Supported Employment for Young People with Intellectual Disabilities Facilitated through Peer Support: A Pilot Study

Autor/inn/en	Kaehne, Axel; Beyer, Stephen
Titel	Supported Employment for Young People with Intellectual Disabilities Facilitated through Peer Support: A Pilot Study
Quelle	In: Journal of Intellectual Disabilities, 17 (2013) 3, S.236-251 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1744-6295
DOI	10.1177/1744629513495265
Schlagwörter	Supported Employment; Intellectual Disability; Peer Relationship; Mixed Methods Research; Interviews; Surveys; Employers; Pilot Projects; Young Adults; Parents; Parent Attitudes; Employer Attitudes; Foreign Countries; Questionnaires; United Kingdom (England) + Suchen Sie Ihr Suchwort? Arbeitsförderungsmaßnahme; Intellect; Disability; Disabilities; Verstand; Behinderung; Peer-Beziehungen; Interviewing; Interviewtechnik; Survey; Umfrage; Befragung; Pilot project; Modellversuch; Pilotprojekt; Young adult; Junger Erwachsener; Eltern; Elternverhalten; Arbeitgeberinteresse; Ausland; Fragebogen
Abstract	The article reports the evaluation of a small-scale-supported employment project in a local authority in England. The study examined whether or not the peer support model could be used to deliver supported employment to a group of young people with intellectual disabilities. We utilised a mixed-method approach involving activity data, family interviews and a postal survey with participating employers. Five families took part in the study. Our findings show that families viewed the project positively, although it was insufficiently embedded in the wider transition planning. The study indicates that the peer support model may represent a useful addition to the conventional supported employment efforts for this population. However, more research is needed to demonstrate the benefits of peer support over and above the benefits of conventional supported employment for young people in post-school transition. In particular, producing a better evidence base on the exact impact of peer support on service users' experiences is recommended. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01