scholarly journals School-to-work Transitions for Students with Intellectual Disabilities: Teachers' Perceptions and Experiences of a Recent Workplace-Based Reform in Sweden

2021 ◽  
Author(s):  
Jens Ineland ◽  
Kateryna Karhina ◽  
Lotta Vikström
Keyword(s):  
Labor Market ◽  
Intellectual Disabilities ◽  
Implementation Process ◽  
People With Disabilities ◽  
School To Work ◽  
Negative Effects ◽  
Policy And Practice ◽  
Positive Effects ◽  
Work Transitions ◽  
Students With Intellectual Disabilities

Abstract Having a job, or being employed, is associated with a number of positive effects. Although policies in Sweden support the right of people with disabilities to work and highlight access to employment as a priority, this group of people continues to lose out in employment against other citizens. However, little is known about actions or initiatives implemented to enhance labor market participation among people with disabilities. This study contributes useful findings on a promising implementation of a school-to-work transition initiative, workplace based learning (WBL), in special needs upper-secondary schools in Sweden. The aim of the study was to identify how teachers, having a key role in the implementation process, view and experience WBL and its actual functioning to enhance school-to-work transitions for students with intellectual disabilities. Drawing on 13 interviews with teachers working as supervisors and coordinators in the WBL training, our findings lead to three main conclusions. First, the teachers had significant reliance on WBL and its potential to prepare students for the labor market. Second, the teachers hesitated with regard to whether and to what extent WBL actually enhances school-to-work transitions. Third, the WBL reform has had significant negative effects on the working conditions of the supervising teachers involved. Our study uncovers a number of barriers for WBL to function as an actual bridge to work for students with intellectual disabilities, which we argue have important messages to bring for both policy and practice.

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.

scholarly journals Impact of Social Networks on the Labor Market Inequalities and School-to-Work Transitions

2021 ◽  
Vol 11 (1) ◽  
pp. 38-50 ◽  
Author(s):  
Mahmut Özer ◽  
Matjaz Perc
Keyword(s):  
Higher Education ◽  
Social Networks ◽  
Labor Market ◽  
Social Network ◽  
Human Resources ◽  
Social Contact ◽  
School To Work ◽  
Social Contacts ◽  
Work Transitions

Countries invest in education systems in order to increase the quality of their human capital. In this context, it is seen that especially after the expansion of the higher education systems, countries try to increase higher education graduation rates in order to improve the quality of human resources in the labor market. The ultimate goal of these efforts is to facilitate the transitions from school-to-work, and to increase social welfare by meeting the human resources needs of the labor market. The facilitation of school-to-work transitions has a direct impact on youth unemployment. School-to-work transitions are influenced not only by the quality of education from primary to higher education but also by the dynamics of the labor market. Social network analysis can provide important insights into this dynamics, and in doing so reveal that there are indeed many factors that play a key role in determining who gets a job and why, including, first and foremost, social contacts. An analysis of job search channels reveals that partners, friends, and relatives are those social contacts that are most decisive for employment outcomes. Research reveals that employers use social-contact-based reference channels much more frequently than formal channels for recruitment. Thus, employers frequently use such reference channels in recruitment. It has also been shown that the use of social-contact channels reduces employers' costs of finding suitable employees and increases productivity since employees hired through these channels also stay longer in their firms. We here explore the full potential of social network analysis to better our understanding of school-to-work transitions, to reveal in no uncertain terms the importance of social contacts, and to show how these insights can be leveraged to level the labor market for all involved. An important take-home message is that the labor market dynamics is strongly affected by the Matthew effect, such that the inequalities and the gaps between opportunities only grow and widen as the underlying social networks evolve. It is therefore important to mitigate these effects well before school-to-work transitions come into play, namely during the education. In particular, we assert that minimizing the inequalities during education should effectively mitigate the uneven impact of social networks on school-to-work transitions.

scholarly journals IMPLEMENTATION OF THE MOZAIK METHOD TO RECOGNIZE VOCAL LETTERS IN LITTLE DISABILITY CHILDREN

2020 ◽  
Vol 4 (2) ◽  
pp. 85-99
Author(s):  
Milatul Zulfa
Keyword(s):  
Qualitative Research ◽  
Elementary School ◽  
Mental Retardation ◽  
Data Collection ◽  
Qualitative Methods ◽  
Intellectual Disabilities ◽  
Implementation Process ◽  
Mild Mental Retardation ◽  
Field Notes ◽  
Students With Intellectual Disabilities

