Exploring Pathways to Work through Skills Development in Sport for Youth with Intellectual Disabilities in Metropolitan Zimbabwe

Background Youth with intellectual disabilities usually experience poorer post-school outcomes than youth with any other disabilities and youth in the general population (McConkey, Dowling, Hassan & Menke, 2013). Youth with intellectual disabilities are often marginalized and discriminated against regarding skills development and work opportunities as society seems to place high value on an individual's intellect (International Labour Organisation, 2015). However, international experience shows that youth with intellectual disabilities can become valuable employees with adequate training (Scheef, 2016). Participation in sports has shown to have a positive correlation with quality of life, satisfaction with life, community reintegration, and mood as well as employment opportunities for persons with disabilities (Diaz, Miller, Krauz & Fredericson, 2019). Hence it became useful to explore skills development and vocational training opportunities in sports that could facilitate youth with intellectual disabilities to access work skills training and work opportunities in urban Zimbabwe. Aim The overall aim of the study was to explore how participation in activities related to sports organisations and events enables youth with intellectual disabilities to access livelihood opportunities to become economically active. Objectives The objectives of the study were: 1. To identify any possible skills development and vocational training opportunities for youth with intellectual disabilities in sports events and organisations in Zimbabwe. 2. To describe the personal factors of youth with intellectual disabilities that enable them to access skills development and vocational training. 3. To identify environmental factors that enable youth with intellectual disabilities to access self-employment, supported employment or formal employment. 4. To determine the role of family, caregivers, and guardians in shaping the livelihood options of youth with intellectual disabilities. 5. To determine the role of skills trainers in ...