The article reports the evaluation of a small-scale–supported employment project in a local authority in England. The study examined whether or not the peer support model could be used to deliver supported employment to a group of young people with intellectual disabilities. We utilised a mixed-method approach involving activity data, family interviews and a postal survey with participating employers. Five families took part in the study. Our findings show that families viewed the project positively, although it was insufficiently embedded in the wider transition planning. The study indicates that the peer support model may represent a useful addition to the conventional supported employment efforts for this population. However, more research is needed to demonstrate the benefits of peer support over and above the benefits of conventional supported employment for young people in post-school transition. In particular, producing a better evidence base on the exact impact of peer support on service users’ experiences is recommended.
AbbottDHeslopP (2008) Where next? Transition pathways for young people with learning difficulties in UK residential schools and colleges. Journal of Developmental Disabilities14(1): 52–58.
2.
ArkseyH (2003) People into emploment: supporting people with disabilities and carers into work. Health and Social Care in the Community11(3): 283–292.
3.
BarnesP (2008) Multi-agency working: what are the perspectives of SENCos and parents regarding its development and implementation?British Journal of Special Education35(4): 230–240.
4.
BeyerSKaehneA (2008) The transition of young people with learning disabilities to employment: what works?Journal on Developmental Disabilities14(1): 81–90.
5.
BeyerSKaehneAGreyJSheppardKMeekAWhat works? – Transition to employment for young people with learning disabilities. Final Report. Chippenham, UK: Shaw Trust, 2008.
6.
BruininksBHHillKWeathermanRFWoodcockW (1986) Client and Agency Planning. Allen Texas, TX: DLM Teaching Resources.
7.
CleaverSOuellette-KuntzHSakarA (2010) Participation in intellectual disability research: a review of 20 years of studies. Journal of Intellectual Disability Research54: 187–193.
8.
CooneyBF (2002) Exploring perspectives on transition of youth with disabilities: voices of young adults, parents, and professionals. Mental Retardation40(6): 425–435.
9.
CowenAMurrayPDuffyS (2011) Personalised transition: a collaborative approach to funding individual budgets for young disabled people with complex needs leaving school. Journal of Integrated Care19(2): 30–36.
10.
Department of Health (DH) (2001) Valuing People: A New Strategy for Learning Disability for the 21st Century. London, UK: Stationary Office.
11.
Department of Health (DH) (2007) A Transition Guide for All Services: Key Information for Professionals about the Transition Process for Disabled Young People. London, UK: Stationary Office.
12.
DickinsonHNealC (2011) Single point of access to third sector services: the Conwy collaborative approach. Journal of Integrated Care19(2): 37–48.
13.
EmersonE (1992) What is normalisation? In: BrownHSmithH (eds) Normalisation. A Reader for the Nineties. London and New York: Routledge, pp. 1–18.
14.
FlorianLDeeLByersRMaudslayL (2000) What happens after the age of 14? Mapping transitions for pupils with profound and complex learning difficulties. British Journal of Special Education27(3): 124–128.
15.
Forrester-JonesRCarpenterJCoolen-SchrijnerPCambridgePTateABeechamJ. (2006) The social networks of people with intellectual disability living in the community 12 years after resettlement from long-stay hospitals. Journal of Applied Research in Intellectual Disabilities19: 285–295.
16.
GrayBRMcDermottSButkusS (2000) Effect of job coaches on employment likelihood for individuals with mental retardation. Journal of Vocational Rehabilitation14: 5–11.
17.
HartDZimbrichKGhiloniG (2001) Interagency partnerships and funding: individual supports for youth with significant disabilities as they move into postsecondary education and employment options. Journal of Vocational Rehabilitation16: 145–154.
18.
HeslopPAbbottD (2007) School’s out: pathways for young people with intellectual disabilities from out-of-area residential schools or colleges. Journal of Intellectual Disability Research51(7): 489–496.
19.
Her Majesty’s Government (HMG) (2007) Progression through partnership: a joint strategy between the DfES, DH and DWP on the role of further education and training in supporting people with learning difficulties and disabilities to achieve fulfilling lives. London, UK: Stationary Office.
20.
HoesktraEJSandersKVan den HeuvelWJAPostDGroothoffJW (2004) Supported employment in the Netherlands for people with an intellectual disability, a psychiatric disability and a chronic desease. A comparative study. Journal of Vocational Rehabilitation21: 39–48.
21.
HogansenJMPowersKGeenenSGil-KashiwabaraEPowersL (2008) Transition goals and experiences of females with disabilities: youth, parents, and professionals. Exceptional Children74(2): 215–234.
22.
HudsonB (2003) From adolescence to young adulthood: the partnership challenge for learning disability services in England. Disability and Society18(3): 259–276.
23.
