Search

This study aimed to identify the reality of the rehabilitation of people with intellectual disabilities and their employment from the point of view of their parents in the city of Mecca, where a questionnaire was designed as a tool for collecting data, and the sample of the study consisted of (142) parents of persons with intellectual disabilities enrolled in vocational rehabilitation programs in schools of intellectual education and institutes of intellectual education in the Holy City of Mecca, and were selected in a random way. The results of the study indicated that the reality of rehabilitation and employment of persons with intellectual disabilities came at a moderate level. The results showed that the obstacles to rehabilitation and employment came at a high level. The results also showed that there were no statistically significant differences ([alpha less than or equal to]0.05) in the following variables (gender, age, educational qualification), while there are statistically significant differences ([alpha less than or equal to]0.05) attributable to the variable (level of disability) where they appeared in favor of fragile syndrome in the level of reality of rehabilitation and employment, while in favor of Down syndrome in the obstacles that prevent rehabilitation and employment.

Background: People with communication disability after stroke experience low rates of return to vocational roles. Vocational rehabilitation is recommended; however, there are no clear guidelines informing vocational rehabilitation for people with communication disability. Understanding the needs and experiences of this population is critical to improving vocational stroke rehabilitation outcomes. Aims: This study aimed to--(1) investigate the experience of vocational rehabilitation for people with communication disability after stroke, (2) identify gaps and, (3) provide preliminary recommendations for tailored service delivery. Methods: Seven participants with an identified communication impairment following stroke were recruited from a larger clinical trial of early vocational rehabilitation (20% of total sample, n = 34). To address the study aims, a qualitative design was employed. Semi-structured, in-depth interviews were conducted and analysed using thematic analysis. Data were integrated with demographic and intervention audit data to contextualise participant experiences, identify vocational rehabilitation gaps and inform preliminary recommendations. Results: Participants were five men and two women aged 24-69 years whose communication profiles included difficulties with auditory comprehension and information processing, reading comprehension, thinking, executive function and self-regulation, as well as difficulties with verbal and written expression. Vocational rehabilitation was perceived as beneficial but participants identified gaps including limited access to psychological and peer-based support during early rehabilitation, limitations to accessing specialist vocational rehabilitation programs, barriers to accessing ongoing rehabilitation after resumption of vocational activity, and limited preparedness for the degree of impact that their communication changes had on execution of vocational roles and responsibilities. Conclusion: Vocational environments are communicatively demanding and people living with acquired communication difficulties face a range of vocation-related participation barriers even when communication difficulties are mild. Greater emphasis on evaluating the vocational communication environment and targeted communication training and preparation for colleagues within the workplace is recommended to reduce barriers faced. Interdisciplinary rehabilitation, inclusive of psychological care, may support working-age stroke survivors to recognise and acknowledge changes in their communication function, lead to improved engagement in the rehabilitation process, and ensure early identification of factors likely to influence successful return-to-vocational activity.

This study analyzes the relationship between the employability competencies acquired after completing an employment training program at university and the subsequent access to employment of young people with intellectual disabilities. To do this, the employability competencies of 145 students were analyzed at the end of the program (T1) and information was gathered on their career path at the time of the study (T2) (n = 72). Sixty-two per cent of the participants have had at least one job since graduation. Job competencies increase the probability of accessing and retaining employment in students who graduated at least 2 years before (X[superscript 2] = 17.598; p < 0.001; r[superscript 2] = 0.583). These results compel us to complement employment training programs with new opportunities and greater job accessibility.

Inclusive Postsecondary Education (IPSE) programs offer students with intellectual disabilities (ID) the opportunity to enhance academic, career, and independent living skills, with the ultimate goal of preparing them for meaningful employment. Given the significance of such programs and their rapid growth across the country and in Florida, an ongoing examination of the progress, challenges, and support needs of IPSE programs is crucial. To extend current research efforts at the state level, two focus groups (n = 12) were conducted representing 11 of Florida's IPSE programs and one state agency to explore the experiences of IPSE programs in Florida. Four major themes were generated following thematic analysis of data: the need for preparing students and families for postsecondary education environments, the types of support Florida's IPSE programs have received, the major barriers IPSE programs are currently facing, and finally, what IPSE programs need in the future to continue to support students with ID. Findings from this study offer significant insights into the current status and needs of Florida's IPSE programs and serve to inform the work of disability resource providers, and the creation, expansion, and sustainability of IPSE programs across the state.

