Transition Program from School to Employment in Youths with Intellectual Disability: Evaluation of the Irish Pilot Study E-IDEAS

Figures & data

Table 1. Description of projects and programs influencing the methodology design of E-IDEAS curriculum

Project/ Program	Description	Targets	Where implemented	Outcomes	Studies produced	Aspects used in E-IDEAS
PROJECT SEARCH	School-to-work program using a combination of classroom instruction, career exploration, hands-on training, training on the job and supported internship.	• Students with IDD* • Teachers • Employers and employees	• High Schools • Job contexts Implemented in U.S. and 9 Countries.	Program that includes CV, tools and training courses.	Book	The competences identified have been compared with the European Quality Assurance in Vocational Education and Training and used to define the curriculum structure.
IDEAL PROJECT	Preparing teachers to work with students with disabilities through video examples.	• Students with IDD • Teachers	Secondary and post-secondary schools. Implemented in U.S.	Design of modules and videos for training teachers.	N/A	The video materials to support participants during classroom activities.
PROJECT STEP	Transition program integrated into academic programs, including classes for a half day and two or more hours of hands-on skill building employment training at job site.	• Students with disabilities • Teachers • Employers and employees • Families	• High schools • Job contexts Implemented in U.S.	Program aimed to transfer social skills.	Articles	The approach is based on curriculum customization in order to match with needs and preferences of participants.
BRIDGES FROM SCHOOL TO WORK PROGRAM	Aimed to find a job and support mutually beneficial employment relationships between business and workforce.	• People with disability (17–22 years old) • Employers and employees • Teachers • Families	• High schools • Vocational rehabilitation centers • Workforce agencies • Local communities Implemented in U.S.	4,000 employers, 20,000 youths with disabilities involved.	• Books • Guidelines	The idea of matching the workforce needs of local employers with the skills and interests of participants.
OREGON’S YOUTH TRANSITION PROGRAM	Designed to prepare students with disabilities for employment or postsecondary education	• Student with disabilities • Families • Teachers • Rehabilitation personnel • Employers and employees	• Vocational Rehabilitation centers • University • High schools Implemented in U.S.	1500 students and 120 high schools involved.	• Reports • Procedurals manual	Pre-employment supports for preparing to enter the Labor market and adult life
BRIDGE PROJECT	Preparing young adults for the transition from special school to adult life through a work experience program and an individual transition plan.	• Students with ID (16–18 years) • Teachers of special schools • Employers and employees	• Special schools • Job contexts Implemented in Ireland	Provision of independent skills to 50 students with ID and training on the job experience.	Reports	Focus on work experience and aimed to train participants and acquire independent living skills.
ABLE TO INCLUDE PROJECT	Integration of people with ID through innovative applications and new technologies applied to education and employment fields.	• Young adults with IDD • Teachers and professionals	• Leisure and information society Implemented in different EU Countries	Implementation of services, products and training courses for using technology to support learning activities	• Reports • Articles • Academic papers	The use of assistive technology to support learning activities
ATLEC PROJECT	Development of tailored curriculum for training disabled persons in the use of Assistive Technology (AT) for improving their communication skills	• People with disabilities • Teachers • Trainers, careers and tutors • Academics • AT experts and organizations	• Schools • Associations • AT centers Implemented in different EU Countries	Design and piloting of AT curriculum for people with disability and competences framework for using AT	• Reports • Papers • Handbook	Tools as Easy to Read and Simplified Text to improve the communication skills

* IDD: Intellectual or Developmental Disabilities.

Table 2. Description of participants

Variable	Participant
	# 1 M	# 2 F	# 3 K	# 4 M	# 5 G
Demographics
Age (years)	20	19	20	22	19
Gender	M	M	F	F	F
Diagnoses	DS	DS	ID	DS	DS
Level of Intellectual functioning	Moderate ID	Mild ID	Moderate ID	Moderate ID	Moderate ID
Previous job-experience	Yes	No	Yes	Yes	No
Previous job-training experience	Yes	No	Yes	Yes	No

F female, M male, DS Down Syndrome, ID Intellectual disability.

