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Merthyr Tydfil youth supported employment project
- Author:
- GARFITT Joy
- Journal article citation:
- Llais, 89, Autumn 2008, pp.12-13.
- Publisher:
- Learning Disability Wales
The Youth Supported Project matches teenagers who have learning disabilities with similar aged non-disabled peers to support and assist them to learn their jobs and become independent. This article describes the work of the project which gives young people opportunities to learn and grow together.
Supported employment: Cadwynau Ceredigion making a difference
- Author:
- DAVIES Bethan
- Journal article citation:
- Llais, 76, Spring 2005, pp.9-11.
- Publisher:
- Learning Disability Wales
This article describes the work and acheivements of Cadwynau Ceredigion project, a supported employment project for adults with learning disabilities funded by the European Social Fund. It also looks at the complexities of the funding arrangements.
A comparison of quality of life outcomes for people with intellectual disabilities in supported employment, day services and employment enterprises
- Authors:
- BEYER Stephen, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 23(3), May 2010, pp.290-295.
- Publisher:
- Wiley
Policy objectives for people with intellectual disabilities include day service modernisation and the promotion of paid employment and quality of life. Quality of life is under represented as an outcome measure in vocational research. This research compares subjective and objective quality of life, and quality of work environment for adults with intellectual disabilities in supported employment, employment enterprises and day services with non-disabled workers in community employment. A purposive sample of people with intellectual disabilities comprised: 17 supported employees; 10 employment enterprise workers; 10 day service attendees; and, in addition, 17 non-disabled work colleagues of supported employees. Data (Comprehensive Quality of Life Scale and Work Environment Scale) was collected by interview, and a between-subjects group comparison design was used. The results demonstrated that supported employees reported higher objective quality of life than employment enterprise workers and day service attendees. Non-disabled co-workers reported higher objective quality of life and autonomy at work than the 3 groups of people with intellectual disabilities. Supported employees reported higher subjective quality of life than non-disabled co-workers. The findings support the utility of supported employment as a means to provide constructive occupation and enhanced quality of life to people with intellectual disabilities. However, closing the gap with respect to non-disabled co-workers on objective quality of life measures represents a challenge and will require improving the quality of job finding and workplace support and the training provided.
Supported work experience and its impact on young people with intellectual disabilities, their families and employers
- Authors:
- BEYER Stephen, MEEK Andrea, DAVIES Amy
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 10(3), 2016, pp.207-220.
- Publisher:
- Emerald
Purpose: The Real Opportunities project set out to implement a number of the approaches identified through research that can assist transition to adulthood in nine local authority areas in Wales. Supported work experience was delivered by small job coaching teams in each area. The purpose of this paper is to establish the impact of the work experience and employment teams by describing the placements provided, any change in the skills of young people, and the responses to the placements by employers, young people and their families. Design/methodology/approach: Data were collected over 24 months by participating employment services. Questionnaires were administered to employers. Interviews were carried out with a sub-sample of young people (24) participating and a family member (25). Findings: Over a 24-month period 297 young people received supported work experience. In total, 262 young people had an intellectual disability, 35 an autistic spectrum disorder. Up to three placements were delivered to each person, averaging five weeks per placement, with 405 placements in total. In total, 62 per cent of those with two placements had a different category of second work placement to their first. These numbers demonstrated that work experience in community placements is possible with support. Young people improved work skills significantly between first and second placements. Employers reported high satisfaction rates with the young person’s work in a range of key performance areas and company benefits from participation for other staff, company image and customer relations. Interviews with 24 young people and 25 of their family members reported satisfaction with support and placements. Six young people had paid work now, and 33 per cent said they would get a job at some future time. Families reported changes in young person’s outlook but their view of prospects of employment remained pessimistic due to the external environment. Research limitations/implications: Implications for future research are discussed. Practical implications: Implications for transition are discussed. Originality/value: The paper provides new insight into the impact of a large number of supported work experience placements. (Publisher abstract)
Making it work: embedding a supported employment approach in vocational education and training for people with learning difficulties
- Author:
- JACOBSEN Yola
- Publisher:
- National Institute for Adult Continuing Education
- Publication year:
- 2010
- Pagination:
- 138p.
