scholarly journals Stakeholder views on young adults with intellectual disabilities as a workforce: A qualitative study on students’ performance in upper secondary education and their employment potential

2021 ◽  
pp. 174462952110264
Author(s):  
Kateryna Karhina ◽  
Jens Ineland ◽  
Lotta Vikström
Keyword(s):  
Intellectual Disabilities ◽  
Labour Market ◽  
Upper Secondary Education ◽  
Employment Agency ◽  
Work Transition ◽  
Upper Secondary ◽  
Working Capability ◽  
Students With Intellectual Disabilities ◽  
Adults With Intellectual Disabilities ◽  
Employment Potential

People with intellectual disabilities are the most disadvantaged group among all disability types when it comes to employment. In Sweden, special needs upper secondary schools prepare students with intellectual disabilities for the labour market using practice periods at workplaces. This study targets stakeholder involved in their school-to-work transition (i.e. teachers, employers, employment agency officials). The aim is to identify how they view: (1) the working capabilities of students during practice periods and (2) their employment potential. We base the analysis on interview data with the stakeholders using Grounded Theory. Our results identify three student types whose preparedness for the labour market differs considerably. One student type performs well during the practice period and represents a high potential to enter the workforce. The other two student types have the lower working capability and employment potential. Our study highlights stakeholders as resources to improve the labour market preparations of students with intellectual disabilities.

Work performance and support needs analysis of students with intellectual disabilities

2021 ◽  
pp. 1-10
Author(s):  
Hailee Baer ◽  
Kristen Welker ◽  
Carol Cox
Keyword(s):  
Intellectual Disabilities ◽  
Work Performance ◽  
School To Work ◽  
Support Needs ◽  
School To Work Transition ◽  
Employment Supports ◽  
Work Transition ◽  
Job Coach ◽  
Students With Intellectual Disabilities ◽  
Job Coaches

BACKGROUND: School-to-work transition planning for students with intellectual disabilities should include community-based early work experiences to prepare for possible future integrated employment. Employers have noted job performance levels and appropriate use of supports as important for maintaining employment. OBJECTIVE: The purpose of this study was to assess work performance and support needs of students with intellectual disabilities attending a short summer early work experience. METHOD: A small group of secondary-level school students with intellectual disabilities attended a summer-long vocational rehabilitation program where they worked with a job coach at a work setting. Student participants and their job coaches rated their perceptions of the students’ work performance quality and support needs on the Job Observation and Behavior Scale pre-post program. RESULTS: The groups deviated significantly in their pre-assessment and post-assessment ratings. Job coaches and students both reported significant increases in perception of quality of student performance. In addition, job coaches reported students needing significantly less employment supports by program end. Student participants also reported needing less employment supports by program end; however, results were not significant. CONCLUSIONS: When both student and job coach realistically view student work performance and supports needed, the school-to-work transition can be improved.

Teaching playground behavioural expectations to secondary age students with intellectual disabilities attending a special school

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
David Simó-Pinatella ◽  
Marisa Carvalho
Keyword(s):  
Intellectual Disabilities ◽  
Secondary Students ◽  
School Setting ◽  
Special School ◽  
Content Type ◽  
Students With Intellectual Disabilities ◽  
Special Education School ◽  
Adults With Intellectual Disabilities ◽  
Materials Used

Purpose School-wide positive behaviour support (SWPBS) is a proactive behavioural support system that fosters behaviour change in individuals in a school setting. This article aims to present a case example of teaching and reinforcing behavioural expectations in a special school. Design/methodology/approach This case study reflects different steps and materials used before and during the intervention in a special education school with 61 secondary students with intellectual disabilities. An AB design (A – baseline; B – intervention) was used to collect and analyze data. Findings Results suggest that teaching behavioural expectations as a universal measure may be feasible and positively impact school climate. Suggestions and recommendations for implementing SWPBS within a school are provided. Originality/value This case study provides a step-by-step guide illustrating the process of teaching and reinforcing behavioural playground expectations to young adults with intellectual disabilities attending a special school.

scholarly journals The early labour-market returns to upper secondary qualifications track in England

2021 ◽  
Author(s):  
Queralt Capsada-Munsech ◽  
Vikki Boliver
Keyword(s):  
Higher Education ◽  
Labour Market ◽  
Disposable Income ◽  
Service Class ◽  
Market Returns ◽  
Upper Secondary Education ◽  
Academic Track ◽  
Early Labour ◽  
Upper Secondary ◽  
Secondary Track