Table 3. List of skills to be transferred

Category	Sub-category	Specific Skills
1. Basic skills	1.1. Health and Wellness	• Care of their own • Follow correct nutritious diet • Follow a healthy lifestyle, stress management • Linking good physical and mental health with personal achievement
	1.2. ICT-AT*	• Basic knowledge of ICT • Turn on and off a computer, smartphone or tablet • Access and manage Apps for supporting learning and work activities • Use technology to locate basic information • Online safety • Basic knowledge of AT • Use of AVAIL platform
	1.3. Money Management	• Counting and sorting of money • Knowledge of basic financial information • Identification of methods of withdrawing and deposit funds
2. Social skills	2.1. Communication Skills	• Use of verbal, nonverbal, written and electronic communication skills • Use of appropriate conversational skills with peers and adults • Identity, express and understanding feelings of oneself and others • Follow and give information • Presentation skills
	2.2. Adult related Social Skills	• Getting an adult attention • Responding to requests from parents, teachers, employers • Working independently
	2.3. Self-related Skills	• Using self-control • Feeling good about her/his-self • Resolve problems with others
3. Independent living skills	3.1. Navigation in the community	• Knowledge of the transportation system • Knowledge of the main signals • Knowledge on how to orientate in the community • Ability to move and travel independently
	3.2. Time management	• Knowledge and understanding of time • Being organized • Ability to plan, prioritize work and setting clear goals • Dealing with unexpected events
	3.3. Professionalism	• Knowledge of appropriate interview etiquette • Ability to keep track of appointment and be on time • Demonstrate appropriate conversational skills with coworkers and customers • Maintaining an appropriate appearance
	3.4. Advocacy skills	• Identify barriers and difficulties in the community • Understand Advocacy and Self Advocacy • Reflect on what it means to be a person with a disability in Ireland • Identify resources and support within local community
4. Employment skills	4.1. Team Building	• Ability to communicate personal needs • Team-building practice • Solve conflicts within a team • Complete assigned tasks, establish procedures, respect a timeline
	4.2. Job Searching	• Develop a personal resume and cover letter • Identify interests, abilities, personal priorities and family responsibilities affecting carrier choice • Identify employment opportunities related to personal employment goal • Identify various sources to use in finding job opportunities
	4.3. Safety at work	• Knowledge of the work-place • Identify safe working practices • Knowledge of personal safety practices

*ICT-AT: Information Communication Technology and Assistive Technology.

Table 4. Modules, didactical units, aims, objectives, activities and materials of E-IDEAS curriculum

