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Project SEARCH UK: evaluating its employment outcomes
- Author:
- KAEHNE Axel
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 29(6), 2016, pp.519-530.
- Publisher:
- Wiley
Background: The study reports the findings of an evaluation of Project SEARCH UK. The programme develops internships for young people with intellectual disabilities who are about to leave school or college. The aim of the evaluation was to investigate at what rate Project SEARCH provided employment opportunities to participants. Methods: The evaluation obtained data from all sites operational in the UK at the time of evaluation (n = 17) and analysed employment outcomes. Results: Data were available for 315 young people (n = 315) in the programme and pay and other employment related data were available for a subsample. The results of the analysis suggest that Project SEARCH achieves on average employment rates of around 50 per cent. Conclusion: Project SEARCH UK represents a valuable addition to the supported employment provision in the UK. Its unique model should inform discussions around best practice in supported employment. Implications for other supported employment programmes are discussed. (Publisher abstract)
A rights-based conceptual framework for the social inclusion of children and young persons with an intellectual disability
- Authors:
- BROWNE Michael, MILLAR Michelle
- Journal article citation:
- Disability and Society, 31(8), 2016, pp.1064-1080.
- Publisher:
- Taylor and Francis
There is a basic principle that all children and young persons with intellectual disabilities should be able to enjoy citizenship on an equal basis with others. This includes enjoying personal dignity and exercising choice, control and freedom in social, community and cultural life, in keeping with their individual lifestyle preferences and aspirations. There is a need for a stronger human rights narrative to achieve this. This article identifies a conceptual framework for a rights-based approach to the integration of children and young persons with disabilities. Seven components of such a framework are identified: citizenship and social inclusion; recognition; agency; voice; capabilities; equality; and self-realisation. This framework was developed as part of an Irish case study involving consultation with young persons with intellectual disabilities, their parents or guardians and professional staff delivering support services. The rights of children/young persons with intellectual disabilities are essentially those of children generally. While this principle may be obvious in many respects, its implementation presents significant challenges. The need for a transformative narrative and its components are outlined. (Publisher abstract)
Significance of friendship for quality of life in adolescents with mild intellectual disability: a parental perspective
- Author:
- SIGSTAD Hanne Marie Hoybraten
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 41(4), 2016, pp.289-298.
- Publisher:
- Taylor and Francis
Background: The present study examined how parents assess the significance of friendship for quality of life in adolescents with mild intellectual disability. Method The study was based on qualitative semistructured interviews with 6 mothers. A thematic structural analysis was used to identify the themes. Results: The mothers compared their children with typically developing peers to examine to what extent their children’s relationships were working optimally. Social support and a better understanding of friendship were found to be essential conditions for establishing friendship. Development of independence and a sense of belonging with others were factors that were reported to be highly important in determining quality of life outcomes for their adolescent children. Conclusions: From a parental view, friendship in adolescents with mild intellectual disability seems to be highly important for their quality of life in the long term. However, well-functioning and lasting friendship for this group of people appears to require substantially more effort for their parents than for typically developing offspring. (Publisher abstract)
Through learning to earning: transitions into employment for young people with SEND
- Author:
- TRANSITIONS TO EMPLOYMENT GROUP SUB-GROUP
- Publisher:
- Transitions to Employment Group Sub-Group
- Publication year:
- 2016
- Pagination:
- 33
Sets out the key priorities and the challenges to be faced to ensure improved educational outcomes and support for young people with SEND in navigating the journey through education and training into successful and sustained employment. Disabled people make up nearly half of unemployed and economically inactive people in Britain. More people become disabled with age, but many young people with special educational needs or disabilities miss out on opportunities early in life. The paper makes specific recommendations and suggestions aimed at fostering greater employer buy-in and commitment to consider hiring someone with an impairment or long-term health condition; better employment outcomes from FE/training through supported internships, traineeships and apprenticeships; more seamless and coherent support; and more professional, disability-aware, careers advice at school-age. (Edited publisher abstract)
Raising aspiration: widening participation in supported internships
- Authors:
- ALLOTT Susan, HICKS Tom
- Publishers:
- Remploy, Mencap
- Publication year:
- 2016
- Pagination:
- 12
- Place of publication:
- Leicester
Joint report by Mencap and Remploy which looks at the effectiveness of supported internships in providing a route into paid employment for young people with learning disabilities and special educational needs. Supported internships provide personalised study programmes based primarily at an employer’s premises, which include on-the-job training provided by expert job coaches. Job coaches provide support to employers, increasing their confidence of working with interns, and also provide support at the end of the internship for those young people not offered a paid job. The report also looks at some of the challenges of delivering and scaling up the provision of supported internships, which include employers not recognising supported internships as a model of good practice, lack of awareness of local authorities, and lack of long-term funding. It then puts forward proposals to help address these challenges. The report argues that supported internships could form a key part of Government aspirations to reduce the disability employment and calls for a cross-Government marketing campaign and a sustainable, ring-fenced funding stream to help agencies running and planning supported internships. (Edited publisher abstract)
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)
Cybervictimization of young people with an intellectual or developmental disability: risks specific to sexual solicitation
- Authors:
- NORMAND Claude L., SALLAFRANQUE-St LOUIS François
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 29(2), 2016, pp.99-110.
