantage of while on the job or get hurt or lost outside the safety of the school building. Parents also expressed concerns about planning for the future, on-the-job support, adult service options in the community, and learning executive functioning and social skills (Awsumb et al, 2022). Other parent concerns about employment relate to obtaining a job and maintaining that job over time (Sanderson & Bumble, 2023).

Despite these concerns, parents of children with IDD have rated part-time employment as the most important priority for their child after high school (Blustein et al, 2016; Gilson et al, 2018). In addition, parents placed a higher value on the qualitative aspects of a potential workplace (e.g., personal satisfaction, opportunities for social interaction, alignment with child’s interests) than on other factors such as salary or number of hours worked (Blustein et al, 2016; Gilson et al, 2018). According to a study conducted by Carter et al. (2012), young people with disabilities whose parents had high expectations of them obtaining post-school employment were more than three times as likely to have a paid job in the community within two years after leaving high school compared to those whose parents did not have the same expectations. 

The concerns and expectations of parents can have a significant impact on whether their children are successful in obtaining paid employment after finishing high school. When parents are less anxious about the skills their child should possess, and when they have high expectations for their child’s ability to get a job, the chances of their child finding and keeping paid employment increases. Transition professionals can anticipate, acknowledge, and alleviate concerns that may affect parent expectations and student outcomes by following the guidelines below.

• Do not assume that everyone has the same view on integrated employment. Transition teams need to ask personalized questions to families about their expectations, priorities, and concerns (Gilson et al, 2018).
• Have conversations with families about delivering services and supports that prepare students for the workforce, while also raising parents’ expectations for post-school employment by setting realistic and meaningful post-school goals (Blustein, et al, 2016; Sanderson & Bumble, 2023).
• Provide resources to family members that help them understand available employment options and services (Gilson et al, 2018).
• Identify and build upon student strengths, preferences, and what they can offer to a business, instead of focusing on their limitations (Sanderson & Bumble, 2023).
• Make sure students have work-based learning experiences (paid or unpaid) during their school years where they can receive school-based supports and accommodations (Sanderson & Bumble, 2023). 

The Arc of Illinois
The Arc provides resources, information, and training for people with disabilities, their families, and professionals to support advocacy efforts.

PACER’s National Parent Center on Transition and Employment
PACER is a program designed to offer excellent assistance and support to parents, youth, and professionals on matters regarding the transition phase. Its primary objective is to help youth with disabilities achieve success in their postsecondary education, employment, and life in the community.

Awsumb, J., Schutz, M., Carter, E., Schwartzman, B., Burgess, L., & Lounds Taylor, J. (2022). Pursuing paid employment for youth with severe disabilities: Multiple perspectives on pressing challenges. Research and Practice for Persons with Severe Disabilities, 47(1), 22-39. https://doi.org/10.1177/15407969221075629

Blustein, C. L., Carter, E. W., & McMillan, E. D. (2016). The voices of parents: Post-high school expectations, priorities, and concerns for children with intellectual and developmental disabilities. The Journal of Special Education, 50(3), 164-177. https://doi.org/10.1177/0022466916641381

Carter, E. W., Austin, C., & Trainor, A. A. (2012). Predictors of postschool employment outcomes for young adults with severe disabilities. Journal of Disability Policy Studies, 23, 50-63. https://doi.org/10.1177/1044207311414680 

Gilson, C. B., Carter, E. W., Bumble, J. L., & McMillan, E. D. (2018). Family perspectives on integrated employment for adults with intellectual and developmental disabilities. Research and Practice for Persons with Severe Disabilities, 43(1), 20-37. https://doi.org/10.1177/1540796917751134

Mazzotti, V. L., Rowe, D. A., Kwiatek, S., Voggt, A., Chang, W., Fowler, C. H., Poppen, M., Sinclair, J., & Test, D. W. (2021). Secondary transition predictors of postschool success: An update of the research base. Career Development for Exceptional Individuals, 44(1), 47–64. https://doi.org/10.1177/2165143420959793

Sanderson, K. A., & Bumble, J. L. (2023). Parent perspectives: Understanding the postschool concerns of parents of transition-age youth with disabilities. Career Development and Transition for Exceptional Individuals, 46(3), 120-132. https://doi.org/10.1177/21651434221128490