Search results for ‘Subject term:"learning disabilities"’ Sort:
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Real work: supported employment for people with learning disabilities
- Authors:
- BASS Malcolm, DREWETT Robert
- Publisher:
- Sheffield University. Joint Unit for Social Services Research
- Publication year:
- 1997
- Pagination:
- 74p.,bibliog.
- Place of publication:
- Sheffield
Report describing the findings of research into the experiences of people with learning difficulties entering employment with the assistance of supported employment agencies.
Real jobs: report of a conference for Supported Employment Agencies sponsored by the Real Jobs Initiative, a partnership between the National Development Team, the Joseph Rowntree Foundation, and Training in Systematic Instruction
- Editor:
- WERTHEIMER Alison
- Publisher:
- National Development Team
- Publication year:
- 1992
- Pagination:
- 47p.
- Place of publication:
- London
Conference report. Includes papers on: the role of supported employment agencies and employers; profile of a sample of supported employment agencies; issues, opportunities and threats to supported employment in the UK; and strategies for the future.
Supported employment for people with learning disabilities
- Author:
- NATIONAL DEVELOPMENT TEAM
- Publisher:
- National Development Team
- Publication year:
- 1992
- Pagination:
- 3 booklets in pack.
- Place of publication:
- Manchester
Contains three booklets on supported employment for people with learning difficulties: survey of supported employment services; supported employment and people with learning difficulties (by Alison Wertheimer); and the real jobs initiative 1990-92 - an evaluation.
Developing a code of ethics amongst social workers in supported employment: exploring the socio-ecological model
- Authors:
- SHAPIRA-LISHCHINSKY Orly, BEN-AMRAM Miri
- Journal article citation:
- British Journal of Social Work, 50(6), 2020, pp.1834-1853.
- Publisher:
- Oxford University Press
This study reveals the ethical dilemmas encountered by social workers who mentor workers with intellectual and developmental disabilities that work in the free labour market through supported employment frameworks. The aim of the study is to examine the social workers' ethical dilemmas, while extracting rules of conduct and ethical codes that are unique to supported employment frameworks, through team simulation training. The study included forty-eight social workers who attended nine sessions in the course of one year. The findings, which were analysed using a qualitative methodology, revealed that the dilemmas, rules of ethical conduct and the derived ethical codes ranged from flexible solutions to setting firm boundaries. It emerged that the ethical dilemmas were associated with interactions that take place on all layers of the socio-ecological model. The contribution of the study is in developing an ecological approach to coping with the multidimensional dilemmas that arise in the context of supported employment. The findings will help develop a systemic approach amongst social workers towards coping with the ethical challenges involved in this type of employment. (Edited publisher abstract)
What constitutes effective support in obtaining and maintaining employment for individuals with intellectual disability? A scoping review
- Authors:
- CHENG Cindy, et al
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 43(3), 2018, pp.317-327.
- Publisher:
- Taylor and Francis
Background: Employment rates for Australians with an intellectual disability remain low. Effective evidence-based strategies are required to guide future interventions, to enable people with intellectual disability achieve better employment outcomes. Methods: A literature search of peer-reviewed articles published between 2001 and 2015 was conducted using four electronic databases. Articles were reviewed and sorted according to employment setting and type of support provided. Results: Twenty-two studies were identified. Four studies of open employment examined workplace level strategies and 17 investigated individual level strategies. A single study of supported employment examined individual level change. Results suggested potential strategies that can be utilised to support people with intellectual disability obtain and maintain employment. Conclusions: Existing evidence regarding open employment for people with intellectual disabilities could be enhanced through the conduct of rigorous outcomes-focused studies that attend to specific strategies at both individual and organisation levels. (Edited publisher abstract)
A summary of government initiatives relating to employment for people with learning disabilities in England
- Author:
- BLAMIRES Kate
- Journal article citation:
- Tizard Learning Disability Review, 20(3), 2015, pp.151-165.
