A demographic and qualitative analysis of the determinants of success in a National Supported Employment project

Vigna, Elisa; Beyer, Stephen Richard; Meek, Andrea Janine

doi:10.1111/jar.13094

Cited by 2 publications

(1 citation statement)

References 29 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The Welsh Government recognised the importance of job coaching support and the effectiveness of this type of support in a document describing the transition to employment needs across Wales (David, 2023). This approach, together with current research highlighting the importance of well‐structured supported work experiences (Vigna et al, 2023), may inspire the way for other national governments.…”

Section: Discussionmentioning

confidence: 95%

Supported employment, quality of jobs and employment typicalness: The experience of the Engage to Change project

Vigna,

Meek,

Beyer

2024

Research Intellect Disabil

Self Cite

View full text Add to dashboard Cite

BackgroundPaid employment represents a challenge for people with an intellectual disability and/or autism. This paper analyses the quality of jobs offered by the Engage to Change project and their relationship to the ‘typicalness’ of the employment offered.MethodData on the quality of 384 paid jobs were collected, including hours worked and wages earned, and reported social integration at work. The typicalness of the employment experience was assessed for 141 young people, using the Index of Typicalness of Placement Questionnaire.ResultsThe Engage to Change project offered a wide range of jobs. There is no difference in the typicalness of the employment experience in relation to the interactions in the workplace, but there are some differences in the recruitment process for men and women.ConclusionJob coaches should make sure that, despite the procedures being ‘atypical’ for the workplace, the outcome is ‘a typical employment experience’ for each employee.

show abstract

Section: Discussionmentioning

confidence: 95%

Supported employment, quality of jobs and employment typicalness: The experience of the Engage to Change project

Vigna,

Meek,

Beyer

2024

Research Intellect Disabil

Self Cite

View full text Add to dashboard Cite

show abstract

Competencies and employment after a university program in young people with intellectual disabilities

Pedro-Viejo

Suárez

Gonzalez

2023

J Intellect Disabil

View full text Add to dashboard Cite

This study analyzes the relationship between the employability competencies acquired after completing an employment training program at university and the subsequent access to employment of young people with intellectual disabilities. To do this, the employability competencies of 145 students were analyzed at the end of the program (T1) and information was gathered on their career path at the time of the study (T2) (n = 72). Sixty-two per cent of the participants have had at least one job since graduation. Job competencies increase the probability of accessing and retaining employment in students who graduated at least 2 years before ( X2 = 17.598; p < .001; r2 = .583). These results compel us to complement employment training programs with new opportunities and greater job accessibility.

show abstract

A demographic and qualitative analysis of the determinants of success in a National Supported Employment project

Cited by 2 publications

References 29 publications

Supported employment, quality of jobs and employment typicalness: The experience of the Engage to Change project

Supported employment, quality of jobs and employment typicalness: The experience of the Engage to Change project

Competencies and employment after a university program in young people with intellectual disabilities

Contact Info

Product

Resources

About