Search results for ‘Subject term:"learning disabilities"’ Sort:
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Jobs for the boys - and girls
- Author:
- CANHAM Kathy
- Journal article citation:
- Learning Disability Today, December 2008, pp.16-18.
- Publisher:
- Pavilion
- Place of publication:
- Hove
The Realistic Opportunities for Supported Employment (ROSE) project run by Havering College in Essex places people with learning disabilities into paid employment and supports them until they feel able to hold down the job. ROSE has an 80% success rate. This article looks at how the project works.
Supported employment for people with learning disabilities: the case of full-time work
- Author:
- McINALLY George
- Journal article citation:
- Tizard Learning Disability Review, 13(3), October 2008, pp.42-46.
- Publisher:
- Emerald
North Lanarkshire Council's supported employment has achieved a reputation for delivering full-time work for people who have learning disabilities. Since 1999, the service has accessed 175 jobs, and current supports 127 individuals who work more than 16 hours a week. This article describes how the approach taken by North Lanarkshire can be adopted by other authorities.
Chopping and changing
- Author:
- -
- Journal article citation:
- Viewpoint, May 2008, pp.30-31.
- Publisher:
- Mencap/Gateway
Chopsticks is a not-for-profit supported employment scheme in Northallerton that converts wood that no-one else wants and sells it on to local business and people as a carbon-neutral source of fuel. This article presents an overview of the enterprise with employs people with learning disabilities.
Cleaning up
- Author:
- PARTON Dan
- Journal article citation:
- Learning Disability Today, 15(1), January 2015, pp.26-27.
- Publisher:
- Pavilion
- Place of publication:
- Hove
The Chartity Hft runs two environmentally friendly car cleaning services in Gloucester and Stroud, which help young people with learning disabilities develop vital job skills in paid employment. The initiative offers work experience for up to 12 weeks for one day a week. Although the work experience is unpaid, a job coach works alongside the young person throughout this time. Individuals can then apply for vacancies as they arise. The long term goal is to offer NVQs in customer service skills and other qualifications to their employees. (Original abstract)
Support on the job
- Author:
- LITTLE Mathew
- Journal article citation:
- Children and Young People Now, 24.7.12, 2012, pp.22-23.
- Publisher:
- Haymarket Business Publications Ltd
Young people with special educational needs seeking jobs often come up against reluctant or inflexible employers. The Realistic Opportunities for Supported Employment Project (Rose) at Havering College of Further and Higher Education works with students with learning difficulties when they have finished Havering College courses, and actively seeks to find them paid employment. It uses job coaches to work alongside them in the first weeks of work. One young person explains how the Rose project has helped him. The article also draws parallels with the Rose project and the recently announced government supported internship pilot scheme.
Jewel in the crown
- Author:
- LOONEY Linda
- Journal article citation:
- Learning Disability Today, June 2011, pp.22-23.
- Publisher:
- Pavilion
- Place of publication:
- Hove
A social enterprise set up by learning disability support provider Norwood enables gifts and jewellery made by people with learning disabilities to be sold via the internet. The success of the project is discussed. The social enterprise project are an expansion of Norwood's successful supported employment programme.
Employment: what we have learned
- Author:
- SPENCER Charlotte
- Journal article citation:
- Tizard Learning Disability Review, 16(2), April 2011, pp.33-38.
- Publisher:
- Emerald
It is clear from many UK and international examples that people with learning disabilities can secure and retain jobs that employers value. With the right support, this applies to people with severe impairments as well as those with milder disabilities. This article summarises work done under Valuing People Now to improve employment prospects and outcomes for people with learning disabilities in England. It summarises the barriers to improvements, such as the benefit system, employer prejudice, and families’ low aspirations. It explains how understanding these barriers has helped to unlock solutions and new approaches. The Valuing People Employment Team has been attempting to tackle the barriers through: the Getting A Life demonstration sites; Project Search internships; the Jobs First project; and campaigns and training to increase work aspirations and expectations. Case examples demonstrate the use of these initiatives.
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.
Supported employment for young people with intellectual disabilities facilitated through peer support: a pilot study
- Authors:
- KAEHNE Axel, BEYER Stephen
- Journal article citation:
- Journal of Intellectual Disabilities, 17(3), 2013, pp.236-251.
- Publisher:
- Sage
- Place of publication:
- London
The article reports the evaluation of a small-scale–supported employment project in a local authority in England. The study examined whether or not the peer support model could be used to deliver supported employment to a group of young people with intellectual disabilities. The authors utilised a mixed-method approach involving activity data, family interviews and a postal survey with participating employers. Five families took part in the study. The findings show that families viewed the project positively, although it was insufficiently embedded in the wider transition planning. The study indicates that the peer support model may represent a useful addition to the conventional supported employment efforts for this population. However, more research is needed to demonstrate the benefits of peer support over and above the benefits of conventional supported employment for young people in post-school transition. In particular, producing a better evidence base on the exact impact of peer support on service users’ experiences is recommended. (Publisher abstract)