Inclusive postsecondary education (IPSE) programs provide new opportunities for individuals with intellectual disabilities (ID). Despite advances, prior research has found that postsecondary education access is inequitable, and therefore it is necessary to evaluate whether advances in IPSE programs have benefitted all individuals with ID. An analysis was conducted utilizing the Vocational Rehabilitation (VR) 2018 Case Service Report (RSA-911) to determine the over- or under representation of minoritized students in the population of individuals with ID pursuing postsecondary education. Results indicated that while women, Asian and American Indian students were significantly over-represented, Black or African American students were under-represented. In addition, students from low socio-economic backgrounds, homeless students, and foster care students were all significantly under-represented. Implications for research, policy and practice are provided based on these results.

An educator's competence influences the implementation of evidence-based education and the overall quality of social and health care. This study aimed to identify distinct competence profiles from Finnish social, health and rehabilitative care educators, as well as describe which personal and professional characteristics influenced belonging to a certain profile. Data were collected from 28 educational organizations located throughout Finland using the Health and Social Care Educators' Competence instrument. The survey was answered by 422 educators. The performed K-means cluster analysis identified three distinct educator competence profiles, which differed in terms of self-assessed expertise in various competence areas and certain background characteristics. The results highlight that educational institutions should concentrate on refining the digital competence of educators, which requires networking, collaboration, and work-related pedagogical competence. The differences in evaluation identified for the three profiles demonstrates that more experienced educators should mentor their less experienced counterparts to ensure a high quality of education.

Physical educators, including adapted physical educators, are often called upon to advocate for their students with disabilities, their physical education programs, or themselves to affect change in practice or a student's Individualized Education Program. These advocacy efforts are most effective when physical educators are knowledgeable about educational policies and legislative mandates, and how they can be applied to individual situations. This article provides key terms and reviews federal laws that impact physical education service delivery across the United States. Additionally, U.S. Department of Education policy letters and guidance documents from national organizations that support physical education and sport for students with disabilities are reviewed. Finally, the article presents common situations related to physical education along with resources stakeholders can use to address issues and advocate for physical education and extracurricular athletics for their students with disabilities.

Individuals with disabilities are less likely than their peers without disabilities to be employed or enrolled in postsecondary education. Even with federal legislation efforts designed to provide targeted supports to this population, the discrepancy persists. Students with disabilities who attend schools in rural settings may experience additional barriers to employment and postsecondary enrollment not faced by those in urban and suburban locales. This article reviews post-school outcomes and barriers that youth with disabilities in rural areas may encounter. These may include concerns related to transportation, limited opportunities, and varied perceptions on the value of higher education. In addition, special educators in rural schools may have limited training opportunities and a wide range of position responsibilities that require expertise in many areas. Then, to help address these discrepancies, strategies to support students and improve services are presented in four broad areas, including (a) augmenting teacher training and practice, (b) partnering with vocational rehabilitation, (c) improving public policy, and (d) leveraging the strengths of rural communities.

An in-depth literature review was conducted to identify the skills, behaviors, expectations, and experiences (SBEEs) associated with employment, further education, and independent living for students with significant cognitive disabilities following high school. Analysis of 53 quantitative and qualitative studies identified 103 specific SBEEs associated with post high school outcomes. We then clustered the SBEEs into 10 constructs. We present the constructs and representative SBEEs, discuss implications for their use, and identify next steps needed to develop a new research-based transition assessment for students with significant cognitive disabilities associated with positive post-school transition outcomes.

