A Real Job - with Prospects: Supported Employment Opportunities for Adults with Learning Difficulties and Disabilities. FEDA Paper.

Autor/inn/en	Hughes, Maria; Kingsford, Margaret
Institution	Further Education Development Agency, London (England).
Titel	A Real Job - with Prospects: Supported Employment Opportunities for Adults with Learning Difficulties and Disabilities. FEDA Paper.
Quelle	1 (1997) 13, (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	1361-9977
Schlagwörter	Access to Education; Adult Education; Adult Programs; Case Studies; Check Lists; Education Work Relationship; Educational Needs; Educational Practices; Employment Opportunities; Financial Support; Foreign Countries; Job Training; Learning Disabilities; Models; National Surveys; Partnerships in Education; Success; Supported Employment; Systems Approach; Vocational Adjustment; Vocational Education; United Kingdom + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Adult; Adults; Adult basic education; Adult training; Erwachsenenbildung; Case study; Fallstudie; Case Study; Checkliste; Educational need; Bildungsbedarf; Bildungspraxis; Berufschance; Beschäftigungschance; Finanzielle Förderung; Ausland; Berufsqualifizierender Bildungsgang; Learning handicap; Lernbehinderung; Analogiemodell; Hochschulpartnerschaft; Erfolg; Arbeitsförderungsmaßnahme; Systemischer Ansatz; Personalanpassung; Ausbildung; Berufsbildung; Großbritannien
Abstract	Effective models for helping adults with disabilities and/or learning difficulties obtain and maintain employment were identified through a research project that included the following activities: collection of background information from 20 providers of support for employment in England and Wales; case studies of a geographically representative sample of 8 of the 20 organizations; and structured interviews with staff from the 8 organizations. The study confirmed that employment and meaningful "work" are key factors in the achievement of adult status by learners with disabilities and/or learning difficulties. It was concluded that although increasing numbers of people with learning difficulties/disabilities are participating in vocationally based education and training, their opportunities to achieve accreditation have not been matched by opportunities for progression into employment. The following were among the factors identified as key to successful supported employment systems: recognition of adult status; support for client and employer; use of "natural" workplace support; use of job and task analysis; regular review of support; individual approach to clients; high expectations; positive marketing of clients' skills; good job match; partnerships with parents and caregivers; and recognition of service by stakeholders. (Appended are a good practice checklist and list of publications/organizations/agencies providing additional information about supported employment in the United Kingdom.) (MN)
Anmerkungen	Further Education Development Agency, Publications Dept., Mendip Centre, Blagdon, Bristol BS18 6RG, United Kingdom (6.50 British pounds).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC