Related Experiment Video
Updated: Jun 12, 2026

Development of a Virtual Reality Assessment of Everyday Living Skills
Published on: April 23, 2014
Mapping Employability Assessments for Adults with Limitations of Functioning: A Scoping Review
Alexandra Lecours1,2, Roxanne Bédard-Mercier3
1Département d'ergothérapie, Université du Québec à Trois-Rivières, 555 Boul de l'Université, Drummondville, QC, J2C 0R5, Canada. Alexandra.Lecours@uqtr.ca.
Purpose:
Work is a fundamental life domain, providing income, social engagement, and a sense of identity. Despite evidence that employment can support recovery, rehabilitation, and well-being, adults with limitations of functioning continue to face barriers to labor market participation. Employability assessments are central for access to vocational services, income support, and workplace accommodations, yet little is known about how these assessments are conducted across contexts. This study aimed to explore practices used in assessing employability among individuals with limitations of functioning.
Methods:
A structured four-step scoping review drew on scientific and grey literature published since 2005 in English or French. It systematically identified, selected, analyzed, and extracted evidence on employability assessment among adults with functional limitations.
Results:
The review identified 37 documents, revealing variation in assessment objectives, models, content, and methods. Assessments address individual factors (e.g., health, skills), environmental contexts (e.g., workplace, institutional settings), and activities and participation (e.g., job tasks, daily living). Data collection relies on interviews, observations, and standardized tools, often combined. Key challenges include overreliance on medical information, variability across assessors, administrative constraints, and assessment-related burden.
Conclusion:
This study identifies key components documented in employability assessments and highlights variation in assessment objectives and approaches, from standardized procedures to professional judgment, shaped by broader social and political contexts. These findings underscore the need for more reflective assessment practices.