- Publisher:
- Wiley
Background: Studies demonstrate that youth are vulnerable to online sexual solicitation. However, no study has estimated this risk for youth diagnosed with an intellectual or developmental disability (IDD). Methods: A literature review of the risk factors associated with online sexual solicitation in youths was done using electronic databases, such as PsychInFO, ERIC, MEDLINE and Scopus. Results: Fifty-seven published papers were found relevant. However, only two pertained to the population with IDD. Sexual and physical abuse, social isolation, loneliness, depression, and chatting were found to increase the risk of being prey to sexual solicitation on the Internet. Many of these risk factors are even more prevalent in youth with IDD than in the general population. Conclusion: Recommendations are made for future research to help understand and prevent sexual cybersolicitation. (Publisher abstract)
Education, health and care plans: examples of good practice
- Author:
- COUNCIL FOR DISABLED CHILDREN
- Publisher:
- Council for Disabled Children
- Publication year:
- 2016
- Pagination:
- 44
- Place of publication:
- London
A resource to help practitioners to write good quality Education Health and Care (EHC) plans that meet both the letter and the spirit of the Children and Families Act 2014. It aims to help those contributing to EHC needs assessments and those writing EHC plans. Section A includes excerpts from real EHC plans and tips for completing an EHC plan. Section B provides EHC plans for two fictional children, which draw on real examples. Each section covers different areas of EHC plans, including the aspirations of the child; the child or young persons’ special educational needs; health needs; social care needs; the outcomes sought for the child or the young person; and special educational, health and social care provision. The resource aims to encourage discussion about the key features of high quality EHC plans. (Edited publisher abstract)
Evaluating the costs and cost-effectiveness of interventions for people with learning disabilities and behaviour that challenges: the need to improve the evidence base
- Author:
- HUNTER Rachael
- Journal article citation:
- Tizard Learning Disability Review, 21(4), 2016, pp.181-185.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to provide a commentary on the challenges associated with evaluating the costs and cost-effectiveness of interventions for people with learning disabilities and behaviour that challenges. Design/methodology/approach: The paper is a commentary on a range of evidence relating to the findings of “Positive behavioural support for children and adolescents with learning disabilities: an initial exploration of service and costs”. Specific attention is paid to gaps in the literature and the evidence base for the cost of care for people with learning disabilities and behaviour that challenges. Findings: Recommendations for person-centred support and increased use of behavioural and psychological interventions for people with learning disabilities and behaviour that challenges are based on limited evidence. The literature is particularly sparse in relation to the cost implications for service providers or informal carers of implementing such interventions and the question of whether they reduce costs through preventing residential placements and long-term inpatient admissions. Originality/value: More high-quality research is required in the area of behavioural and psychological interventions for people with learning disabilities and behaviour that challenges. Trials in this area should include high-quality economic evaluations including budget impact analysis to provide information on the cost implications for different government agencies and cost-effectiveness analysis incorporating impact on quality of life. (Publisher abstract)
Positive behavioural support for children and adolescents with learning disabilities and behaviour that challenges: an initial exploration of service use and costs
- Authors:
- IEMMI Valentina, et al
- Journal article citation:
- Tizard Learning Disability Review, 21(4), 2016, pp.169-180.
- Publisher:
- Emerald
Purpose: Positive behavioural support has been considered as a valuable alternative to residential care for children and adolescents with learning disabilities and behaviour that challenges. While recent evidence suggests it has a positive impact on behaviour and carer ability to cope, there is little evidence of its economic costs or benefits. The paper aims to discuss this issue. Design/methodology/approach: An exploratory cross-sectional study was conducted to evaluate the cost of providing positive behavioural support to ten children and adolescents with learning disabilities and behaviour that challenges living in the community in Ealing, West London. Comparison was also made with the cost estimate of possible alternative support packages for children and adolescents with learning disabilities and behaviour that challenges in the UK, as obtained through a Delphi exercise. Findings: Total cost of services per child was £1,454 per week for young people supported short-term, and £1,402 supported long-term. Children and adolescents were making use of a range of social care, education and health services. Over the full sample, half of the total cost was accounted for by education services. The Delphi exercise estimated the weekly cost of residential-based care as more expensive than the cost of community-based care for children and adolescents with learning disabilities and behaviour that challenges. At the end of the ITSBS, all ten children and adolescents initially at risk of imminent residential placement were living in the community with less service-intensive and less expensive support. This suggests that avoiding residential-based care could reduce costs in the long term. Originality/value: Positive behavioural support has potential to support people with learning disabilities and behaviour that challenges in the community, leading to potential cost advantages. However, this is a small study and more robust research is needed. (Publisher abstract)