Identifying Employment Opportunities and Programmes for People with Intellectual Disability in the Republic of Ireland

TCPID launch new report on Identifying Employment Opportunities and Programmes for People with Intellectual Disability in the Republic of Ireland

The Trinity Centre for People with Intellectual Disabilities has launched a new report on Identifying Employment Opportunities and Programmes for People with Intellectual Disability in the Republic of Ireland

This report has been designed to document the current employment opportunities for people with intellectual disabilities and evaluates the success or otherwise of the many initiatives developed to enhance employment prospects for this marginalised cohort within Irish society. The report examines the challenges experienced by this cohort in accessing meaningful employment and how these barriers have been addressed through a series of Government and voluntary initiatives. Current Government management of facilitating employment opportunities for people who have an intellectual disability is reviewed. An analysis of the economic benefits to the State of enabling these people to be gainfully employed has also been prepared by Nick Davis, a contributor to the report. Based on the evidence gathered in this report, a series of recommendations are proposed.

Professor Michael Shevlin, Director of the Trinity Centre for People with Intellectual Disabilities said,

“ We all know that young people with intellectual disabilities experience great difficulties in accessing meaningful employment. This report highlights that despite significant government investment, employment rates for these young people remain stubbornly low. Recommendations from this report, if implemented, can begin to address this situation.

Frank O’Keeffe, Managing Partner of EY Ireland said,

Our experience of working with the TCPID has contributed significantly to our people experience while positively supporting our inclusive culture, ensuring that we can continue to deliver exceptional services to our clients through diverse teams. This report provides a valuable insight into the supports that are available to employers and parents/carers. It is a game-changer in creating opportunities for graduates and persons with intellectual disabilities.”

Collaborating for Inclusion: A National Forum of Inclusive Higher Education Providers. AHEAD Journal. Issue 13. Winter 2021.

INHEF are delighted to have our article published in the AHEAD Journal, December 2021 [ISSN 2009-8286]

“Collaborating for Inclusion: A National Forum of inclusive Higher Education Providers” demonstrates the creation of a national forum of inclusive higher education providers (INHEF) which seeks to collaboratively address the systematic barriers faced by people with ID in post-secondary education and articulate a shared vision of inclusive higher education provision informed by a rights-based perspective.

 

 

 

Authors

Des Aston

National & Schools Coordinator, Trinity Centre for People with Intellectual Disabilities

Dr Órla Slattery

CGLPD course director and inclusion coordinator for adults with ID, MIC

Prof. Máire Leane

Head of School of Applied Social Studies, UCC

Guidance to an Independent Adult Life

GUIDANCE MATTERS • ISSUE 6 • SUMMER 2021

Published by the National Centre for Guidance in Education

In this article, Des Aston of the Trinity Centre for People with Intellectual Disabilities (TCPID), provides an insightful reflection on Post-School Transitions for Students with Intellectual Disabilities in the Republic of Ireland. Students with Special Educational Needs and in particular those with Intellectual Disabilities require a spectrum of additional supports to complete post-primary school and consider their own future education, career and life options. Recommendations within the report, referenced here, provide an opportunity for school management to consider their lead role and obligations under both the Education Act (1998) and the Education for Persons with Special Educational Needs Act (2004), where the benefits of a whole school inclusive ethos include co-operation and co-ordination between whole-school guidance and special education needs supports.

ILSA Newsletter – Spring 2021

The Irish Learning Support Association (ILSA) invited three INHEF member programmes to write autonomous articles for inclusion in their Spring 2021 newsletter. 

Page 7. Aston, Desmond (Trinity College Dublin).

A Pathway to Adulthood for People with Intellectual Disabilities.

Page 10. Maxwell, Nicola (University College Cork), Leane, Máire (University College Cork).

A Critical Reflection on the Development of Rights Based Education Programmes for people with Intellectual Disability in Further and Higher Education.

Page 18. Slattery, Orla (Mary Immaculate College Limerick).

Certificate in General Learning and Personal Development Programme. 