- Place of publication:
- Leicester
The purpose of this book is to provide information about the supported employment process and how this can be embedded in vocational training and courses for people with learning difficulties. It focuses on how people with learning difficulties who are learners in the post-16 education and training sector can be supported to develop the skills and gain the necessary experience to move into employment and have real jobs in ordinary settings. The book was developed in consultation with providers who are developing a supported employment approach in their courses, and case studies are provided throughout to illustrate how this work is being put into practice. The book focuses on: the voice of the learner; disability rights legislation and learning and skills policies; principles and processes of supported employment; person-centred approaches in vocational courses and training; supported employment in the learning and skills sector; collaborative working; curriculum development and supported employment; working with parents and carers; and working with employers. The book is aimed at practitioners and managers working with people with learning difficulties in further education colleges, adult and community learning services, work-based learning and voluntary sector organisations.
Vision 21 celebrates 21 years of training
- Author:
- CULLEN Fiona
- Journal article citation:
- Llais, 94, Winter 2009, pp.18-19.
- Publisher:
- Learning Disability Wales
This article describes Vision 21, which provides training and meaningful work experience for students with learning disabilities in South East Wales. Formed 21 years ago, Vision 21 has 16 different social enterprise training environments providing 372 training spaces per week. Focusing on providing training opportunities that enable people to reach their full potential, the training activities include horticulture, catering, woodwork, ICT, pottery, animal care, retail skills, creative choices and card making. The author describes how Vision 21 remains innovative and responsive in the training it gives students, keeping up with an ever changing world. The article outlines new developments within Vision 21, looks at the courses it offers, and describes how this year it has launched a new Annual Awards scheme as a way of recognising its achievements.
Pets Warehouse
- Author:
- WOOD Kate
- Journal article citation:
- Llais, 94, Winter 2009, pp.15-17.
- Publisher:
- Learning Disability Wales
In this article the author describes the creation and development of Pets Warehouse, a social firm committed to creating employment and training opportunities for the disabled and disadvantaged. A social firm is one committed to using profits to put back into the community, and ideally 25 to 50% of the workforce will have some recognised disability or disadvantage. The author Kate Wood, who is the Managing Director, suggests that a social firm should aim to empower people to be the best they can – commanding equal pay, equal rights, and to progress and improve themselves whatever the background. The author outlines how the directors were brought together, how funding was arranged to get the project running, how the project uses supported employment services, and briefly touches upon training opportunities given to members of staff.
Regional SEN Transition to Employment Initiative (Real Opportunities): impact of the Real Opportunities project
- Authors:
- BEYER Stephen, et al
- Publisher:
- Real Opportunities
- Publication year:
- 2014
- Pagination:
- 36
- Place of publication:
- Ystrad Mynach
An evaluation of the Real Opportunities project, which set out to address gaps in the support for young people with a learning disability, severe and complex needs and/or an Autistic Spectrum Disorder going through transition, by providing services designed to tackle the problems directly. The project provided a broadly integrated service approach linked to schools, driven by a person centred approach, with the availability of hands-on support to deliver selected transition goals. The report presents an overview of the project and the key problems in transition and considers the impact of this intervention in relation to: transition key workers, person centred planning, supported work experience, inclusion work, independence, and engaging peer mentors. (Edited publisher abstract)
The key to successful transition is enablement
- Author:
- WAYMAN Andrea
- Journal article citation:
- Llais, 95, Spring 2010, pp.17-19.
- Publisher:
- Learning Disability Wales
The work of the ELITE Supported Employment Agency Transition Project is described. The agency, which operates throughout the Rhondda, Cynon Taff, Bridgend and Merthyr Tydfil areas in Wales, first obtained funding to operate a transition project for young people with learning disabilities aged 14 to 19 years to experience work experience at the same point in their lives as young people in mainstream schools in 1998. The service has since developed and includes OCN accredited courses, a range of work placements, accredited travel training, part time weekend or after school jobs and employment on completion of education. On average 75 young people a year are enabled to experience vocational opportunities that take them closer to the achievement of employment when they complete their education. A detailed case history of a young man who has benefitted from the project is reported. The author comments that the successes of the young people participating in the project are breaking down barriers with employers and providing a positive image of people with learning disabilities.
Views of professionals on aims and outcomes of transition for young people with learning disabilities
- Authors:
- KAEHNE Axel, BEYER Stephen
- Journal article citation:
- British Journal of Learning Disabilities, 37(2), June 2009, pp.138-144.
- Publisher:
- Wiley
The paper reports the findings of a study of professionals in strategic and operational positions who were involved in transition planning for young people with learning disabilities. Respondents were asked to comment on what they regarded as the optimal aim and outcome of transition from school to post-school placements. The results illustrate the problems and advantages of inter-agency partnerships in delivering meaningful post-school destinations for young people leaving school.