Seventh Framework Programme, PCOFUND-GA-2013-608728
Type of resource:
Curricula, empirical publication
Intellectual disability needs: academics, educators, professionals in the field of employment, parents, also young persons 18 years old or older have already benefitted from the pilot phase
This is a study that was conducted under the auspices of the National University of Ireland Galway. The purpose of this pilot that was published in 2021 in an academic journal, was to evaluate the effectiveness of the E-IDEAS curriculum. This curriculum was specifically designed for workplace inclusion of young persons with intellectual disabilities. The pilot aimed for the transfer of social, communication, independent living and employment skills and it was attended by five participants who were supported in five different work-placements. The duration of the study was a total of four months. The work-placements took place across a period of three months out of the total four months of the pilot. The training in the use of tablets for the educational platform AVAIL had a frequency of two hours, for two days per week. This training took place during the classroom activities at the training center and during the participants’ work-placement, with the support of job coaches. The participants were supported for a total of 96 hours.
Digital tools involved:
- tablets (iPads) used with applications appropriate for the level of skills of the participants
- AVAIL-educational platform, which utilizes the principles of Applied Behavior Analysis (ABA) (audio/video modeling and other prompting) in order to help individuals to acquire skills that are critical to their success and to their independent living, through the utilization of key strategies, task analysis, chaining, prompt-fading and positive reinforcement
- Digital skills: basic skills that include health and wellness, and ICT-AT
- Social skills: communication, adult related, self-related
- Other skills: money management, independent living (navigation in the community, time management, professionalism, advocacy skills), employment skills (team building, job searching, safety at work)
Level of implementation:
Pillars of importance:
- Successful contribution to the implementation of UNCRPD: Article 19 - Living independently and being included in the community (independent living and employment are highly connected for persons with intellectual disabilities), Article 24 - Education, Article 27 - Work and Employment
- Impact: The practice was approved for publication in an academic journal. It provides education using (also) digital means, aiming at successful employment. Two assessment tools were used to demonstrate the acquisition of such skills and evidence-based improvement of their quality of life. Pre-and post-intervention standardized assessments were also used for measuring the improvement in quality of life and adaptive behavior. There was a 3-month follow-up of the five participants, which provided information about the skills acquired. The results indicate increase in the acquisition of the above-mentioned skills, enhanced engagement in learning, as well as increased participants' independence (less need for a job coach). Also, some participants had the chance to acquire additional work experiences after the completion of the curriculum and the work placement. One participant was successful in gaining employment in a restaurant (four days per week), one participant obtained a paid job at a supermarket, and for another participant, the work-placement period was extended for two months. The other two participants were appointed for job interviews at a cafeteria and a restaurant. Two assessment tools were used to SpielDig – Leib und Sölthe acquisition of such skills and evidence-based improvement of their quality of life. Pre-and post-intervention standardized assessments were also used for measuring the improvement in quality of life and adaptive.
- Co-production: Trainers, job coaches, psychologists, young persons with intellectual disability and their families contributed to the implementation and evaluation of the study.
- Innovation: Successful employment contributes to improving the quality of life of persons with intellectual disability. Nevertheless, there is currently not enough empirical research (on a global level) addressing specific strategies and methods for transferring employment skills and providing experiences in real work settings for individuals with intellectual disabilities.
- Prospects: Only partially met: The research delivers useful elements to replicate, adapt or re-design transition programs grounded on evidence-based research and real work experiences. Caregivers, educators and teachers can use the E-IDEAS curriculum, for the needs of young individuals with intellectual disabilities.
- Accessibility and inclusive education: The study addresses job-placement related to the educational needs of young persons with intellectual disabilities.
- Article source https://doi.org/10.1080/17518423.2021.1941373
- Platform used https://availsupport.com/
- Contact info: firstname.lastname@example.org
Traina, I., Mannion, A. & Leader, G. (2021). Transition Program from School to Employment in Youths with Intellectual Disability: Evaluation of the Irish Pilot Study E-IDEAS. Developmental Neurorehabilitation, 25(2), 87-100, https://doi.org/10.1080/17518423.2021.1941373