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Background: People with intellectual disabilities may find difficulties in their school-to-work transition. The current study aimed to determine which factors have been investigated and which are relevant to this transition process. Method: A systematic review was undertaken using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines and included studies published between 2011 and 2023 on initiatives that facilitate the school-to-work transition. Results: Four broad types of interventions were encountered: career and vocational guidance, training for the development of key competencies, school-based transition programs, and work-based learning. Most studies were quantitative and included key competencies in training activities that focus on specific skills that facilitate the school-to-work transition process. Conclusions: In order to enable the continuity of processes related to school-to-work transition and to improve inclusive employment and social skills for people with intellectual disabilities, there is a clear need to collect initiatives across countries. [ABSTRACT FROM AUTHOR]

This investigation explored the use of the Internet in Spain by young adults with intellectual disability who were active Internet users, as well as their perceptions and those of their relatives about the Internet's potential benefits and risks for this population. Additionally, this study explored changes in these perceptions and the Internet use during the home confinement due to the COVID-19 pandemic. A sample of 35 young adults with intellectual disability and one of their relatives, respectively (i.e. 35 relatives), completed an online survey during May 2020. Results indicated that young people with intellectual disability are aware of the potential risks to a limited extent. In addition, the participants with intellectual disability increased their Internet use and their perception of its benefits during confinement. However, their relatives gave greater importance to the potential risks, but scarcely supervised young adults with intellectual disability when accessing the Internet. We conclude that, beyond computer literacy and web access skills, young people with intellectual disability may need further training on how to identify and deal with the potential risks of the Internet use, and how to maximise its potential benefits. We also highlight the need to provide their relatives with more educational resources. [ABSTRACT FROM AUTHOR]

This study provides evidence on the impact of including warm messages in elaborated feedback. These messages are aimed at the motivational process that can be mobilised by feedback and that which can condition its reception and the way students face the task (post-feedback behaviour). In a task where secondary school students had to learn a new strategy for improving their reading skills in a computer-based environment, we compared the use of elaborated feedback with the use of elaborated feedback enhanced with motivational messages (warm elaborated feedback) and a control condition (without feedback). The results showed that students receiving warm elaborated feedback revisited the text more often than those receiving only the elaborated feedback, and that both groups revisited the text more than the control group. This finding suggests that controlling the motivational aspects in feedback messages may increase the effectiveness of elaborated feedback. [ABSTRACT FROM AUTHOR]