Growing employment skills and expectations for youth with intellectual and developmental disabilities and their families: A Project SEARCH Toronto case study
Résumé
Introduction: Young people with disabilities experience significant cultural, educational, and environmental barriers to employment. Project SEARCH is an evidence-based transition-to-work program that prepares youth with intellectual and developmental disabilities for competitive integrated employment (CIE). The current study aims to understand how the Project SEARCH model works by exploring youth and families’ perceptions of which elements were meaningful for their learning and employment journeys from a social-relational perspective. Methods: We used a descriptive case study approach in which three youth and four family members participated in semi-structured interviews and observations over 19 months. Thematic analysis was used to understand and organize results. Findings: Themes related to real-world learning and growth, evolving goals related to CIE and community connection, meaningful relationships with staff, and systemic barriers. The program’s impact extends beyond skill development and employment to include important shifts in expectations, confidence, and perceptions of what is possible for youth with intellectual and developmental disabilities. Discussion: Real-world learning experiences delivered within a supportive environment enhanced youth and families’ resilience, confidence, and capacity for employment participation. The findings suggest that the program plays an important role in strengthening the relational and psycho-emotional factors supporting meaningful workforce engagement. We present policy and program considerations for the future. Conclusion: The need to expand school-based experiential learning opportunities and enhance support to help prepare youth and families for employment must be paired with broader employment support policies and resources.
Keywords: Vocational rehabilitation, school-to-work transition, disability-inclusive employment, social-relational theory, lived experience perspective.
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© Anna Oh, Laura Bowman, Carolyn McDougall, Molly Michels, Amy Spear, Allan Easton, Katia Palumbo, Mirea Lee, Kimberly Dawkins 2026
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