Job skills, supported employment and workplace training.
Kun Zhou, Rongcheng Chen, Xinchao Liu, Shuting Li, Jun Cao, Yi Xu
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Laura Mudde, R. Colin Reid, Rachelle Hole
What it found: Qualitative reports from youth with IDD and their parents/carers in the Impact Project highlighted confidence, social connections, and job readiness as important to youths’ employment experiences and outcomes.
Why it matters: Vocational teams can use these perspectives to include confidence, social connections, and job readiness alongside job-specific skills when planning training for youth with IDD.
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Kayla J. Jenssen, Jessica E. Van Stratton, Lauren Banks
What it found: Four young adults with IDD learned daily living and job-related skills through remotely delivered, self-directed video prompts, each completing 100% of steps for at least three skills across three consecutive sessions with prompts alone and showing generalization and maintenance.
Why it matters: Teaching learners to access video prompts may support daily living and job-skill instruction remotely, although this study included an initial in-person technology training session.
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Charles Raphael
What it found: A survey of 350 youth graduates and 150 employers in Tanzania found stronger preparation in technical than soft and green skills, with all three skill areas positively associated with decent employment.
Why it matters: Staff supporting employment transitions can consider soft and green skills alongside technical training when planning job preparation, although this survey did not test a teaching intervention.
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George Afeti
What it found: This thought piece argues for tailoring employment-oriented training in Africa to young people's educational backgrounds, with advanced technical training for those with foundational skills and apprenticeships for those with limited schooling.
Why it matters: For staff supporting employment preparation, it highlights the importance of matching training to learners' existing skills and local job opportunities rather than using a single pathway for everyone.
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Jill Bezyak, Fong Chan, Timothy N. Tansey, Jia-Rung Wu, Kanako Iwanaga, Deborah Lee
What it found: This review synthesized disability-employment research into lessons on employer stigma, legislation, inclusive company characteristics, workplace policies, and bias training for human resource professionals.
Why it matters: Staff supporting employment can use these lessons to guide employer engagement and training aimed at reducing hiring barriers and improving workplace inclusion for people with disabilities.
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Angelica Downey, Charles Dukes, Kelly B. Kearney, Rangasamy Ramasamy, Ayse Torres, Gwendolyn Carey et al.
What it found: Using a multiple probe design, the study found that covert audio coaching through a two-way radio increased on-topic workplace communication exchanges for all participating college students with intellectual disability during office internships.
Why it matters: Practitioners can consider discreet, real-time audio coaching to support workplace conversations for adults with intellectual disability in community employment settings.
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Rae Morris, Jennifer Christianson-Barker, Tim Stainton, Rachel Mills, Monica Schroeder, John Cox et al.
What it found: An online survey of 149 self-advocates, employment specialists, and employers across Canada described experiences with recruitment, hiring, workplace integration, and performance management for people with intellectual disabilities.
Why it matters: These perspectives can help ABA staff consider employment practices when planning supports for obtaining and maintaining paid, competitive work.
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