HudsonB (2006) Making and missing connections: learning disability services and the transition from adolescence to adulthood. Disability and Society21(1): 47–60.
24.
HughesC (2001) Transition to adulthood: supporting young adults to access social employment, and civic pursuits. Mental Retardation and Developmental Disabilities Research Reviews7: 84–90.
25.
JahodaABanksPDagnanDKempJKerrWWilliamsV (2009) Starting a new job: the social and emotional experience of people with intellectual disabilities. Journal of Applied Research in Intellectual Disabilities22: 412–425.
26.
JohnsonDRStoddenRAEmanualEJLueckingRMackM (2002) Current challenges facing secondary education and transition services: what research tells us. Exceptional Children68(4): 519–531.
27.
JonesMMGobleZ (2012) Creating effective mentoring partnerships for students with intellectual disabilities on campus. Journal of Policy and Practice in Intellectual Disabilities9: 270–278.
28.
KaehneA (2009) Choices for young people with learning disabilities in post-education transition. Mental Health Review Journal14(2): 37–43.
29.
KaehneA (2010) Multi-agency protocols in intellectual disabilities transition partnerships: a survey of Welsh local authorities. Journal of Policy and Practice in Intellectual Disabilities7(3): 182–188.
KaehneABeyerS (2009) Views on transition partnerships of professionals in education and support services for young people with learning disabilities. British Journal of Special Education36(2): 112–119.
32.
KaehneABeyerS (2011) ‘Stroppy’ or ‘confident’? Do carers and professionals view the impact of transition support on young people differently?British Journal of Learning Disabilities39: 154–160.
33.
KaehneAO’ConnellC (2010) Focus groups with people with learning disabilities. Journal of Intellectual Disability14: 133–145.
34.
KiernanC (1999) Participation in research by people with learning disability: origins and issues. British Journal of Learning Disabilities27: 43–47.
35.
KilsbyMAllanJBeyerS (2001a) The Youth Supported Employment Project. Final Report. Cardiff, UK: Welsh Centre for Learning Disabilities.
36.
KilsbyMAllanJBeyerS (2001b) The Youth Supported Employment Project. Final Report. Cardiff, UK: Welsh Centre for Learning Disabilities.
37.
MacIntyreG (2009) Transitions for young people with learning disabilities. In: PetchA (ed) Managing Transitions. Support for Individuals at Key Points of Change. Bristol, UK: Policy Press, pp. 41–57.
38.
MayD (ed) (2000) Transition and Change in the Lives of People with Intellectual Disabilities. London and Philadelphia: Jessica Kingsley Publishers.
39.
McInallyG (2008) Supported employment for people with learning disabilities: the case for full-time work. Tizard Learning Disability Review13(3): 42–46.
40.
MoranRRMcDermottSButkusS (2001) Getting a job, sustaining a job, and losing a job for individuals with mental retardation. Journal of Vocational Rehabilitation16: 237–244.
41.
PoleCPilcherJWilliamsJ (eds) (2005) Young People in Transition. Becoming Citizens?Basingstoke, UK: Palgrave MacMillan.
42.
RaghavanRPawsonN (2008) Transition and social networks of young people with learning disabilities. Advances in Mental Health and Learning Disabilities2(3): 25–28.
43.
RamcharanPGrantGFlynnM (2004) Emancipatory and participatory research: how far have we come? In: EmersonEHattonCThompsonTParmenterTR (eds) The International Handbook of Applied Research in Intellectual Disabilities. Chichester, UK: John Wiley and Sons, pp. 83–111.
44.
RidleyJHunterS (2006) The development of supported employment in Scotland. Journal of Vocational Rehabilitation25: 57–68.
45.
RimmermanABotuckSLevyJMRoyceJM (1996) Job placement of urban youth with developmental disabilities: research and implications. Journal of Rehabilitation62: 56–64.
46.
RoseJSaundersKHenselEKroeseBS (2005) Factors affecting the likelihood that people with intellectual disabilties will gain employment. Journal of Intellectual Disabilities9(1): 9–23.
47.
WagnerMNewmanLLevinePGarzaN (2006) An Overview of Findings From Wave 2 of the National Longitudinal Transition Study 2 (NLTS2). London, UK: Institute of Education Sciences.
48.
WalmsleyJJohnsonK (2003) Inclusive Research with People with Learning Disabilities. Past, Present and Futures. London and Philadelphia: Jessica Kingsley Publishers.
49.
WehmanPRevellG (2000) Strategies for funding supported employment: a review of federal programs. Journal of Vocational Rehabilitation14: 179–182.
50.
WestMDWehmanPBWehmanP (2005) Competitive employment outcomes for persons with intellectual and developmental disabilities: the national impact of the best buddies jobs program. Journal of Vocational Rehabilitation23: 51–63.
