GUIDED EMPLOYMENT - RIGHTS AND OPPORTUNITIES FOR PEOPLE WITH INTELLECTUAL DISABILITIES

Abstract

According to the Act Concerning Social Care of Mentally and Physically Handicapped Persons (7), people with moderate and severe ID become entitled to allowance at the age of majority and they continue to receive it throughout their life. According to studies from other countries, they face the difficulties in employing persons with SN too, even after successful completion of education (10-12). [...]the majority of children included in the specialised institutions are those with more complex disabilities, which requires more attentive and professionally guided education process and rehabilitation treatment (19).\n 4.

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Abstract

Introduction: People with intellectual disabilities (ID) are often excluded from the labour market and face many obstacles on their way to employment.

Aim: The main aim is giving the persons with ID a possibility to participate in occasional employment, providing them suitable work skills, sustainable knowledge and competencies, as well as suitable skills for more active life.

Materials and methods: We analysed 90 evaluation questionnaires (filled out by students, mentors, parents and craftsmen), during a 3-year project (September 2013 - October 2015). The Spearman Correlation Coefficient and Chi-square test were used for statistical data analysis.

Results: We determined the level of satisfaction expressed by parents, mentors and students, related to guided employment (χ^sup 2^ = 1,07; p > 0,05; χ^sup 2^ = 0,04; p > 0,05;χ^sup 2^ = 0,04; p > 0,05). Workshops were balanced with theoretical and practical content (χ^sup 2^ = 16,58; p < 0,05).

Mentors, parents, students and craftsmen expressed similar opinions in regards to the success of individual workshops (it depended on the type of workshop); mentors (χ^sup 2^ = 16,76; p < 0,05); parents (q = 0,99, p < 0,05); students (q = 0,55; p > 0,05), craftsmen (q = 0,79; p < 0,05). Craftsmen were willing to accept students with ID even without adapting the working conditions or state incentives (χ^sup 2^ = 3,34; p > 0,05).

Conclusion: Implementation of selected workshops, related to guided employment showed that employment of people with ID is possible under professional guidance of mentors.

Keywords: guided employment, students with intellectual disabilities, workshops

Introduction

In the modern society we can observe the growing process of integration of all population segments (1). The European Agency for Development in Special Needs Education in its documents highlights the role of inclusive education (2, 3). There is a growing need for integration in all levels of education (4), training and employment, as well as for cooperation between various institutions (5). In our case study this cooperation involved economic sectors and craft activities from the local environment of Vipava valley, which, due to its natural conditions (mild climate, not extremely hot summers, plains and hills), has good conditions for the development of agricultural and horticultural production. The project of occasional guided employment was designed by the institute Cirius Vipava, for the population educated in adapted, special education programme. The institute was founded 50 years ago with the aim to provide education and training for students with ID and motor disabilities. Additionally, the implementation of prescribed curriculum includes complementary medical-therapeutic activities and programmes (basic medical care, therapeutic programmes, hydrotherapy, hippotherapy, sensory-motor integration, art therapy).

Guided employment was elaborated for students with intellectual and multiple disabilities (motor disabilities, speech and language impairment, visual impairment, hearing impairment and other sensory and perceptual impairments), educated at the institute, who do not continue their education. For this reason, the institute Cirius elaborated the project of guided employment for students with intellectual and multiple disabilities, who are educated at the institute and have capacity to do something more (they need to have the encouragement and the opportunities provided by the immediate surroundings). In Slovenia, education of children with special needs (SN) is regulated by the Placement of Children with Special Needs Act (6). The current Slovenian labour legislation does not provide forms of employment for people with severe ID who cannot continue their schooling in short-term vocational programmes. The law defines people with ID as people with mild, moderate and severe ID (6). According to the Act Concerning Social Care of Mentally and Physically Handicapped Persons (7), people with moderate and severe ID become entitled to allowance at the age of majority and they continue to receive it throughout their life. This financial support helps them to cover their life expenses, but at the same time, it makes it impossible for them to participate in the open labour market, since they cannot register to the Employment Service (8) as potential jobseekers. Employment of people with disabilities is governed by Vocational Rehabilitation and Employment of Disabled Persons Act (9) which is mainly applied to disabled workers who are able to perform professional work. The law provides vocational rehabilitation services, with the aim to prepare persons with disabilities for a suitable job. The rights contained in this Act, however, are less focused on the needs of people with severe ID.

