This exploratory study examines the employment of people with intellectual disabilities (PwIDs) in the hospitality and tourism (HT) industry through a sustainable career lens incorporating multiple-stakeholder perspectives. It explores convergent and divergent views of educators, HT employers and PwIDs on school-to-work transition, addressing gaps in prior research that have largely focused on workplace experiences.
Using an exploratory qualitative design, 22 semi-structured interviews were conducted with a convenient and purposive sample of special education faculty and administrators, PwIDs and HT employers and policymakers. Content analysis identified key themes regarding job positions, needed competencies, motivations, challenges and resources. The findings were synthesized into a framework based on the sustainable career perspective, illustrating the dynamic and interrelated transition process and potential pathways for collaboration.
Findings show stakeholders, including educators, PwIDS and HT employers, agree on the diversity and employability of PwIDs and the importance of person–job fit, transferable soft skills and available multi-level supports. However, persistent barriers such as stigma, limited paid internships, workplace integration challenges and post-graduation constraints in housing, transportation and advancement undermine long-term career sustainability, highlighting the limits of short-term placement-focused approaches.
Three practical collaboration directions were identified: (1) raising awareness about PwIDS and improving transition process through joint training and coalitions; (2) strengthening organizational capacity to support PwIDs at work by developing initiatives like buddy systems and artificial intelligence job coaches and addressing transportation, affordable housing issues and (3) partnering with HT colleges to educate future industry leaders and engage HT partners.
This study presents a more holistic framework by integrating multiple stakeholders, context, time, and outcomes and redefining employment as a dynamic process of human capital transfer and life course development, rather than a static outcome of workplace experience. It offers fresh insights to support cross-sector collaboration in facilitating the school-to-work transition for PwIDs.
