10.1177/1056789514562152

Vollständiger Abstract

Worum geht es in dieser Arbeit?

BACKGROUND: Within low-income contexts, persons with intellectual disabilities (PWID) are primarily placed within protective workshops, which often fail to successfully transition its members into competitive employment. Supported Employment (SE) has not been fully integrated within Protective Workshops (PW). OBJECTIVES: This paper reports on research that investigated the barriers and challenges PWID, their carers, and vocational service providers within PW encounter when attempting to transition from PW into competitive employment via SE. METHODS: This study used a single-instrumental case study design. Data sources included interviews with PWID, their carers, and vocational training service-providers (n = 14) and the review of relevant policy documents. RESULTS: Findings are presented in four themes, 1) Progressive vocational training support methods and techniques, which highlights the value of teaching technical and life skills in simulated environments, 2) Disparities between what PWID need and what vocational training settings offer, which speaks to PWID's unmet work expectations, 3) Carer compliments, complaints and suggestions speaks to caregivers' challenges and advocacy towards securing appropriate vocational training services that protect disability rights and ensure safety within training and work environments 4) There is room for improvement highlights the issue of fragmented vocational services and the value of intersectoral strategic partnerships towards ensuring access to SE. CONCLUSION: This study reveals an ideological tension between SE and protective workshops, thereby problematising current policy and implementation pathways. It also calls for a reconfiguration of vocational service delivery systems and structures towards more rights-based and person-centred approaches. Four strategies towards improving PWID's transition into SE are proposed.

Abstract: PubMed · Datensatz