This study aims to determine the implementation process or the application of the mosaic method in introducing vowels for mild retarded children who are in grade 1 at Giwangan Elementary School in Yogyakarta. In addition, this study also aims to determine the changes that occur in mild retarded students after using the mosaic method in learning Indonesian, specifically to introduce vowels. This research uses qualitative methods with descriptive qualitative research. The subjects in this study were grade 1 students with intellectual disabilities who had the initials X at Giwangan Elementary School in Yogyakarta. The object of this research is the application of the mosaic method as a solution to introduce vowels in mildly retarded children. Data collection techniques such as observation, interviews, documentation, and field notes. The results of this study indicate that by using the mosaic method in learning the introduction of vowels in mild retarded children is actually feeling very enthusiastic and have a spirit of learning rather than by using methods that have been previously applied. In addition, with mild mental retardation X, was very happy and painstaking with little by little sticking pieces of paper that were pasted and arranged to be a letter in question.

scholarly journals ‘Living in the community’ the pros and cons: A systematic literature review of the impact of deinstitutionalisation on people with intellectual and psychiatric disabilities

2018 ◽  
Vol 20 (1) ◽  
pp. 83-116 ◽  
Author(s):  
Femmianne Bredewold ◽  
Margot Hermus ◽  
Margo Trappenburg
Keyword(s):  
Literature Review ◽  
Intellectual Disabilities ◽  
Systematic Literature Review ◽  
Large Scale ◽  
Family Members ◽  
Institutional Care ◽  
People With Disabilities ◽  
Target Groups ◽  
Positive Effects ◽  
The Impact

Summary How did deinstitutionalisation affect the lives of people with intellectual disabilities and people with a psychiatric background? This paper contains a systematic literature review on the consequences of deinstitutionalisation for the target groups, their social network and society at large. PubMed and Online Contents were searched from 2004 till February 2016. Inclusion criteria were (1) article describes (a) consequence(s) of deinstitutionalisation, (2) in Western countries and (3) the target group(s) include people with psychiatric or intellectual disabilities. Sixty-one papers were found and analysed to establish positive, negative or mixed results. Findings The positive effects pertain to the quality of life of people with disabilities after deinstitutionalisation. They learned adaptive skills and receive better care. Negative effects relate to more criminal behaviour by the target groups, victimisation of the target groups and physical health issues. Life for the most severely afflicted people with disabilities deteriorated when they moved to smaller group homes in the community. Mixed effects were also found. It is not clear whether deinstitutionalisation leads to real inclusion in the community. It is equally unclear whether it is cheaper than large-scale institutional care. Only a few studies investigate the effects on family members but some show they are overburdened. Applications Social workers catering for people with disabilities should pay attention to risks for their health and safety and keep an eye on family members. Those who are asked to advise on deinstitutionalisation should consider that this may not benefit the most severely afflicted.

scholarly journals Assessing the Impact of Employment in the Informal Sector of the Economy on Labor Market Development

2021 ◽  
Vol 13 (15) ◽  
pp. 8435
Author(s):  
Anzhelika Viktorovna Karpushkina ◽  
Irina Valentinovna Danilova ◽  
Svetlana Vladimirovna Voronina ◽  
Irina Petrovna Savelieva
Keyword(s):  
Labor Market ◽  
Informal Sector ◽  
Value Added ◽  
Russian Regions ◽  
Dynamic Features ◽  
Negative Effects ◽  
Positive Effects ◽  
Employment Rates ◽  
Productivity Dynamics ◽  
The Impact

The paper analyzes employment in Russia’s informal sector based on its spatial and dynamic characteristics. In recent years, the Russian labor market has been characterized by a steady growth of employment rates in the informal sector of the economy, high volatility and territorial differentiation of such employment, and its ambiguous effect on the gross value added and productivity. Given slowing economic growth and reduced productivity, this trend is by no means positive. The database for this study is based on Rosstat data from 83 Russian regions over the period between 2006 and 2020. The research explains the territorial and dynamic features of employment in the informal sector and classifies Russian regions by their employment situation in the informal sector of the economy. We hypothesize that the instability of the labor market is driven by higher rates of employment in the informal sector. To assess employment volatility in the informal sector, we identify the main trends of intersectoral labor mobility and evaluate their intensity. The results distinguish between regions with negative and positive effects. We also reveal problem regions experiencing the negative effects of intersectoral mobility and high or very high rates of employment in the informal sector. The findings can be used to diagnose and monitor regional labor markets, productivity dynamics, and changes in employment as well as to develop national employment programs to ensure the sustainable development of the labor market.

scholarly journals Focused for Some, Exploratory for Others: Job Search Strategies and Successful University-to-Work Transitions in the Context of Labor Market Ambiguity

2021 ◽  
pp. 089484532110160
Author(s):  
Belgin Okay-Somerville ◽  
Dora Scholarios
Keyword(s):  
Labor Market ◽  
Job Search ◽  
Search Strategies ◽  
School To Work ◽  
Job Match ◽  
Work Transitions ◽  
And Mathematics ◽  
One Year ◽  
The Relationship

