Exploring a non-universal understanding of waged work and its consequences: sketching out employment activation for people with an intellectual disability

Background: Supported Employment has been advocated for by successive governments and policymakers alike as the best approach to employment inclusion for people with an intellectual disability who are in receipt of social care. Yet only 5.2% of this demographic are in any form of work and these numbers have been persistently stagnant for many years.Aims: This study aimed to explore the employment landscape and grapple with the intersecting layers of policy consequence for people who have an intellectual disability, and are in receipt of social care, who wish to engage with work preparation employment support.Methods: As an active participant in the field, this study was ethnographic and conducted at a new job club that had been established in England. In addition, three further sites of complementary data were explored in Wales, through interviews and focus groups.Findings: This study demonstrates that there is a mismatch between how evidence informs policy, and how funding is allocated to support with work preparation. Those unable to secure Supported Employment services are, instead, navigating extreme employment disadvantage and scant opportunities, in the open labour market. Further, bound up in this analysis is evidence of a non-universal understanding of waged work where any form of financial remuneration is welcome.Discussion and conclusion: Overall, with a mismatch between evidence that informs policy, policy rhetoric, realistic employment prospects, and available work, without a fundamental employment policy shift, the very low employment rates within this demographic will not increase.<br />Key messages<ul><li>People with intellectual disabilities can experience extreme employment exclusion;</li><br /><li>There is a mismatch between how evidence informs policy and the allocation of funding and work preparation support;</li><br /><li>People with intellectual disabilities can be taken advantage of and work for little or no pay;</li><br /><li>Ethnographic research methods can capture complex and nuanced data to support social change.</li></ul>

The Educational Policy Consequences of Economic Instability: The Emerging Political Economy of American Education

Recent U.S. economic instability has had a significant but unanticipated policy consequence for education. Unusually high rates of inflation in the late 1970s and a subsequent recession did not lead to serious erosion nationally in resources allocated for education. The decentralized manner in which education is financed in the United States and enrollment declines buffered schools and colleges more than most other social service sectors. By 1985 both K–12 grade school systems and postsecondary institutions had generally recouped financial support. However, persistent economic uncertainty fueled by continuing conditions such as high federal deficits, nagging unemployment, foreign trade imbalances, and growing overseas borrowings has evoked intensified public faith in education as a means for regaining U.S. economic vitality. Current reform efforts intended to make education more rigorous and productive are one of the outcomes.