Supported employment (SE) and customized employment (CE) are vocational rehabilitation services designed to assist job seekers with significant disabilities to find meaningful competitive integrated employment. We conducted an analysis of Rehabilitation Service Administration (RSA-911) data for fiscal years 2017-2020 to determine the outcomes at the exit for individuals receiving SE and CE services. Specifically, we examined (a) what occupations, according to the Standard Occupational Classification (SOC) system, are individuals obtaining after exiting from state vocational rehabilitation SE and CE services, (b) if there is a difference in occupational types at the exit for individuals who receive SE and CE services, (c) if there is a difference in hourly wages and hours worked at the exit for individuals who receive SE and CE services, and (d) if there are differences in wages, after controlling for sex and race at exit for SE and CE service recipients. Results indicated most individuals receiving SE and CE services exit into three broad SOC code categories: "Food preparation and servicing related," "office and administrative support," and "building grounds cleaning and maintenance" occupations. Proportional differences suggest that individuals receiving CE are exploring a wider range of occupations compared with SE. There was a significant difference in wages between SE and CE but no difference in hours worked between SE and CE service recipients.

Employment has historically provided a person with value and the ability to live a self-determined and independent life. Interagency collaborations have been found to play a key role in promoting employment for those with special needs. However, there is little research on identifying the needs of the field for collaborations between vocational rehabilitation and educational agencies. We conducted a series of eight focus groups in a large state in the United States and identified needs from educators and vocational rehabilitation counselors. Participants regularly noted that they needed increased collaboration and a need for additional training and education for all stakeholders. They also identified many barriers to this increased collaboration and training, including access to the community that they served, limitations on time for training, collaboration, and access, challenges in communication, including language limitations and trust, and limitations around the support that they received. On the other hand, they often felt supported by their administration, and, when collaboration was possible, their co-workers and external providers served as great resources.

Racially and ethnically diverse youth with disabilities receiving Supplemental Security Income (SSI) benefits were randomly assigned to usual services, including available school and vocational rehabilitation (VR) transition services, or enhanced case management and transition services through the Wisconsin Promoting Readiness of Minors in SSI (PROMISE) federal demonstration grant. A hierarchical logistic regression analysis demonstrated increased age, being African American, having a psychiatric disability, and transition services predicted higher youth employment rates. However, enhanced PROMISE transition services were no longer significant in the presence of VR services, suggesting the effect of enhanced services was mediated by increasing engagement in VR. Limitations and implications are discussed regarding the relationship between school and state VR transition services and postsecondary competitive integrated employment outcomes.

Background: Workplace inclusion contributes to job satisfaction and innovation. Integrating people with disabilities (PWDs) improves productivity, morale, creativity, problem-solving, and commitment. Previous evidence revealed that employers are ambivalent about integrating PWDs. There remains a paucity of literature that examines demand-side employment practices of integrating PWDs in the workplace. Objective: The present study comprehensively reviewed the demand-side employment literature to identify existing practices used to improve the integrating PWDs in the workplace. Methods: A scoping review was employed. Articles were retrieved from PsycInfo, Academic Search, Web-science, American Business Index, and ProQuest Dissertations & Theses Global and published in English from January 1985 to August 2017. Findings: The scoping review yielded 19 articles. Three themes were identified as common and effective employer practices, including (a) policy and allegation, (b) internal and external partnerships, and (c) organizational top-down management diversity support. Conclusion: The findings of this scoping review provide collective information for integrating PWDs in the workplace. Findings shed some light on employer and rehabilitation counselors to engage and assist employers in promoting an inclusive workplace climate.

Objective: The purpose of this study was to provide an overview of the current literature regarding the vocational rehabilitation services found effective in promoting employment among transition-age youth with disabilities as well as identifying factors affecting the effectiveness of those services. Methods: This study utilized the Preferred Reporting Items for Systematic reviews and Meta-Analyses Extension for Scoping Reviews (PRISMA-ScR) guidelines to theoretically and methodologically ground the systematic review. Through a three-stage filtering process, 35 studies were identified that helped identify common and effective vocational rehabilitation services for transition-aged youth. Findings: Three major themes were observed in the review of literature: validated vocational rehabilitation services, vocational rehabilitation counselor factors, and demographic variables. Conclusions: Additional research is needed in the role of disability severity as a variable of successful service provision. Further identifying successful vocational services for varying levels of disability severity will provide vocational rehabilitation consumers with more individualized options and has the potential to increase positive case closure rates. Lastly, research indicated a need for continued training of VR counselors to ensure they are meeting the needs of their consumers.

