A demographic and qualitative analysis of the determinants of success in a National Supported Employment project.
autism
employment
intellectual disability
supported employment
supported internship
Journal
Journal of applied research in intellectual disabilities : JARID
ISSN: 1468-3148
Titre abrégé: J Appl Res Intellect Disabil
Pays: England
ID NLM: 9613616
Informations de publication
Date de publication:
Jul 2023
Jul 2023
Historique:
revised:
08
02
2023
received:
09
09
2022
accepted:
02
03
2023
medline:
6
6
2023
pubmed:
16
3
2023
entrez:
15
3
2023
Statut:
ppublish
Résumé
People with an intellectual disability and/or autism experience low employment rates compared to the general population. This study shows what the determinants of success are in getting this group of young people into paid employment. The research is based on data collected on 1008 young people, aged 16-25, participating in the Engage to Change project across Wales, to support young people to achieve employment. A real-time data collection system was used from their engagement and throughout their journey to employment. This research indicates an overall employment rate of 23% for the project to date, based on total referral. Young people who engaged in 'significant work experience', such as paid placement or supported internship, had a greater employment rate of 37%. Previous and current real work experiences increased the chances of young people of becoming employed, above the effect of supported employment and job coach support.
Sections du résumé
BACKGROUND
BACKGROUND
People with an intellectual disability and/or autism experience low employment rates compared to the general population. This study shows what the determinants of success are in getting this group of young people into paid employment.
METHOD
METHODS
The research is based on data collected on 1008 young people, aged 16-25, participating in the Engage to Change project across Wales, to support young people to achieve employment. A real-time data collection system was used from their engagement and throughout their journey to employment.
RESULTS
RESULTS
This research indicates an overall employment rate of 23% for the project to date, based on total referral. Young people who engaged in 'significant work experience', such as paid placement or supported internship, had a greater employment rate of 37%.
CONCLUSION
CONCLUSIONS
Previous and current real work experiences increased the chances of young people of becoming employed, above the effect of supported employment and job coach support.
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
787-795Subventions
Organisme : National Lottery Community Fund
Organisme : Welsh Government
Informations de copyright
© 2023 The Authors. Journal of Applied Research in Intellectual Disabilities published by John Wiley & Sons Ltd.
Références
Baron-Cohen, S. (2002). The extreme male brain theory of autism. Trends in Cognitive Sciences, 6, 248-254.
Baron-Cohen, S., Lombardo, M. V., Auyeung, B., Ashwin, E., Chakrabarti, B., & Knickmeyer, R. (2011). Why are autism Spectrum conditions more prevalent in males? PLoS Biology, 9, e1001081.
Benz, M. R., Lindstrom, L., & Yovanoff, P. (2000). Improving graduation and employment outcomes of students with disabilities: Predictive factors and student perspectives. Exceptional Children, 66, 509-529.
Beyer, S., & Beyer, A. (2017). A systematic review of the literature on the benefits for employers of employing people with learning disabilities. Mencap.
Beyer, S., Brown, T., Akandi, R., & Rapley, M. (2010). A comparison of quality of life outcomes for people with intellectual disabilities in supported employment, day services and employment enterprises. Journal of Applied Research in Intellectual Disabilities, 23, 290-295.
Beyer, S., Jordán De Urríes, F. D. B., & Verdugo, M. A. (2010). A comparative study of the situation of supported employment in Europe. Journal of Policy and Practice in Intellectual Disabilities, 7, 130-136.
Bond, G. R., Drake, R. E., & Becker, D. R. (2012). Generalizability of the individual placement and support (IPS) model of supported employment outside the US. World Psychiatry, 11, 32-39.
Carter, E. (2005). Meaningful work: Improving employment outcomes for transition-age youth with emotional and behavioral disorders. Preventing School Failure, 49, 63-69.
Cimera, R. (2010). The national cost-efficiency of supported employees with intellectual disabilities: The worker's perspective. Journal of Vocational Rehabilitation, 33, 123-131.
Cimera, R. E. (2009). Can community-based high school transition programs improve the cost-efficiency of supported employment? (Vol. 33). Career Development for Exceptional Individuals.
Cimera, R. E., & Rusch, F. R. (1999). The cost-efficiency of supported employment programs: A review of the literature. International Review of Research in Mental Retardation, 22, 175-225.
Cooper Gibson Research. (2013). Supported internship trial for 16 to 24 years old learners with learning difficulties and/or disabilities: An evaluation. Department for Education.
De Urríes, F. B. J., Verdugo, M. A., Jenaro, C., Crespo, M., & Caballo, C. (2005). Supported employment and job outcomes. Typicalness and other related variables. Work (Reading, Mass.), 25, 221-229.
Department Work And Pension. (2018). Disability confident scheme: Summary findings from a survey of participating employers. Disability Confident: survey of participating employers - Gov.Uk (www.gov.UK).
Dewson, S., Hill, D., Meager, N., & Willison, R. (2009). Evaluation of access to work: Core evaluation.
DFN Foundation 2023. https://www.dfnprojectsearch.org
EUSE. (2010). European Union of supported employment toolkit.
Griffin, D. K., Rosenberg, H., Cheyney, W., & Greenberg, B. (1996). A comparison of self-esteem and job satisfaction of adults with mild mental retardation in sheltered workshops and supported employment. Education and Training in Mental Retardation and Developmental Disabilities, 31, 142-150.
Hanley-Maxwell, C., Griffin, S., Szymanski, E. M., & Godley, S. H. (1990). Supported and time-limited transitional employment services. Journal of Visual Impairment & Blindness, 84, 160-166.
