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( Shyamani Hettiarachchi ),( Lasanthi Daskon-attanayake ),( Dilini Walisundara ) 대구대학교 한국특수교육문제연구소 2018 Asia-Pacific Journal of Intellectual Disabilities Vol.5 No.1
Although symbolically through the ratification of the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) in February 2016, the Sri Lanka government has pledged support for equal access to employment, the number of persons with disabilities accessing the workforce at present is negligible. In spite of the aim to ‘leave no one behind’, arguably the persons with intellectual disabilities remain the most disadvantaged even within the community of persons with disabilities, and continue to be ‘left behind’ from accessing education and employment. This study aimed to explore and document the perceptions of adults with learning disabilities on accessing and maintaining employment. Unstructured in-depth qualitative interviews were conducted with 16 adults with intellectual disabilities. A qualitative analysis of the interview data was undertaken using the key principles of Framework Analysis to uncover emergent themes. One key theme to emerge was of restricted opportunities to access employment of any form, whether volunteer or paid, or sheltered or mainstream. The only participant in part-time employment was in an unpaid volunteer position arguably reflecting a charity model of disability. When opportunities were available to engage in paid work, in the case of two participants, they reflected contentment, even if appearing vulnerable to exploitation. All the participants not in employment at present, shared ‘dreams’ of accessing to employment in the future, some in realistic fields and some in currently unrealistic fields, often wanting to emulate their siblings. Adults with intellectual disabilities share similar hopes and dreams of employment, in the face of limited frameworks to support transition from education to employment. In order to achieve ‘employment for all’, national inclusive employment frameworks need to be developed at a policy level, which encourage the ‘supported employment model’4 of job-matching and on-the-job training.
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