Background: To improve employment outcome, systematic research that is based on demandside needs is needed to clarify how employer practice factors can affect customized training efforts. Objective: The purpose of this study is to report the results of a scoping review to identify the best employer practices that are used to improve customized training efforts and results for people with disabilities in the workplace. Method: A scoping review of demand-side employment literature was conducted. Five databases were searched for articles published between 1985 and 2017. After filtering articles based on the search criteria, the final number of articles included in the analysis was 27. Findings: We identified three key themes related to customized training efforts. These include: (a) employment support, (b) work values, and (c) employment temperature. Conclusion: The findings of this scoping review provide valuable information for disability employment professionals and rehabilitation counselors to engage and assist employers in relation to customized training efforts.

Using administrative data from Maine to quantify the effect of vocational rehabilitation (VR) services on employment outcomes for transition-age youth with disabilities, we exploited the variation in VR counselors' propensity to develop Individualized Plans for Employment (IPEs) for VR youth as an instrument for service receipt. We found that among the estimated 36 percent of VR clients on the margin of service receipt, having an IPE implemented increases quarterly employment rate by 15.4 percentage points and quarterly earnings by $1,442 (2018 dollars). We found heterogeneous program effects with individuals 18 or younger benefiting significantly more than those older than age 18 at the time of VR application. We estimate the annual real rate of return to be 10.2 percent for two years after VR case closure.

Mental disorders threaten the chances of finishing secondary school and can hinder the school-to-work transitions of afflicted youths. Earlier onset depression predicts the chronicity, recurrence, and severity of episodes throughout life. Using rich, objective mental health data and a battery of variables covering personal and family characteristics, we investigate the impact of Norway's vocational rehabilitation programmes on youths aged 18-23 who are registered as unemployed. Our results indicate that the impact vary with mental health in adolescence, a variable often unavailable in such analyses. Separate analyses for age group 19-21 and 20-23 show that the younger ones with previous diagnosed mental disorders were likely to pursue further education after participating in programmes providing work practice; those with no earlier diagnosed mental disorders were prone to pursue ordinary education after completing a training programme. For the older age cohorts, aged 20-23, vocational rehabilitation programmes seem counterproductive, irrespective of programme type and of whether they were diagnosed with mental health problems in adolescence or not.

Many adults above 40 with autism spectrum disorder (ASD) have not been diagnosed or were diagnosed late into adulthood. Furthermore, those diagnosed may have limited community resources and assistance in adult life. The objective of this systematic review is to identify the current discourse on this topic and to identify voids in research and resources. An overview of ASD is presented, along with information on co-occurring conditions, services provided to adults with ASD, and considerations for employment, independent living, and social integration. A discussion of the challenges and solutions to the barriers faced by adults with ASD is provided. In addition, the paper provides a list of recommendations to assist vocational rehabilitation practitioners in better serving this population.

With the establishment of Second Chance Schools (SCS) inside Greek prisons, a more systematic and integrated effort was made for the overall development of trainees. Many studies have been conducted regarding the work that SCS provide. For this reason, a systematic review of the relevant bibliography and a compilation of the findings of the studies realized between 2006-2018, regarding the evaluation of the educational program provided by SCS in the prison, was considered appropriate. The results demonstrate that all inmate trainees evaluate SCS positively, concerning the educators, the school climate, the curriculum that incorporates subjects that cater for their educational needs, the active teaching techniques and flexibility in syllabus. On the other hand, trainee inmates make negative judgments about the organizational part mainly, while in the curriculum they point out some failures and deficiencies, especially in relation to their future professional reintegration.