Work Autonomy and Family and Educational Support for People With Disabilities

https://doi.org/10.5935/rpot/2024.25015

Authors

Abstract

This study aimed to understand how family and educational support, in addition to the work context, contribute to work autonomy for people with disabilities. Two inventories on family support and educational support were developed and validated, and these were applied to 235 people with disabilities from all regions of the country, along with questions about accessibility in the current work context and about work autonomy. The results showed that a greater perception of autonomy is related to family support (encouragement and stimulation from parents toward education and development), school support (physical adaptations in environments and pedagogical resources), and the organizational context (working conditions that allow for accessibility in environments and adaptations in tools and in the way work is performed). Replications are desirable to assess the results in other contexts, beyond the validity characteristics of the instruments.

Keywords: measurement construction, inclusion, working conditions.

Author Biographies

  • Raissa Pedrosa Gomes, Federal University of São João del-Rei (UFSJ), São João del Rei, MG, Brazil

    Doutora em Psicologia pela Universidade Federal de São João del Rei.

  • Maria Nivalda de Carvalho-Freitas, Federal University of São João del-Rei (UFSJ), São João del Rei, MG, Brazil

    Professora adjunta na Universidade Federal de São João del Rei

  • Marcos Santos de Oliveira, Federal University of São João del-Rei (UFSJ), São João del Rei, MG, Brazil

    Professor adjunto na Universidade Federal de São João del Rei

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Published

2024-12-17

Issue

Vol. 24 No. contínuo (2024): rPOT Continuous numbering/2024

Section

Empirical Research Reports

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