- Publisher:
- Emerald
Purpose: This paper provides a synthesis of current and previous government policies and strategies, in relation to people with learning disabilities and employment, to facilitate a better understanding of the current situation and future challenges. Design/methodology/approach: A search was completed to identify government policies relating to the employment of people with learning disabilities. Key policies were identified and their impact was discussed in the paper. Findings: It appears there is a necessity to identify how successful pilot projects can be replicated on a national scale, with clear targets and measures and initial financial support to set up these services. Alongside this there is a need for interventions targeting not just employers, but the general population, educating people about the importance of including and valuing people with learning disabilities in the workforce. Originality/value: It is important that policy is analysed and the impact of it is assessed to determine whether more action is necessary. This paper adds updates to some of the issues discussed in Melling et al.’s (2011) paper about “Supported employment for people with learning disabilities”. (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)
Supported internship trial for 16 to 24 year old learners with learning difficulties and/or disabilities: an evaluation: research report
- Authors:
- COOPERGIBSON RESEARCH, DISABILITY RIGHTS UK
- Publisher:
- Great Britain. Department for Education
- Publication year:
- 2013
- Pagination:
- 149
- Place of publication:
- Sheffield
One of the initiatives proposed in the 2011 special educational needs (SEN) green paper ‘Support and aspiration: a new approach to special educational needs and disability’ was supported internship, providing structured study programme for students aged 16 to 24 with a learning difficulty assessment (LDA). The Department for Education commissioned CooperGibson Research, in partnership with Disability Rights UK, to undertake an evaluation of the trial to determine whether the supported internship trial had been effective in enabling colleges to support young people with different learning difficulties and/or disabilities to progress into sustainable employment. The evaluation also examined how the initiative had been delivered and any lessons learned from the set-up, design and delivery; also, whether the initiative provided value-for-money. Of the 190 young people who completed a supported internship, 36% gained paid employment, including apprenticeships (5%); 26% gained voluntary work; 4% were progressing to further education or training (or in a small number of cases continuing their internship); and 25% had no employment, paid or unpaid, or plans for further education or training. This report describes the methodology, the different approaches to setting up trials (including 10 case studies), and the perceived benefits of the trials, employment, education, other outcomes, and how the key principles of supported internships have been managed and met. It makes recommendations regarding: publicity and raising awareness; eligibility criteria; employer engagement; and supporting interns. (Edited publisher abstract)
A home of my own
- Author:
- POWELL Lynne
- Journal article citation:
- Learning Disability Today, 12(1), December 2011, pp.32-33.
- Publisher:
- Pavilion
- Place of publication:
- Hove
This article describes how Tony Gritton, 43, has adapted to independent living and supported employment after 30 years of living in institutions. Tony has learning disabilities, schizophrenia and challenging behaviour, but after moving into 24-hour supported accommodation has completely changed – he now cooks, cleans, socialises and enjoys part time employment at Re-Instate, a charity employing 50 people with mental health problems in a sheltered workshop that serves commercial clients. The article describes Tony’s daily routine about the home and work, and highlights positive aspects of his life since moving into his own home.
Assessing motivation for work in people with developmental disabilities
- Authors:
- ROSE John, et al
- Journal article citation:
- Journal of Intellectual Disabilities, 14(2), June 2010, pp.147-155.
- Publisher:
- Sage
- Place of publication:
- London
Factors that might influence motivation for work have been neglected in previous investigations in the process of people with intellectual disabilities finding employment. This article describes the development of The Work Readiness Scale which was largely adapted from The Readiness to Change Questionnaire. A structured interview was conducted with 69 people with developmental and intellectual disabilities while at the supported employment agency or vocational training centre in a large city in England. A subgroup of 43 individuals completed the questionnaire again about two weeks later. A member of staff who knew the person well was asked to independently rate the motivational level of the individual. The questionnaire seems to have reasonable psychometric properties and may have utility in assessing individuals for work and designing appropriate training to find work.