Howartha, E., Mann, J., Zhou, H., Mcdermott, S., & Butkus, S. (2006). What predicts re-employment after job loss for individuals with mental retardation? Journal of Vocational Rehabilitation, 24, 183-189.
Kaehne, A., & Beyer, S. (2009). Transition partnerships: The views of education professionals and staff in support services for young people with learning disabilities. British Journal of Special Education, 36, 112-119.
Lai, M.-C., Lombardo, M. V., Ruigrok, A. N. V., Chakrabarti, B., Auyeung, B., Szatmari, P., Happé, F., & Baron-Cohen, S. (2017). Quantifying and exploring camouflaging in men and women with autism. Autism: The International Journal of Research and Practice, 21, 690-702.
Learning Disability Observatory. (2016). People with learning disabilities in England 2015: Main report. https://www.gov.UK/government/publications/people-with-learning-disabilities-in-england-2015
Mawhood, L., & Howlin, P. (1999). The outcome of a supported employment scheme for high-functioning adults with autism or Asperger syndrome. Autism: The International Journal of Research and Practice, 3, 229-254.
NHS Digital. (2021). Measures form the adult social care outcomes framework.
Nicholas, D. B., Attridge, M., Zwaigenbaum, L., & Clarke, M. (2015). Vocational support approaches in autism spectrum disorder: A synthesis review of the literature. Autism: The International Journal of Research and Practice, 19, 235-245.
Office for National Statistics. (2022). Outcomes for disabled people in the UK:2021. Outcomes for disabled people in the UK. Office for National Statistics. ons.gov.uk
Ottomanelli, L. P., Goetz, L. L. M. D., Suris, A. P., Mcgeough, C. M. S., Sinnott, P. L. P., Toscano, R. M., Barnett, S. D. P., Cipher, D. J. P., Lind, L. M. P., Dixon, T. M. P., Holmes, S. A. M. D., Kerrigan, A. J. P., & Thomas, F. P. M. D. (2012). Effectiveness of supported employment for veterans with spinal cord injuries: Results from a randomized multisite study. Archives of Physical Medicine and Rehabilitation, 93, 740-747.
Phelps, L. A., & Hanley-Maxwell, C. (1997). School-to-work transitions for youth with disabilities: A review of outcomes and practices. Review of Educational Research, 67, 197-226.
Powell, A. (2021). NEET: Young people not in Education, employment or training. House of Commons Library.
Ray, K., & Wilson, T. (2016). Addressing barriers to work for disabled people and those with long term health conditions in Brighton & Hove.
Riddell, R. (2010). Aspiration, identity and self-belief: Snapshots of social structure at work. Trentham Books Ltd.
Robertson, J., Beyer, S., Emerson, E., Baines, S., & Hatton, C. (2019). The association between employment and the health of people with intellectual disabilities: A systematic review.
Rutkowski, S., Daston, M., Van Kuiken, D., & Riehle, E. (2006). Project Search: A demand-side model of high school transition. Journal of Vocational Rehabilitation, 25, 85-96.
Shafer, M. S., Wehman, P., Kregel, J., & West, M. (1990). National supported employment initiative: A preliminary analysis. American Journal of Mental Retardation, 95, 316-327.
Social Value Lab. (2013). Sroi evaluation of project Search: For north Lanarkshire council.
Test, D. W., Mazzotti, V. L., Mustian, A. L., Fowler, C. H., Kortering, L., & Kohler, P. (2009). Evidence-based secondary transition predictors for improving Postschool outcomes for students with disabilities. Career Development and Transition for Exceptional Individuals, 32, 160-181.
Tobin, M. C., Drager, K. D. R., & Richardson, L. F. (2014). A systematic review of social participation for adults with autism spectrum disorders: Support, social functioning, and quality of life. Research in Autism Spectrum Disorders, 8, 214-229.
United Nations. (2006). Convention on the rights of persons with disabilities.
Wehman, P., & Kregel, J. (1985). A supported work approach to competitive employment of individuals with moderate and severe handicaps. The Journal of the Association for Persons With Severe Handicaps, 10, 3-11.
Wehman, P., Kregel, J., Keyser-Marcus, L., Sherron-Targett, P., Campbell, L., West, M., & Cifu, D. X. (2003). Supported employment for persons with traumatic brain injury: A preliminary investigation of long-term follow-up costs and program efficiency. Archives of Physical Medicine and Rehabilitation, 84, 192-196.
Wehman, P., Revell, W. G., & Brooke, V. (2003). Competitive employment: Has it become the “first choice” yet? Journal of Disability Policy Studies, 14, 163-173.
Wehman, P., Schall, C., Mcdonough, J., Molinelli, A., Riehle, E., Ham, W., & Thiss, W. R. (2013). Project Search for youth with autism Spectrum disorders: Increasing competitive employment on transition from high school. Journal of Positive Behavior Interventions, 15, 144-155.
Welsh Government. (2022a). Stronger, fairer, greener Wales. A plan for employability and skills. Welsh Government. https://www.gov.wales/sites/default/files/publications/2022-05/stronger-fairer-greener-wales-plan-employability-and-skills0.pdf
Welsh Government. (2022b). Stronger, fairer, greener Wales. Technical annex. A plan for employability and skills. Welsh Government. https://www.gov.wales/sites/default/files/publications/2022-05/technical-annex-stronger-fairer-greener-wales0.pdf
West, M., Revell, W. G., & Wehman, P. (1992). Achievements and challenges I: A five-year report on consumer and system outcomes from the supported employment initiative. The Journal of the Association for Persons With Severe Handicaps, 17, 227-235.
White, J., & Weiner, J. S. (2004). Influence of least restrictive environment and community-based training on integrated employment outcomes for transitioning students with severe disabilities. Journal of Vocational Rehabilitation, 21, 149-156.