This article examines the role of student job search strategies that differ in goal-directedness (focused, exploratory, and haphazard) in achieving successful university-to-work transitions (i.e., employment in jobs with high skill use/development and qualification–job match). The relationship between job search and employment outcomes is considered in two labor market contexts—high or low ambiguity—which are represented by the comparison between arts, humanities, and social sciences (AHSS) and science, technology, engineering, and mathematics (STEM) graduates, respectively. Using two-wave survey data, we find that job search strategies during university do not explain, yet differentially impact, successful outcomes one year after graduation. Fully exploring opportunities was particularly beneficial for STEM graduates (low ambiguity context) and more focused job search was beneficial for AHSS graduates (high ambiguity context). Paradoxically, findings both question and reinforce the efficacy of career agency for overcoming barriers to labor market entry, depending on the job search context. The study contributes to the agency and context debates relevant for school-to-work transitions.

Young Adult Transnational School- to-Work Transitions in the Context of Work Migration in Europe

2021 ◽  
pp. 423-440
Author(s):  
Oana Negru-Subtirica
Keyword(s):  
Young Adults ◽  
Labor Market ◽  
Young Adult ◽  
Emerging Adults ◽  
School To Work ◽  
University Graduates ◽  
Work Experiences ◽  
Work Transitions ◽  
Market Factors ◽  
Work First

Today, an increasing number of young adults’ first systematic work experiences occur beyond the boundaries of their homelands, leading to transnational school-to-work transitions. Work migration trends in the past decades indicate that more young adults choose or are forced to live their first systematic work experiences in a new country. This chapter explores transnational school-to-work transitions in the European context in emerging adults who migrate to find work. First, the author analyzes the dynamics of transnational school-to-work transitions for European emerging adults who have completed extensive schooling (university graduates). Next, the author examines how educational and labor market factors may influence the development of meanings of work and of work identities in these young adults. Lastly, the author details implications for educational and occupational policies targeting immigrant young adults.

The effect of college acquisitions and mergers on student dropout behaviour: evidence from the UK

2020 ◽  
Vol 72 (3) ◽  
pp. 606-632
Author(s):  
Rossella Iraci Capuccinello ◽  
Steve Bradley
Keyword(s):  
Further Education ◽  
Drop Out ◽  
Dropping Out ◽  
Negative Effects ◽  
Policy And Practice ◽  
Student Dropout ◽  
Positive Effects ◽  
One Year ◽  
The Uk ◽  
Over Time

Abstract We investigate the effect of college acquisitions on the probability of students dropping out of college. Using administrative data for the further education (FE) sector, which covers multiple cohorts, we estimate matching models and combine them with difference-in-differences methods to remove the effects of unobserved student and college heterogeneity. Overall our findings show that acquisitions reduce the probability of dropout by 0.01 percentage points, but this varies in magnitude and direction over time. In general, positive effects of acquisitions on drop out behaviour tend to be small (e.g. 0.001 for acquisitions in 2004) and dissipate over time, whereas negative effects persist and tend to increase in magnitude over time (e.g. −0.05 one year later and −0.07 two years later). We discuss the implications for policy and practice in the sector, as well as suggesting a need for similar analyses in other education sectors, such as primary and secondary schooling.

scholarly journals SOCIAL-DEMOGRAFICANDCULTURALDIVERSITYINTHE WORKFORCE: RISKS AND OPPORTUNITIES

2017 ◽  
Vol 9 (4) ◽  
pp. 52-70
Author(s):  
Olga Ivanova
Keyword(s):  
Labor Market ◽  
Group Performance ◽  
Labor Relations ◽  
Professional Experience ◽  
Group Level ◽  
Negative Effects ◽  
Positive Effects ◽  
Important Trend ◽  
Human And Social Capital ◽  
Social Demographic

Social-demographic and cultural diversityis an important trend in the modern labor market and has a significant impact on social and labor relations within heterogeneous groups. The research in this area has ambiguous results. Positive effects (opportunities) are associated with a diversity of knowledge, perspectives and approaches to problem-solving within the group, which stimulates creativity and creates a favorable environment for innovation. Negative effects (risks) arise as a result of segregation in the labor market, as a backfire to anti-discrimination measures, and as a result of intra-group conflicts that reduce the group performance and satisfaction with teamwork. Diversity can exist not only on the interpersonal (intra-group) level, but also on the intrapersonal level. Intrapersonal diversity that results from diverse life and professional experience contributes to the accumulation of human and social capital, boosts creativity, and helps individuals to interact effectively with other members of the working group.

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