Supported internships as a vehicle for social inclusion

Abstract

A supported internship is a work placement for people with disabilities that includes spending some time at work and some time at school or college. It usually lasts for a year and people get extra support in the work placement.• We wanted to find out how supported internships for people with learning disabilities helped them to feel like they belong in workplaces and society.• We found that the supported internships we studied did help people with learning disabilities to feel like they belong. The interns developed self-confidence, they were able to talk to people more easily, and they learned that they were good at things. This was because the people they worked with saw them as individuals who were able to do helpful things. It was also because of the feedback they got at work and how they worked in different departments.• We think there should be more supported internships because they help people with learning disabilities to take the next step in life more confidently.Researchers need to find out more about how supported internships can help people to be socially included. A bs tr ac tBackground: Obtaining employment for young people with learning disabilities remains challenging, and people may not be able to experience work that offers them the opportunity for broader and deeper social inclusion. Supported internships (SIs) offer a possible solution to this problem, providing a bespoke, structured study programme designed for students with disabilities.Methods: This paper explores, through an ecological systems approach, the experiences of three graduates, six interns, two job coaches and three colleagues, from a long running SI in a large private-sector organisation that delivers utilities in the midlands in the UK. The organisation has many different departments and interns work in several of these, including the mailroom, reprographics, catering, health and safety, reception, and customer services. The researchers conducted small focus groups and interviews with the participants described above.Findings: Thematic analysis identified three core phenomena of relevance to understanding the relationship between the SI programme and interns' experience of deepened and broadened social inclusion. The first theme illustrated positive changes

What makes supported internships an effective approach to VET?

“…Evaluations of several supported internship programmes, both here and in the USA, reveal positive outcomes for the young people who take part (e.g., Purvis et al, 2012;CooperGibson Research, 2013;Beyer et al, 2014) with around one-third of participants transitioning successfully into employment, and significant percentages of participants either moving into voluntary work or further education (CooperGibson Research, 2013). Participants of SIs also report increased self-confidence, identity development and importantly, increased social inclusion (Hanson et al, 2021).…”

“…They are vital to the success of SIs, not just because they are responsible for systematic instruction with the interns, but also because they act as a liaison with the wider organisation, helping it to understand the specific needs and requirements of each intern (CooperGibson, 2020). Job coaches help colleagues prepare for new interns and work with current interns, reaffirming a personalised and person-centred approach as well as mediating relationships between the workplace and home and feeding back to families on the intern's skills, abilities, and achievements (Hanson et al, 2021).…”

“…The literature (e.g., CooperGibson Research, 2013;CooperGibson, 2020;Hanson et al, 2021) identifies that the role of the job coach is essential to the success of SI's. Several elements of the role identified have been identified as significant but perhaps most important is the provision of tailored support to both the supported intern and employers to enable the young person to eventually progress from the internship into paid employment.…”

“…The British Council (2018) believe that effective TVET programmes for young people with SEND must encourage high aspirations and expectations for young people. Hanson et al (2021) found that interns' motivation and self-confidence are developed when an organisation's policies and practices foster high performance, which includes setting high expectations for interns and providing clear, specific feedback on tasks and skills. Thus, the factors which underpin the effective transition of interns into, and through, SIs are beginning to be understood.…”

“…In Spain, "Jovent" provides comprehensive pathways of guidance, training, social inclusion, and labour market inclusion. This paper focuses on supported internships (SIs), which have become a key approach to facilitating successful employment outcomes for young people with SEND in England and which draw upon many if not all the features identified by the British Council (British Council, 2018;Hanson et al, 2021).…”