Developing soft (employability) skills and work experience opportunities to prepare students with intellectual disability for open employment

Young, Kirsty; Rooney, Donna

doi:10.1111/1467-8578.12484

British J Special Edu

2023

DOI: 10.1111/1467-8578.12484

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Developing soft (employability) skills and work experience opportunities to prepare students with intellectual disability for open employment

Kirsty Young,

Donna Rooney

Abstract: This research identifies the soft (employability) skills that key stakeholders view as essential for young people with intellectual disability (ID) to gain and maintain open employment. The study subsequently examined the work experience opportunities for young people with ID to develop these soft skills during their school years. Qualitative data from 89 participants (questionnaires and interviews) and a review of the current literature informed the development of a set of soft skills for open employment and … Show more

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2024

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Cited by 4 publications

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Lessons From the COVID-19 Unplanned Transition to Online Learning at Home for Students With Disability: Socialisation, Technology, Education and Future Research Opportunities

Young,

Clerke

2024

Curr Dev Disord Rep

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Purpose of Review Periods of transition for children and adolescents with disability are complex but usually anticipated. The COVID-19 pandemic resulted in an unexpected transition to online learning at home for students. This review examines the literature on the transition to online learning at home for students with disabilities in K–12 education during the COVID-19 pandemic and identifies the challenges and perceived benefits that emerged for these students to inform future planned or unplanned transitions to online learning. Recent Findings Thirty-one articles met the inclusion criteria. Overall, the transition to online learning generated significant social and technical challenges for students with disability—ranging from inadequate socialisation and engagement issues to technological barriers. There were also notable benefits. For some students, this included fewer social pressures, improvements in mental health and the development of personal skills such as resilience. Parent and caregiver participation in the online learning tasks was crucial, often leading to deeper insights into the learning preferences and needs of students with disability and the ability to tailor and customise learning activities. The review identifies a need for inclusive research methods that actively involve students with disability in research on their online learning experiences. Furthermore, the predominant focus on boys with disability and the lack of representation of specific types of disability and support needs suggest that in future larger studies should strive for a more diverse and representative sample of the students with disability. Summary Challenges and benefits reveal much about the disruptive impact the COVID-19 online learning transition exacted on some school-aged students with disability and their families. Greater attention to increasing access to technologies required for online learning is needed. The findings of this review can be applied in the adaptation of existing, or implementation of new learning modalities, accommodations and support for students with disability to promote their inclusion and access to education. Future research should explore a more inclusive approach and identify longer-term impacts of online learning on COVID-19 cohorts of students with disability and identify ways that schools can plan for more effective transition to online learning in the event of a future pandemic or other disaster requiring school closures.

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Lessons From the COVID-19 Unplanned Transition to Online Learning at Home for Students With Disability: Socialisation, Technology, Education and Future Research Opportunities

Young,

Clerke

2024

Curr Dev Disord Rep

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The Bridge to Somewhere How Practitioners Can UNITE to Support Adults With Extensive Support Needs in Inclusive Employment Opportunities

Baine,

Gilson,

Hashemi

2024

Inclusive Practices

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The transition to employment for young adults with intellectual and developmental disabilities (IDD) is a growing field of research and practice in need of increased attention. For many adults with IDD, the transition planning process can seem like a bridge to nowhere. In particular, adults with extensive support needs (ESN) are often excluded from employment opportunities due to lower rates of participation in school or community-based employment preparation experiences and the loss of special education services and collaborative support provided under the Individuals with Disabilities Education Improvement Act (IDEIA) during the school years. We present an overview of the post-school realities and employment challenges for many people with ESN and introduce a person-centered, collaborative approach uniquely designed to guide educators and practitioners who support adults with ESN. We provide recommendations for self-advocates, teachers, and employers to UNITE (U = Understand, N = Navigate, I = Invest, T = Train, and E = Elevate) to increase opportunities for inclusive work experiences that will sustain throughout the lifespan.

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Level of knowledge of nurses and healthcare technicians regarding soft skills: An exploratory study

Elkhalladi,

Sefrioui,

Fahssi

et al. 2024

Rev. esc. enferm. USP

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Objective: To assess the knowledge level of nurses and healthcare technicians regarding soft skills (SS) and to identify the most crucial SS. Method: This is a quantitative exploratory study with an analytical focus, encompassing 350 nurses and healthcare technicians in the Souss-Massa region. Results: Approximately half of participants (49.7%) exhibited some understanding of SS, with only 12.3% having received any training on the subject. According to participants, the top 10 SS are communication, teamwork, stress management, problem-solving, conflict management, honesty, decision-making, adaptability, lifelong learning, and confidence. Additionally, the prediction model indicates a significant association between SS knowledge and experience (p < 0.001), academic level (p < 0.001), and SS training (p < 0.001). Conclusion: Nurses and healthcare technicians possess knowledge of SS despite the absence of formal training. Identifying the most important SS in this field is, therefore, invaluable for integration into training programmes for both healthcare professionals and students. Furthermore, additional studies are recommended on SS development and assessment.

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Developing soft (employability) skills and work experience opportunities to prepare students with intellectual disability for open employment

Cited by 4 publications

References 44 publications

Lessons From the COVID-19 Unplanned Transition to Online Learning at Home for Students With Disability: Socialisation, Technology, Education and Future Research Opportunities

Lessons From the COVID-19 Unplanned Transition to Online Learning at Home for Students With Disability: Socialisation, Technology, Education and Future Research Opportunities

The Bridge to Somewhere How Practitioners Can UNITE to Support Adults With Extensive Support Needs in Inclusive Employment Opportunities

Level of knowledge of nurses and healthcare technicians regarding soft skills: An exploratory study

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