We explore the early labour-market returns to following the academic track (such as A levels) rather than the vocational track (for example, NVQs) in upper secondary education in England. England is an interesting country case because students are ‘free to choose’ which upper secondary track they follow, unlike to many other European countries where standardised tests and teachers’ recommendations play a much larger role. We draw on data from the longitudinal survey Next Steps and register data from the National Pupil Database. We consider occupational social class and net disposable income at age 25 as early labour-market outcomes to explore to what extent the upper secondary qualification track has a net influence on them, controlling for pre-track measured ability, relevant socio-demographic characteristics and higher education participation. Our results show that following the academic track in upper secondary education is associated with higher chances of being employed in a service class occupation at age 25, compared to those with vocational upper secondary qualifications or no upper secondary qualifications at all. Subsequent participation in (prestigious) universities further improves the chances of service class membership. Interestingly, there does not seem to be a differentiated effect of following the academic rather than the vocational track by socio-economic status, except for those that did not subsequently attend university. Unlike access to service class occupations, we find no net effect of upper secondary track on disposable income at age 25 after controlling for prior attainment at GCSE and subsequent participation in higher education.<br /><br />Key messages<br /><ul><li>We explore the early labour market returns to following the academic and the vocational track in upper secondary school in England.</li><br /><li>Following the academic track is associated with higher chances of being employed in a service class occupation, and further improved if attending university.</li><br /><li>Unlike access to service class occupations, we find no net effect of upper secondary track on disposable income.</li></ul>

scholarly journals ‘The only learning I’m going to get’

2019 ◽  
Vol XIII (1) ◽  
pp. 21-41
Author(s):  
Erika Piazzoli ◽  
John Kubiak
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Intellectual Disabilities ◽  
School Of Education ◽  
Post Secondary ◽  
Trinity College Dublin ◽  
Students With Intellectual Disabilities ◽  
Adults With Intellectual Disabilities

Traditionally, adults with intellectual disabilities have not been given the option of participating in and thus benefiting from higher and post-secondary education. However, over the last number of years, an increasing number of inclusive tertiary educational programmes have come into existence. This article focuses on one such programme entitled Arts, Science and Inclusive Applied Practice delivered in the Trinity Centre for People with Intellectual Disabilities, School of Education, Trinity College Dublin, Ireland. The aim of this study was to consider the role of embodiment in supporting the Second Language Acquisition (SLA) process of a group of students with intellectual disabilities. The paper describes a project which integrated two of the programme modules – Italian for Beginners and Exploring Art: Renaissance to Modern. Findings presented support the use of a performative approach to second language learning for students with intellectual disabilities and sheds light on the connection between embodiment, language and learning in a performative key.

scholarly journals Formal differentiation at upper secondary education in Finland: subject-level choices and stratified pathways to socio-economic status and unemployment

2021 ◽  
Author(s):  
Laura Heiskala ◽  
Jani Erola ◽  
Patricia McMullin
Keyword(s):  
Secondary Education ◽  
Labour Market ◽  
Economic Status ◽  
Tertiary Level ◽  
Social Origin ◽  
Upper Secondary Education ◽  
Socio Economic Status ◽  
Formal Differentiation ◽  
Upper Secondary ◽  
Additional Protection

We study labour market outcomes by formal differentiation at upper secondary and tertiary level in Finland. Using full population register data, we take individuals born in 1976 and explore their socio-economic status and the probability of unemployment by educational qualifications and social origin in early adulthood (age 30) and at occupational maturity (age 40). We differentiate based on the level of maths, the most consequential subject choice at general upper secondary education, and show that subject-level choices divert students to stratified tertiary-level degrees and labour market positions net of prior school performance, social origin and gender. In addition, we show that educational performance and qualifications mediate the association between social origin and socio-economic status by 81.83%, leaving around one fifth to unobserved social origin differences. We also find that there are no major differences between upper secondary school tracks with respect to experiencing unemployment at age 30 or 40. Moreover, further educational degrees do not appear to provide additional protection against unemployment than having obtained an upper secondary qualification.<br /><br />Key messages<br /><ul><li>Subject-level choices at general upper secondary education lead to differences in socio-economic status.</li><br /><li>Vocational qualifications protect against unemployment but lead to lower socio-economic status.</li><br /><li>Further degrees after secondary education do not provide additional protection against unemployment.</li></ul>

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