Supported Internships as a Vehicle for Social Inclusion

Autor/inn/en	Hanson, Jill; Robinson, Deborah; Codina, Geraldene
Titel	Supported Internships as a Vehicle for Social Inclusion
Quelle	In: British Journal of Learning Disabilities, 49 (2021) 4, S.433-444 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hanson, Jill) ORCID (Robinson, Deborah) ORCID (Codina, Geraldene)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-4187
DOI	10.1111/bld.12428
Schlagwörter	Internship Programs; Inclusion; Social Integration; Learning Disabilities; Employment Potential; Supported Employment; Foreign Countries; Students with Disabilities; Self Concept; United Kingdom + Suchen Sie Ihr Suchwort? Berufspraktische Ausbildung; Inklusion; Soziale Integration; Learning handicap; Lernbehinderung; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Arbeitsförderungsmaßnahme; Ausland; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Selbstkonzept; Großbritannien
Abstract	Background: Obtaining employment for young people with learning disabilities remains challenging, and people may not be able to experience work that offers them the opportunity for broader and deeper social inclusion. Supported internships (SIs) offer a possible solution to this problem, providing a bespoke, structured study programme designed for students with disabilities. Methods: This paper explores, through an ecological systems approach, the experiences of three graduates, six interns, two job coaches and three colleagues, from a long running SI in a large private-sector organisation that delivers utilities in the midlands in the UK. The organisation has many different departments and interns work in several of these, including the mailroom, reprographics, catering, health and safety, reception, and customer services. The researchers conducted small focus groups and interviews with the participants described above. Findings: Thematic analysis identified three core phenomena of relevance to understanding the relationship between the SI programme and interns' experience of deepened and broadened social inclusion. The first theme illustrated positive changes to interns' and graduates' self-concept (e.g. self-determination) and participation, the second captured accounts of reciprocity in relationships, and the third contained insights into the SI practices that were relevant to improved social inclusion. Conclusions: The SI did lead to the broadening and deepening of social inclusion for interns and graduates. The person-centred ethos of the SI, personalised approaches to workplace adaption and feedback policies were practices that began to emerge as implicated in this impact. Positive developments to self-concept emerged as important in building interns' and graduates' capacities for participation. The study also demonstrated that an ecological systems approach is useful as a basis for conceptualising and investigating changes to the amount and quality of social inclusion, as experienced by people with learning disabilities. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01