 

Supporting People with Disabilities towards Employment: DCU Ability Project

Supporting People with Disabilities towards Employment: DCU Ability Project

DCU Ability are delighted to have our article published in the AHEAD Journal, March 2021 [ISSN 2009-8286]

‘Supporting People with Disabilities towards Employment: DCU Ability Project’ describes the DCU Ability project and explains the importance of employment for people with disabilities.

 

 

 

Authors

Deirdre Corby

Assistant Professor, Dublin City University

Toff Anderson

DCU Ability Project Manager

Christine Delany

Senior Speech and Language Therapist

Eilish King

Occupational Therapist

Mary Petrie

Tutor, DCU Ability Project

Schira Reddy

Careers Advisor, Dublin City University

Post-school Transitions for Students with Intellectual Disabilities in the Republic of Ireland

Limited guidance for children with intellectual disabilities impacting progression into the workforce and further/higher education.

1st March 2021

The Trinity Centre for People with Intellectual Disabilities, and the School of Education have today (March 1st) published a research report entitled  ‘Post-School Transitions for Students with Intellectual Disabilities’. This research found that there is limited guidance for children with intellectual disabilities attending mainstream second level schools in Ireland as they prepare to leave school, contributing to a significant underrepresentation within the workforce and further and higher education in the State.

The report highlights a number of contributing factors, including the lack of a consistent approach in schools and a need to identify clear professional roles in terms of who is responsible for supporting young people with intellectual disabilities to seamlessly transitions out of school. Typically, this would be the role of guidance in education, however, the Special Educational Needs Coordinator/Teacher often steps into this role.

Additionally, the report expresses concerns that there are not enough appropriate supports in further/higher education to support students with intellectual disabilities. Policy recommendations include the implementation of a whole-school approach to guidance provision and a whole-school approach to “inclusion” as a whole. The authors recommend an expansion of post-school options from traditional health-based settings to further and higher education and training opportunities that lead to meaningful career opportunities for our citizens with intellectual disabilities.

The research was conducted during the first wave of the Covid-19 pandemic and the initial closure of schools in March 2020. The report draws comparisons between the uncertainty of students with intellectual disabilities who have limited formal guidance for their post-school pathways in any given year, to the uncertainty experienced by the Leaving Certificate class of 2020, and their families, who were the focus of many media outlets at the time.

Des Aston, Co-Author of the research and National and Schools Coordinator, Trinity Centre for People with Intellectual Disabilities said: 

“We hope this research will highlight the importance of a whole-school approach to inclusion. Inclusive education isn’t just about accessing an academic curriculum, albeit an integral part. We need to make sure that inclusive education encapsulates everything that a school experience should include – from the social life to guidance for adult life. Access to appropriate guidance and information, coupled with inclusive leadership and strong student support teams are some of the steps needed at school level. While further and higher education providers also have a duty to ensure equity of access and supports are made available to support seamless post-school pathways.”

Research has consistently highlighted the importance of formal career guidance and transition planning for students, as they prepare to leave post-primary education and enter further or higher education, training, employment, and adult life.

Jennifer McKenzie, Director of the National Centre for Guidance in Education said:

It is incumbent on those of us in the provision of education, training and guidance supports to carefully reflect on the recommendations of this report and consider their implications for future policy and the provision of more suitable progression options for these young people, so that they too, just like their school friends, can aspire to achieve their own life goals.

“The one key message threaded throughout this report is the genuine concern of school management, personnel and parents to support young people with Intellectual Disabilities to make suitable transitions which will allow them achieve their potential. Realistically however, the report indicates a recognition and acknowledgment by relevant personnel that school policies and further professional development are required to ensure that school management, guidance counsellors and special education needs co-ordinators have the appropriate knowledge and competences required to work collaboratively to provide transition and progression planning and supports and for students with Intellectual Disabilities.”

The research was conducted by Mr Des Aston, Dr Joanna Banks and Professor Michael Shevlin and the findings are based on a national survey of Irish post-primary school principals and qualitative interviews with school personnel responsible for the transition planning and guidance provision for students with disabilities in their school.