Module	Didactical unit	Aim	Objectives	Activities	Materials and tools
0. Warm-up	Introduction	Create a positive environment providing information on activities	1. Introducing him/her-self 2. Creating a welcome environment 3. Establishing positive relationships 4. Understanding of roles 5. Setting goals	• Introduction • Questions and answers for introducing participants • Project presentation • Group discussion on activities • Presentation and practical case on setting goals	• Slides • Worksheets
1. Basic skills	1.1. Health and Wellness	Acquire independence in caring his/her own and recognize the value of maintaining an appropriate standard of personal care and wellness	1. Stimulating care of their own 2. Understanding correct healthy diet and healthy lifestyle 3. Awareness of the relationship between good physical and mental health and personal achievement 4. Ability to plan daily meals and physical activities	• Presentation of personal care skills • Group activity on personal care • Video and group discussion about taking care of your belongings • Group activity on “a list of belongings you need for tomorrow” • Presentation of the Healthy Eating Pyramid • Video on healthy eating • Group activities on “make a list of what you generally eat” • Practical case about how to use a food chart • Group discussion about healthy lifestyle • Questions and answers on nutrition habits • Delivery of “to do list” for a healthy lifestyle • Group activity about correct nutrition diet and physical activities • Practical case: “how to use a physical activity chart?” • Role-play: “how to prepare for going to work”	• Slides • Videos • Worksheets • Charts
	1.2. ICT-AT	Enable participants to acquire a basic knowledge of ICT and AT and recognize the role of technology to find support and help	1. Ability to access smartphone and tablet 2. Using Apps to perform tasks 3. Safety online 4. Using technology searching basic information	• Basic information on ICT • Practical case: “how to turn on and off a tablet” • Questions and answers about smartphone and tablet • Video on what is and how to manage an App • Video and practical case on how to search information on internet • Introduction on AVAIL platform • Group discussion, video and exercise on safety online	• Slides • Worksheets: the use of ICT, searching information on internet, safety online • Videos • App AVAIL
	1.3. Money Management	Enable participants to familiarize with money management and financial issues	1. Ability to count and sort money 2. Understanding of basic financial information 3. Identifying methods of withdrawing and depositing funds	• Group activity and practical case on counting and sorting of money • Provision of basic financial information • Questions and answers on bank account • Video on opening a bank account • Presentation of methods of withdrawing, maintaining and depositing of funds • Video: “how to use ATM, credit or debit cards” • Role plays: “Paying a bill at restaurant and Shop keeper and customer”	• Slides • Worksheets: questions and answer, quiz on bank account, budget money • Videos
2. Social skills	2.1. Communication Skills	Enable participants to acquire communication skills and abilities to follow instructions and give information	1. Demonstrating effective use of verbal and nonverbal communication 2. Stimulating appropriate conversational skills with peers and adults 3. Understanding feelings of oneself and others 4. Ability to follow instructions and give information	• Examples and Videos on verbal and nonverbal communication • Explanation and group activity on how to use different types of communication • Practical case: how to introduce yourself to others • Explanation of the difference between a conversation with friends and a conversation with other adults • Role-play: “say something to a friend” and “say something to other adults” • Exercise: “describe a feeling and the time you felt it” • Group discussion on expressing and understanding feelings of oneself and others • Role-play: “what do you feel when … ”	• Slides • Videos • Worksheet with tips for introducing oneself to others
	2.2. Adult related Social Skills	Enable participants to acquire skills for acting as adults, demonstrate politeness, good manners and working independently	1. Getting an adult attention 2. Demonstrating politeness and good manners 3. Responding to requests from parents, friends, employers 4. Demonstrating confidentiality	• Role-play: “apologize and thank you” • Good manners in everyday life and work • Video on bad manners to avoid • Group activity: example of politeness and good manners • How to work independently • Confidentiality at work	• Slides • Videos • Worksheet with examples for working independently
	2.3. Self-related Skills	Enable participants to use self-control, think positively and collaborate with others	1. Using self-control 2. Thinking positively 3. Collaboration with others	• Group discussion and tips to improve self-control • Role-play: handle stress and thinking positively • Collaboration with others • Video on cooperative spirit • Practical case: solving a puzzle with others • Practical case on collaboration: how to prepare a dish of pasta	• Slides • Videos • Worksheet with examples to improve self-control • List of ingredients for preparing pasta
3. Independent living skills	3.1. Navigation in the community	Enable participants to acquire basic knowledge of the main transport system in the community and ability to move independently	1. Understanding of the transportation system in the community 2. Awareness of transportation signals 3. Ability to orientate in space 4. Safety when moving independently	• Explanation of public and private transportation system in the community • Group activity on how to take a bus or train • Exercise on public transportation • Provision of basic elements about the main road signs • Group discussion and video on road safety • Provision of basic elements to read a map • Exercise on signals and moving independently	• Slides • City map • Timetables of buses and trains • Video
	3.2. Time management	Enable participants to acquire skills to be organized, respect time, prioritize work and deal with unexpected events	1. Awareness of time and reading the clock 2. Ability to manage a personal agenda 3. Ability to plan, prioritize work and setting clear goals 4. Ability to deal with unexpected time-consuming events	• Practical case: how to read time • Exercise and group discussion: “sign your weekly appointment in your personal diary” • Practical case: when to use a personal diary • Exercise on matching time • Explanation and role play: “how to deal with unexpected event” • Provision of basic elements on planning and prioritizing activities • Delivery of table to help setting goals	• Slides • Worksheet with exercise for planning appointments, tasks and activities • Table to set goals • Personal Agenda
	3.3. Professionalism	Enable participants to assume appropriate behavior for sustaining an interview, ability to keep track of appointments, conversational skills and good appearance	1. Awareness of appropriate interview etiquette 2. Ability to keep track of appointments and be on time 3. Demonstrating conversational skills with coworkers and customers 4. Importance of maintaining an appropriate appearance	• Group activity on appropriate interview etiquette • Role-play and tips: “job interview” • Explanation how to keep track of appointments and be on time • Exercise and Role-play on appropriate conversation • Video: topics for small talk • Group discussion: maintaining appropriate appearance	• Slides • Worksheets: preparing a job interview and basic steps to maintain appropriate appearance • Video
	3.4. Advocacy skills	Enable participants to understand the meaning of advocacy, self-advocacy, to identify and face barriers and difficulties in the community, resources and support	1. Understanding the concept of advocacy 2. Stimulating reflection on self-advocacy 3. Ability to identify barriers and supports in the community 4. Stimulating reflection on personal rights	• Explanation of the concept of advocacy • Group activity and video on self-advocacy and decision making • Delivery of examples of barriers in the community, resources and support • Group discussion: difficulties in everyday life caused by barriers • Explanation of fundamental rights • Group discussion and exercise on fundamental rights	• Slides • Worksheets: exercise on the meaning of Advocacy and personal rights • Video
4. Employment skills	4.1. Team Building	Enable participants to communicate personal needs, be familiar with Team-building practice and appropriate way to solve conflicts	1. Ability to communicate personal needs 2. Familiarity with working within a team 3. Stimulating reflection on appropriate way to solve conflicts	• Explanation of the importance to communicate personal needs and make requests at work • Provision of basic elements for teamwork • Practical cases: “express needs and make requisitions”; “let’s create our common fantasy history!” and “let’s try to solve this issue all together” • Video and provision of tips for conflict resolution • Role-play: “appropriate way to solve conflicts at work”	• Slides • Video • Worksheet on conflicts resolution
	4.2. Job Searching	Enable participants to search for job, develop a resume, career priorities and goals	1. Developing Curriculum Vitae (CV) and presentation letter 2. Identifying interests and employment goal 3. Ability to identify sources for finding job opportunities	• Provision of basic elements to develop a CV • Practical case: “create your personal CV” • Group activity: identification of interests and priorities • Explanation how to prepare a presentation letter • Practical case: “examples of employment goals” • Provision of basic elements, video and Role-play on how do you prepare for a job interview?	• Slides • Worksheet for developing CV and presentation letter • Video
	4.3. Safety at work	Enable participants to be aware of personal safety practices at work	1. Ability to understand the main rules at workplace 2. Awareness of working practices 3. Stimulating reflections on personal safety at work	• Group discussion on the importance to respect rules at workplace • Delivery of examples and practical case for being safe in a work placement • Group activity on safe working practices and personal safety • Role-play: “try to explain to others the rules to be safe in a work-place”	•Slides •Worksheet with tips for being safe at work

Figure 1. Scores obtained in the pre and post-test using the San Martín scale.

Figure 2. Scores obtained in the pre and post-test using the Vineland-II scale.