Systematic Review of Job Transition Programs Addressed to Youths With Intellectual Disability
Traina, Ivan, Mannion, Arlene, Gilroy, Shawn P., and Leader, Geraldine (2023)
Abstract:
This systematic review aimed to determine what existing job transition programs are evidence-based and methodologically founded. The PRISMA method was used for the review, and the inclusion criteria were to include studies where there were a description of transition programs and functional curriculum for acquiring employment competences; internship experiences in employment context; single-case or group-design studies with youths as participants; and diagnosis of intellectual disability. Forty-six studies were initially selected, and three final articles met all the criteria set for assessing the methodology quality. Although the review results show that more research is needed to provide empirical programs for enhancing the acquisition of employment capabilities, some evidence emerged from the analysis of studies. These concern mainly four aspects: curriculum contents facilitating the development of self-determination and the acquirement of job-related skills, chance to have individualized internships, support of job coaches, and technological solutions and programs anchored in community-based settings.
This systematic review aimed to determine what existing job transition programs are evidence-based and methodologically founded. The PRISMA method was used for the review, and the inclusion criteria were to include studies where there were a description of transition programs and functional curriculum for acquiring employment competences; internship experiences in employment context; single-case or group-design studies with youths as participants; and diagnosis of intellectual disability. Forty-six studies were initially selected, and three final articles met all the criteria set for assessing the methodology quality. Although the review results show that more research is needed to provide empirical programs for enhancing the acquisition of employment capabilities, some evidence emerged from the analysis of studies. These concern mainly four aspects: curriculum contents facilitating the development of self-determination and the acquirement of job-related skills, chance to have individualized internships, support of job coaches, and technological solutions and programs anchored in community-based settings.
Citation:
Traina, Ivan, Mannion, Arlene, Gilroy, Shawn P., and Leader, Geraldine (2023). Systematic Review of Job Transition Programs Addressed to Youths With Intellectual Disability. Journal of Adult and Continuing Education, 29(2). 583-619. https://dx.doi.org/10.1177/14779714231170528
Traina, Ivan, Mannion, Arlene, Gilroy, Shawn P., and Leader, Geraldine (2023). Systematic Review of Job Transition Programs Addressed to Youths With Intellectual Disability. Journal of Adult and Continuing Education, 29(2). 583-619. https://dx.doi.org/10.1177/14779714231170528