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Beart, S., Hardy, G., & Buchan, L. (2004). Changing Selves: A Grounded Theory Account of Belonging to a Self-advocacy Group for People with Intellectual Disabilities. Journal of Applied Research in Intellectual Disabilities, 17, 91-100. http://dx.doi.org/10.1111/j.1360-2322.2004.00186.x

has been cited by the following article:

• TITLE: Compulsory School Is Over and Now? Vocational Experiences of Women with Intellectual Disability

  AUTHORS: Helga Fasching

  KEYWORDS: Intellectual Disability, Women, Vocational Orientation/Experience, Work Placement, Vocational Participation

  JOURNAL NAME: Creative Education, Vol.5 No.10, June 19, 2014

  ABSTRACT: This contribution explores the question of the vocational experiences which women with intellectual disabilities have after leaving school. The main part of the contribution contains an analysis of three interviews with women with intellectual disabilities about their post-school vocational orientation. The research method applied for the analysis was grounded theory. The results show that the three women changed from school directly to a sheltered workshop/occupational therapy or to external vocational preparation measures. They were only able to gain work experience on the regular labour market in the framework of work placement, which led them to express their wish to find employment on the regular labour market. They were successful in their pursuit of vocational participation on the regular labour market. However, they perceive the transition from school to the regular labour market as a cumbersome vocational orientation process.