According to studies from other countries, they face the difficulties in employing persons with SN too, even after successful completion of education (10-12). Despite a suitable qualification, persons with SN are often unsuccessful in finding a job. (13). However, there are different forms of social entrepreneurship in our country, but they do not include all vulnerable social groups. Social economy includes foundations, non-profit associations, social enterprises etc., founded by private initiative, producing market and non-market services. They are based on solidarity and operate according to democratic principle of participation of all members; the profit is not distributed among owners or founders (14). In Slovenia, social entrepreneurship has been present since the early 1960s and it now employs at least 50 percent of people with disabilities (15). Employment is intended for those people with disabilities who, due to their limitations, cannot be employed on the open labour market (16). The growing role of social economy in the society is indirectly reflected in the transfer of jurisdiction over the social entrepreneurship from the Ministry of Labour, Family, Social Affairs and Equal Opportunities to the Ministry of Economic Development and Technology (17).

The project of guided employment - its role and the reasons for it

In Slovenia there is a growing trend of inclusive education, since an increasing number of children with SN have been integrated into the mainstream primary school programmes (18). Consequently, the majority of children included in the specialised institutions are those with more complex disabilities, which requires more attentive and professionally guided education process and rehabilitation treatment (19). Due to the increasing need for integration of people with SN, the institutions are focused on its facilitation by means of mobile educational services (20, 21) and implementation of project work. These trends are encouraged by the Ministry of Education, Science and Sport (the Ministry) which allocates additional funds to the institutions for promoting integration of students with SN. Due to the increased number of young people who, after the formal education, do not continue their studies or get employed, the Ministry supports the project of guided employment model (22), intended for socially vulnerable groups, including persons with intellectual and multiple disabilities.

In the last decade the institute Cirius Vipava has noticed that a small number of children with mild ID continue the lower vocational education (23). The most significant reasons for that we have observed are: the type and the complexity of multiple disabilities of children who do not continue their education, even if they have the necessary intellectual capacity; exercising the rights deriving from the Act (6); other reasons associated to multiple disabilities (motor and cognitive). The institute's expert services (psychologists, social workers, teachers, medical workers) note that sometimes, in a generation of children with ID, there are children who would be able to participate in occasional employment but do not continue their education (21).

Due to the difficulties with social integration and conditions of employment, CiriusVipava elaborated a model of guided employment for persons with intellectual and multiple disabilities, educated at the institute, who do not continue their education in the programme of lower vocational education. Its aim is to improve their social and work skills. For this purpose, the institute applied for funding from the European Social Fund (22) (Human Resources Operational Programme). The model provides practical training for occasional employment and includes contents related to active leisure time. The Ministry has chosen two institutes (one being Cirius Vipava), with two separate models of employment for persons with intellectual and multiple disabilities.The model designed by CiriusVipava is oriented towards the local environment. The other institute (assisting mainly persons with motor disabilities, without ID) focused on elaborating a modular model, divided in social pedagogical part (tutorship program) and social rehabilitation part (implementation of individual transition plan for employment or further education) (13). The results of the guided employment projects, designed by the two institutes, were included in the Ministry report to the governing body - Government Office for Development and European Cohesion Policy (24) and in preparing the ground for a new tender for increasing social integration of vulnerable population groups. The base for the new projects will target development of additional skills for persons with SN, facilitating their employment, giving them a possibility to put the newly acquired skills into practice (25).

Guided employment - organisation of project workshops

With this project, Cirius started elaborating an innovative model of supplementary education and guided training for older students. Within the project young people try themselves in occasional employment under professional guidance of mentors, and they enter the adapted labour market through supplementary education. Students with multiple disabilities, included in the project, are guided into adapted, occasional forms of employment through supplementary education and training. In that way they have more equal opportunities compared to the other potential job seekers on the adapted labour market. The project involved different economic activities, typical for Vipava valley. Some of them depended on the season and were related to agriculture, viticulture and fruit cultivation. The project was organised in 10 workshops with different contents.

Aims and purposes

The model of guided occasional employment was designed by CiriusVipava to give students an opportunity to try themselves in selected craft or agricultural activities, obtaining:

suitableworkknowledge, abilitiesandskillsneededforoccasionalemploym ent in thelocalenvironment (the Vipava valley), suitable skills for a more active life (occupation inside the institute; in their home surrounding; during their free time)

sustainable knowledge and competencies (educational, work, social, peer to peer, etc.) based on students' disabilityandtheopportunities provided by their social environment.

