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Supported internships
- Author:
- GREAT BRITAIN. Department for Education
- Publisher:
- Great Britain. Department for Education
- Publication year:
- 2014
- Pagination:
- 63
- Place of publication:
- London
This guide explains what supported internships are and why they have been introduced. It also provides practical advice on developing, implementing and delivering supported internships, including information on funding, programme design, staffing, and the various partnerships on which supported internships are founded. The advice draws heavily on the experiences of the 15 colleges who took part in the 2012/13 supported internship trial set up by the Department for Education. It also draws on the experiences of other providers who have been running programmes to support young people with learning difficulties and/or disabilities into employment. The advice has been designed to provide a comprehensive introduction to supported internships and to allow users to dip into individual sections of particular interest. It is divided into broad sections which include: planning and designing supported internships; job coaching; recruiting and engaging interns; working with parents and carers; working with employers; achieving positive progression; and funding. (Edited publisher abstract)
Knowledge translation in job development: strategies for involving families
- Authors:
- HALL Allison, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 27(5), 2014, pp.489-492.
- Publisher:
- Wiley
Background: Research shows that job developers (direct support professionals who assist people with disabilities to secure, maintain, and advance in employment) are critical to achieving quality employment outcomes. However, the extent to which job developers use practices that are considered promising in their field (such as engaging families) is not well known. Methods: This brief report summarises findings from a qualitative study about the extent to which job developers use the recommended promising practices when working with people with intellectual or developmental disabilities and family members. Results: Qualitative analysis identified the following themes among job developers: factors affecting family involvement, perceptions of family involvement, and the influence of expectation on strategies. Conclusions: The field of job development faces a challenge common to many professions: translating research on best practices to those who need this knowledge the most and can use it to greatest effect. Future research should address how community rehabilitation providers (CRPs) communicate about and instil best practices, including effective family engagement, within their organisations. (Edited publisher abstract)
Work integration of people with disabilities in the regular labour market: what can we do to improve these processes?
- Authors:
- VILA Montserrat, PALLISERA Maria, FULLANA Judit
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 32(1), March 2007, pp.10-18.
- Publisher:
- Taylor and Francis
In this Spanish research thematic content analysis techniques, using semi-structured group interviews, were used to identify analyse how different factors related to family, work and training, interact to influence work integration of people with disabilities by means of supported employment. Thirty-two professionals from 17 agencies provided information regarding the role of the family, training, workplace monitoring, the work setting, and personal resources of the worker. The results indicated that family, training (prior to and during the integration service), monitoring of the worker in the workplace, and work setting were relevant and contributing aspects of the process of work integration. A real and effective commitment on the part of the government is required to regulate and provide resources to create supported employment services and to allow these services to plan their own interventions, keeping in mind the relevance of and relationship between aspects such as family, training, workplace monitoring, the work setting and personal resources of the worker.
The co-worker training model: outcomes of an open employment pilot project
- Authors:
- FARRIS Bryan, STANCLIFFE Roger J.
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 26(2), June 2001, pp.143-159.
- Publisher:
- Taylor and Francis
Evaluates the viability of trained co-workers providing direct job training and support to employees with a disability in open employment. Selected staff from 11 KFC restaurants in Australia attended a 2 day co-worker training course. Following training they placed a modestly but significantly higher value on persons with a disability in the workplace than previously. Subsequently, an individual with a disability was employed in each of 10 KFC restaurants and received job training and support from a co-worker trainer. Employment outcomes for consumers with co-worker support were as good as for a comparison group who worker in similar jobs at KFC restaurants with job coach support. Comparison group members received substantially mores support hours from job coaches. Consumers with co-worker support experienced high levels of involvement with co-workers. Concludes that the co-worker training model may provide a viable, cost-effective alternative to the traditional place and train model.
Self-reported training needs of supported employment programme managers in South Australia
- Authors:
- FORD J., FORD C.
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 23(2), June 1998, pp.171-182.
- Publisher:
- Taylor and Francis
Supported employment offers a variety of economic and social opportunities for the employees who receive support services and presents challenges for the professional staff who provide those services. Reports on a survey of supported employment programme managers in South Australia to identify their priorities for training. Needs identified by the respondents were focused on areas of systems development and evaluation, and technological skills. Findings are discussed in terms of training delivery and implications for further research.
Learning support funding for apprentices with learning difficulties and disabilities: a guide for training providers
- Author:
- GREAT BRITAIN. Department for Education
- Publisher:
- Great Britain. Department for Education
- Publication year:
- 2022
- Pagination:
- 14
- Place of publication:
- London
Information for apprenticeship providers about reasonable adjustments for apprentices with learning difficulties and disabilities. Under section 20 of the Equality Act 2010, education and training providers and other related service providers have a duty to make reasonable adjustments for disabled people (which includes people with a learning difficulty) so they are not placed at a substantial disadvantage compared to non-disabled students. Learning support funding is available for apprenticeship providers to make reasonable adjustments to support apprentices who have learning difficulties or disabilities. This guidance outlines: how providers should assess and identify the needs of their apprentices; how to make a claim in line with the apprenticeship funding rules. (Edited 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.
Café society serves up jobs
- Author:
- MICKEL Andrew
- Journal article citation:
- Community Care, 2.9.10, 2010, pp.26-27.
- Publisher:
- Reed Business Information
The Camden Society has recently opened two London cafés as self-financing social enterprises, providing paid employment for people with learning disabilities.
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.