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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)
Final report: evaluation of employment outcomes of project SEARCH UK
- Author:
- KAEHNE Axel
- Publisher:
- South West Employment Institute
- Publication year:
- 2014
- Pagination:
- 27
- Place of publication:
- Liverpool
An assessment of the employment outcomes of Project SEARCH sites in the UK since inception of the programme. Project SEARCH started at the Cincinnati Children's Hospital Medical Center in Ohio USA. The idea was to develop placements for people with intellectual disabilities in the hospital which could be utilised as springboards for lasting employment opportunities. As of July 2013 the UK had 17 active sites. In all cases, the sites are run by a collaboration or partnership between the host employer, an education provider or vocational training organisation, and a supported employment agency. About 36 per cent of all participants have found full time paid employment (defined as more than 16 hours per week). This amounts to 114 individuals out of 316 participants. Another 35 individuals have found part time paid employment (less than 16 hours per week), which amounts to about 11 per cent. The report suggests that an improved shared learning process for all sites, grounded in detailed outcome and good practice analysis, may be critical to the success of the programme. In addition, it acknowledges that in the UK the programme has been developed within the context of transition for young people with learning disabilities and as a result a comprehensive assessment of its success should take into account recruitment practices, the transition pathways involved and the links that Project SEARCH has with the statutory transition process. (Edited publisher abstract)
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)
Models of support for people with learning disabilities post-secondary school
- Author:
- MURPHY Eoin
- Publisher:
- Northern Ireland Assembly. Research and Information Service
- Publication year:
- 2014
- Pagination:
- 30
- Place of publication:
- Belfast
This paper provides a general overview of the approach taken by the countries of Scotland, Sweden, Canada and the USA in supporting people with learning disabilities and Special Education Needs (SEN) who have completed secondary education. The countries were selected as examples of some of the most advanced in the way in which they provide support for people with learning disability who wish to continue their education or enter training or employment. The paper was produced for the Committee of Employment and Learning as part of its inquiry into post Special Educational Need provision in education, employment and training for those with Learning Disabilities. (Original abstract)
Progression post-16 for learners with learning difficulties and/or disabilities
- Author:
- OFSTED
- Publisher:
- OFSTED
- Publication year:
- 2011
- Pagination:
- 43p.
- Place of publication:
- Manchester
This survey evaluates the arrangements for transition from school and the provision in post-16 settings for learners with learning difficulties and/or disabilities up to the age of 25. Through visits to 32 providers and the completion of 111 detailed case studies, inspectors assessed the effectiveness of provision in enabling learners to develop greater independence, and progress to further learning or open or supported employment.
Can peer support help with the employment challenge?
- Authors:
- KAEHNE Axel, ALLAN Julie
- Journal article citation:
- Learning Disability Today, August 2011, pp.30-32.
- Publisher:
- Pavilion
- Place of publication:
- Hove
The first Youth Supported Employment Programme (YSEP) was launched in Calgary, Canada, in 1994. YSEP aims to emulate the career paths of non-disabled young people by organising Saturday and evening jobs for young people with learning disabilities and by teaming them with a non-disabled peer supporter. YSEP was first piloted in the UK in 1999 and has recently been implemented and evaluated in Manchester. Results from the evaluation were encouraging although the number of participants was small. Five young people were recruited and were supported in the workplace by peers; support was successfully phased out to all but one of the young people. There was also some evidence that participants developed some social contacts during the project. Employers were positive about the project and the majority indicated that they would hire young people with learning disabilities again.
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.
What kind of a future? Workshops for young people at the transition to adulthood
- Authors:
- DAVIES Jill, BURKE Christine
- Journal article citation:
- Llais, 95, Spring 2010, pp.10-12.
- Publisher:
- Learning Disability Wales
A previous article described a project run by the Foundation for People with Learning Disabilities called “What kind of a future?” which addressed innovative approaches to transition. The second phase of the project is described here. This involved a series of workshops for young people and their families, held in Cardiff, Derby and the London Borough of Newham. This article focuses on the workshops held in Cardiff which were attended by 7 young people with learning disabilities aged between 14 and 27 years and members of their family. A total of four workshops were held in each region. The first explored person centred planning. In Cardiff the other workshops focused on work and supported employment, self-advocacy and financial support, and health and housing. In all the workshops local professionals were invited to talk about their organisations and self-advocates shared their experiences, thus helping families to make links at a local level. The results of questionnaires used at the start and end of the workshops indicated that there was a small increase in the number of activities and social contacts by the participants. There was also an increase in the number of professionals involved in their lives. Feedback from families indicated that they had a greater awareness of local services and their aspirations around their child entering the workplace had increased. The authors conclude that this model was far more useful than just the use of written information with no follow-up.