Methods

Instruments

Evaluation questionnaires, composed of 14 open and closed questions, were filled out by 90 participants. The questions were related to:

- expectations regarding the guided employment (fulfilled, unfulfilled, above expectations)

- expectations regarding the execution of single workshops (fulfilled, unfulfilled, above expectations)

- organization, execution and contents satisfaction (responses from 1 - dissatisfied to 10 - extremely satisfied)

- whether they consider single workshops to be interesting (yes, no, giving reasons)

- whether a workshop provided them with new knowledge, skills, practical experience, occupation; gave them a possibility to socialize and to actively spend their free time

- the desire to continue the experience of guided employment (yes, no)

- whether they consider the number of hours sufficient or not

- whether they consider workshops flexible in implementing contents, in adapting them to students' needs; whether they would work with students or craftsmen participating in other workshops (yes, no, giving reasons)

- possible difficulties with guided employment (lack of information, methods of implementation, duration, help received, selection; without difficulties)

- importance of workshops for guided employment (all 10 workshops listed)

- suggestions for new contents (open question)

- practical value of workshops (open question)

- whether they consider the experience useful for guided employment (yes, no)

- whether they consider guided employment useful for major social and work integration (yes, no).

The project involved 23 students (14 girls and 9 boys); 19 of them were educated in special education programme (18 with moderate and 1 with severe ID) and 4 in adapted education programme with lower educational standards (with mild ID). Besides ID, 17 students had a motor disability (5 had mild, 4 had moderate and 8 had severe motor disability); 6 students were without motor disability. The project included 27 professional workers, 16 parents and 24 craftsmen.

Guided employment (September 2013 - October 2015) was organised in 10 workshops. They were linked to different seasons and seasonal work. Students' participation was based on psychological testing, mentors' suggestion, parents' consent (evaluation of how they function in institutional and home environment); with regard to their interest.

Statistical methods

For the research purposes, questionnaires with a multi-level rating scale were analysed. We used the Spearman Correlation Coefficient (SCC) and Chi-square test. In questionnaires with a 10-level scale, where the majority of the answers were rated as nine or ten, we used all the rates up till the eight level as first category (unsatisfied to satisfied) and the rates of the ninth and the tenth level as second category (very satisfied to extremely satisfied). The same method of classification was used for the answers on the multi-level rating scale. All the evaluation questionnaires used for testing the hypotheses were analysed. Students were given an evaluation paper in order to verify their satisfaction with the execution of guided employment. The efficiency of guided employment was evaluated by the mentors after the completion of each workshop. They evaluated students and workshops on the basis of observation checklist (performance, level of autonomy, level of portability of knowledge and skills). The selected method of evaluation was used to obtain the views of all participating mentors, with regard to their role (different mentors participated in each workshop at the same time, having different roles: e.g. leader, assistant, support member); and due to the extent of individual workshops (number of hours).

Hypotheses

The following hypotheses were formulated:

H1: There is a significant difference in students', mentors' and parents' satisfaction with the implementation of the model of guided employment.

H2: Workshops with diversified contents were interesting to students and they enabled them to acquire new knowledge.

H3: Guided employment depends on the type of workshop.

H4: There is a correlation between mentors' and parents', mentors' and students', students' and craftsmen's opinions in regards to the importance of individual workshops for guided employment

H5: There is a correlation between the participation of craftsmen in guided employment and the government and local subsidies.

Results

The Chi-square test was used for hypothesis testing. The first hypothesis was rejected. The results show that there is no statistically significant difference between the students', mentors' and parents' answers (Table 2, 3 and 4). They evaluated their satisfaction with the project equally, more or less.

The second hypothesis was confirmed (Table 5), as the difference resulted statistically significant.The results showed that all the workshops' contents were varied and interesting enough for students to provide them with useful and practical knowledge, needed for occasional employment.

The research confirmed the third hypothesis (Table 6); there is statistically significant difference. Mentors believed that successful inclusion of students in guided employment depends on the type of workshop (individual craft activity, type of work at the institute, etc.).

For testing the fourth hypothesis (Table 7) we used SCC (we calculated the range of correlation). We determined a correlation between individual workshops and their importance for guided employment, which is why the fourth hypothesis was accepted. We established a correlation between opinions expressed by students and mentors; students and craftsmen; mentors and parents. They all considered the type of workshop as an important element for successful implementation of guided employment.

The fifth hypothesis was not confirmed (Table 8). Statistically reliable correlation was not established, which indicates that the craftsmen are willing to accept students with ID regardless of financial or other incentives provided by the state (tax relief, accessibilityof the premises, work process adaptations, adaptation of individual work phases).

