A Review of the Research Literature on Supported Employment: A Report for the cross-Government learning disability employment strategy team (original) (raw)
Related papers
2017
Attitudes to the employment of disabled people generally Comparative studies of attitudes to different disabilities Attitudes of employers who have employed disabled people before Attitudes of those employing people with a learning disability Conclusion 1.2 Reliability of workers (staying in a job, attendance, punctuality) Key reliability features of disabled people Costs of job turnover and staff absence Conclusion 1.3 Job Carving and assisting the productivity of others Conclusion 2. Productivity and workforce cohesion benefits 2.1 Does employing people with a learning disability improve staff morale? Conclusion 3. Reputation and customer reaction benefits Conclusions 4. Costs that may impact on a decision to hire a person with a learning disability 4.1 Additional support supervisors Conclusion 4.2 Cost of reasonable adjustments in the workplace Conclusion 4.3 Health and safety risks Conclusion 5. Employer views of the support they need to employ people with a learning disability Conclusion Conclusions References 2 A systematic review of the literature on the benefits for employers of employing people with learning disabilities Terms Research discussed in this report covers a long time span and a number of countries, which mean that descriptions of people involved in research can be confusing. We refer to people with a learning disability throughout as the focus of our report. By this we are using the UK Department of Health definition of a person experiencing "a significant reduced ability to understand new or complex information, to learn new skills (impaired intelligence), with a reduced ability to cope independently (impaired social functioning), which started before adulthood." In other research, the same people can be referred to as having a learning difficulty, an intellectual disability, a developmental disability, a cognitive disability, a mental impairment and, in older reports, as having mental retardation. To simplify terminology, wherever a research study is reporting on people who are likely to meet the definition above, we have referred to the people concerned as having a "learning disability" rather than the term used in the paper. Some terms incorporate other groups of people, as in the case of developmental disabilities in the US, and where this is the case we have used their term but mentioned its relationship to people with a learning disability in the text.
Developments, Barriers, and Implications of Supported Employment for People with Disabilities
Being able to work is an important part of life for many adults. Meaningful work not only promotes self-efficacy but also provides financial independence. However, people with disabilities face many barriers as they attempt to participate in the labor force. Widely recognized as an effective evidence-based employment approach for people with disabilities, supported employment offers people with disabilities employment opportunities and vocational training in structured work settings with intensive on-the-job support as needed. Supported employment can be applied to populations with psychiatric, developmental, and co-occurring disabilities. Research has shown that supported employment provides a higher competitive employment rate than other vocational approaches. We discuss barriers to implementing supported employment and offers suggestions for possible future studies to examine factors related to the implementation. To promote the practice of supported employment, rehabilitation professionals must keep abreast of disability policies, upgrade their knowledge and skills with cutting-edge practices, and conduct more basic and applied research.
What works?: Transition to employment foryoung people with learning disabilities
2008
Previous research key messages 8 Why the research was needed 8 The partnership-WCLD, Shaw Trust and the Big Lottery 8 What we set out to achieve 9 The models we looked at 10 WHAT WE DID 10 Our sample 10 Recruitment 10 Interviews 11 Analysis 12 WHAT WE FOUND 12 Young People 12 Carers 13 Involvement in transition planning 15 Balance of activities provided by schools, colleges and external transition providers 18 The help and advice carers received around employment 20 What did young people and their carers want as the next step? 20 What happened next-who went into employment? 21 The nature of jobs found and the support provided to do so 22 What influenced the transition decisions made? 26 Improvements needed in the process of advice and preparation 28 CONCLUSIONS 32 REFERENCES CONTENTS Results Young people received vocational input from many types from school, college and their EO. The main EXECUTIVE SUMMARY Key findings: what works Promotion and support of employment as an option early in transition planning. Involvement of skilled employment organisations in transition planning. Access to individually tailored and flexible work experience, with on-the-job personal support when needed. Provision of transition workers as a single point of information and support for young people and their families. Consistent and high quality vocational training in schools and colleges. Challenge the idea that young people with learning disabilities are 'incapable' of employment.
Supported Employment for Persons with Severe Disabilities: From Research to Practice. Volume III
1990
The aim of the monographs is to assemble into one volume and disseminate the results of varied RRTC research investigations into the effects of supported employment on persons with developmental and other severe disabilities. Like the earlier volumes in this series, the current monograph addresses 7 1 We call upon them often to aid us in our work and they always assist us with their time and expertise. Within our own Center, we would like to thank our RRTC colleagues in the Training DMsion and the demonstration employment programs who remind us regularly that there is more to reseatch than p values and Beta weichts and who identify the timely and socially relevant issues to be addressed by our research program. Within the RRTC Research DMsion, our deepest appreciation is extended to
Journal of Social Work
This article brings together two key themes in recent public policy in England affecting social work practice: the value of having a paid job for social inclusion and increasing self-worth, and the personalisation of public services. The article draws on a mixed method evaluation of Jobs First, which was a government funded demonstration site project that aimed to show how personal budgets (a key mechanism for personalisation) could be used by people with learning disabilities, often with their families, to purchase employment support. The evaluation involved secondary analysis of case record data and 142 semi-structured interviews with a wide range of participants (we mainly draw on 79 interviews with professionals for this article). Jobs First is placed within the frame of Active Labour Market Policy (ALMP).
Supported employment : persons with learning difficulties in Malaysia
2013
Many studies in the minority world have emphasized the potentially positive influences of supported as opposed to sheltered employment on the inclusion of persons with disabilities, including learning difficulties, into the mainstream economy and community. In 2007, Malaysia, as one of the developing countries which possesses a growing population of persons with learning difficulties, started to promote this form of employment hoping for similar outcomes. However, in the majority world where a country is designing policy for the first time and is at the relatively early stages of implementation, there has been little research to explore supported employment practices for persons with learning difficulties and offer empirical findings from real employment experiences. Thus, this thesis aims to fill this gap through providing some substantial evidence and new insights. The social theory of disability and the debates around it have been particularly influential in the past three decade...
Advances in Mental Health and Intellectual Disabilities
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 placemen...