Discussion

The results show that the workshops provided students with necessary knowledge and skills for individual work and employment.We determined a high correlation between the answers given by students, mentors and parents. They all expressed high satisfaction with the project and positive expectation for its continuation. The selected workshops had suitably varied contents and were interesting enough to satisfy students' different interests. They provided them essential (particularly practical) knowledge, as well as basic theoretical knowledge. Mentors, as the main evaluators, believed that varied forms of workshops provide students with sufficient knowledge and motivation for guided employment. Mentors' different roles in the workshops allowed a "reasonable criticism" regarding the selected work forms. They expressed the same opinion on efficiency of guided employment and acquisition of necessary knowledge, after they monitored the selected work forms and evaluated them appropriately. The contents were related to selected craft and other activities. The most suitable workshops were those with activities which the students were already familiar with and those which (due to different motor disabilities) facilitated necessary adaptations (household, agricultural, some secretarial tasks and individual craft activities).The selection of workshops is similar to other programmes of social economy, the latter not being limited to one sector alone. It usually includes integration of work and social services, health care, insurance, agriculture, food supply, education, culture and sports, and is based on ethical principles (26). We established a high similarity in opinions expressed by students, parents, mentors and craftsmen in regards to the choice of workshops. They all believed they were suitably selected and carried out, providing students' active participation. The social net that was created through the model of guided employment is part of the social capital which provides major interaction between people, promoting participation, providing new information, helping develop social skills and enhancing personal growth (13, 27, 28). A comparable international study (10) provides a detailed analysis of 10 social indicators of employment of people with disabilities and presents an overview of 40 innovative practices from 82 countries. The study proves that, as in the selected Slovenian model, it is possible to address the problem of employment and training of people with disabilities in the capitalist society efficiently. The selected model of guided employment is particularly encouraging as the craftsmen involved in the project proved willing to accept students, regardless of the prospected financial or other incentives provided by the state or the local community. Topicality of guided employment of persons with intellectual and multiple disabilities finds its confirmation in the international study (29) which specifically exposes the urgency for an adequate financial support for employing these persons. Occasional employment of people with ID enables them to obtain major social inclusion.

The results obtained in the project are difficult to compare with forms of guided employment related to social entrepreneurship. The present study presents the original model of guided employment for students with ID who are still integrated in the mainstream primary school education, whereas social entrepreneurship include people with disabilities after completion of their formal education or further studies, as well as people who have already had some work experience (16). The results can, however, be confronted with the model of employment, designed by the other institute chosen by the Ministry of Education. It contains the preparation of transition employment plan (for a single person) in the form of social entrepreneurship (13) and is focused on a creative activity (photography).

Conclusion

The European Agency for Development in Special Needs Education underlines the right of students with SN to have an appropriate education and employment, which was realised within the project of guided employment (30). The success of the selected model of guided employment, involving students with intellectual and multiple disabilities, can be found in the research (11) which touches the real social relations and empirical position of socially vulnerable persons at the beginning of the 21st century. It exposes a new concept of inclusion of children with SN, less discriminatory, providing more social and educational integration. Additionally, it suggests the countries to facilitate the process of employing persons with disabilities. Guided employment, providing theoretical and work based experiential learning, offers more opportunities for integration into immediate social and work environment. In such guided manner students acquire knowledge about working conditions and types of employment, which also gives them a possibility to have more equal life opportunities. The results of the project can be helpful to all participants and indirectly to a wider social community in considering occasional employment of people with ID as part of social integration and respect for the diversity. Positive results of guided employment of young people with intellectual and multiple disabilities have contributed to preparation of national strategies of promoting major employment of socially vulnerable population groups in Slovenia. Basic documents for new projects have already been prepared and are aimed at increasing social and work competencies of young people (24). At the end of January 2017, a tender for new projects (funded from European social funds) is expected and it will be focused on new, innovative forms of employment of young people, even those with ID.

Limitations: The study included only a small number of people with severe ID and it was limited to the period of 3 years. Nevertheless, it was determined that guided employment is possible with adequate professional support. Reliability of the results would improve if the number of people who have benefits from guided employment has increased. Despite all limitations (small number of participating students with ID and craftsmen, duration of employment), the project contributed to a major social integration of socially vulnerable groups and, at the same time, encouraged the government to prepare the plan for new project work of promoting work competencies in the period of 2017 - 2020.

Conflict of interests

Author declares no conflict of interests.

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Erna ZHGUR

University of Ljubljana, Faculty of Education,

Ljubljana, Slovenia

Received: 20.11.2016

Accepted: 31.01.2017

Original article

Corresponding address:

Erna ZHGUR

University of Ljubljana, Faculty of Education Kardeljeva ploscad 16, Ljubljana, Slovenia

E-mail: [email protected]