Institute of Education, University of London
A comparison of supported
internship programmes for young people with learning difficulties and / or
disabilities
Paul Straitt
Report submitted in partial fulfilment of
the requirements for the degree of MSc in Special and Inclusive Education
This report may be made available to the
general public for borrowing, photocopying or consultation without the prior
consent of the author.
September 2014
Word count: 6,369
Contents
Young people with learning difficulties and
/ or disabilities (LDD) have consistently expressed a desire to work yet face
considerable disadvantages in gaining paid employment in the open job market. A
supported internship programme (SIP) featuring a substantial work placement at
a community-based employer and work based learning helps bridge the gap between
education and employment. This report is interested in SIPs for young people
with LDD, what graduate interns are doing after completing a SIP and if
programmes that lead to particular outcomes (education, employment,
unemployment) have identifiable features. Research on SIPs in the UK and their
efficacy of supporting young people with LDD to gain employment is at a
relatively undeveloped stage. Using recently published research on UK SIP
trials, this report gives an insight into the variation between SIPs and
identifies features that may be worth replicating locally, where a SIP does not
exist. This report presents research demonstrating approximately 1 in 3 interns
will gain paid employment of some kind. As this is an increase on current
estimates of employment rates for people with LDD, having a SIP is more
effective at supporting interns to gain paid employment than not having a SIP.
This report finds that 1 in 2 interns will be unemployed or in voluntary work
after completing a SIP and calls for further research, particularly
longitudinal studies, supporting an evidence based approach to their
development.
I teach young people aged 16-25 at a medium
sized, general college of Further Education (FE) in London. The college offers
two general vocational courses designed for learners with LDD to equip them
with the skills needed for employment. The courses offer fully accredited,
national qualifications at Entry Level 3; learners study employment, personal
and social development modules, Functional Skills in maths, English and ICT; participate
in an enterprise in college and external work experience placement. Success
rates and retention rates are typically 85% or higher on both courses and
informal feedback from learners, families and staff suggests positive progress
is made in learners’ confidence, social skills and ability to perform tasks
independently.
Since 2010/11 teaching staff believed that
by completion of the courses, no learners progressed to paid employment, some
returned to college to continue non-vocational education and some were not in
employment, education or training. Most students and their families expressed a
desire to gain employment. Learners are not tracked after exiting college and a
comprehensive understanding of learner outcomes is unknown. Anecdotal evidence
suggests that the vast majority of learners continue to not be in paid employment
years after successful graduation. FE colleges report two national performance
indicators to quantify ‘success’. Retention / participation rate is the
percentage of learners who attend until the end of a course. Success /
achievement rate is the number of learners registered on a course who
successfully achieve the qualification. Ambitious about Autism (AAA) in Finished at School (2011, p.22)
recommend reforming Government data collection to “focus on outcomes,
destinations and satisfaction rather than purely on accreditation.” Ofsted (2011) found post-compulsory
education provision for young adults with LDD is not monitored
for its effectiveness by funding agencies or local authorities. While our college courses are, in
educational terms, successful, arguably they appear to be failing to achieve
the goal of supporting young people with LDD to gain paid employment.
Beyer (2012) reports, in surveys people with
learning disabilities have consistently expressed their desire to be employed. Quality
of life outcomes are substantially poorer for people with disabilities compared
to the general population in education, housing, income, and employment (Parckar,
2008). In the final quarter of 2011, the employment rate for people with
disabilities was 47% in comparison to 77% for people without disabilities (Labour Force
Survey, Q4 2010, cited in
Sayce, 2011). In 2009, an estimated 22% of learners with a declared disability
and 13% of their peers were not in any form of education, employment or
training (NEET) when they reached the age of 18 (Ofsted, 2011). Unemployment in early adulthood can have a negative effect
on future employment outcomes (Gregg, 2001, cited in Burchardt, 2005).
Emerson et al. (2012) report there
are only estimates of the number of people with learning disabilities in
England, some putting this at 1.5 million of working age. Estimates of the prevalence
of people with LDD in employment vary from 8% to 16% (Labour Force Survey, Q2,
2011, cited in Purvis, Small, Lowrey, Whitehurst, & Davies, 2012) to, “7%
amongst adults known to social services with moderate to severe learning
difficulties” (CooperGibson Research & Disability Rights UK, 2013, p.93). Beyer
(2012), estimates employment rates of 28% for people with mild / moderate
learning disabilities, 10% for people with severe and 0% for people with profound
learning disabilities.
Britain
(2011, cited in Little, 2012, p.33) reports:
“…supporting one person with learning
disabilities into employment could, in addition to improving their independence
and self-esteem, reduce lifetime cost to the public purse by around £170,000 at
today’s prices (£80,000 Net Present Value), and increase their income by
between 55 and 95 per cent.”
Beyer (2012) reports nearly £70 million
could be saved by supporting adults with an Autistic Spectrum Disorder (ASD) into
employment and providing supported employment often costs less than day service
places. Education can play a crucial role in improving the standard of living
for people with disabilities by providing opportunities to gain skills and
qualifications to increase employability (Sayce, 2011). The Sayce Report (2011)
and the Wolf Report (2011) promote the importance of work experience as part of
vocational learning to enable employability.
Under the Disabled Persons (Employment) Act of
1944 people with disabilities in the UK gained paid employment in segregated factories
or workshops known as sheltered employment. As a social model of disability and
government legislation (notable in USA and UK since the 1990s) have increased
integration and inclusion in the workplace, opportunities for people with
disabilities have extended to community based, competitive employment as
segregated employment diminishes (Beyer, 2012). Competitive employment refers
to open employment were all people will compete for jobs based on merit. In the
UK, Remploy is a government supported, national provider of sheltered
employment and is transitioning to a privately owned, community-based,
supported employment provider. Supported employment for a variety of cohorts,
such as disabled or disadvantaged people, has a strong research base (for
example Wehman, Keller, Kochany, & Williams, 1981; Kregel
& Wehman, 1989; Wehman &
Kregel, 1995; Bond, 2004; Beyer & Robinson, 2009) predominantly emanating
from USA since the 1980s. Supported employment, sometimes referred to as
‘place, train and maintain’, has identifiable features that will include:
“…vocational profiling; job finding;
employer engagement; and on / off job support measures, including the provision
of an Employment Support Worker / Job Coach where needed.” (Beyer, 2012, p.185)
A significant amount of evidence has
correlated work experience and work based learning with subsequent employment
(Colley & Jamison, 1998, cited in Beyer & Robinson, 2009; Luecking &
Fabian, 2000; Beyer, Kaehne, Grey, Sheppard &
Meek, 2008) and identification of support required (Hughes & Carter, 2000, cited in Beyer &
Robinson, 2009). Luecking and Fabian (2000, p.220)
used logistic regression analysis and found a successful “structured
employer-based paid internship” is, “strongly associated with improved
post-school outcomes.” Beyer et al.
(2008) also used logistic regression analysis that suggested work experience with
well-designed, work awareness training, was significantly related to later
employment for young people with learning disabilities.
Learners with LDD will require
work experience with support, if they are to benefit from placements in
relation to employability (Beyer & Robinson, 2009; Sayce, 2011). Ofsted
(2011, p.9) recommended work experience
providers should, “explore ways to provide job coaching
and internships to prepare learners for open or supported employment and
apprenticeships”.
The
work placement allows contextual learning to take place helping interns to
construct knowledge and meaning from new information through experience. While Piaget’s
theories of individual constructivism are relevant to interns’ cognitive growth,
Vygotsky’s ideas of social construction are perhaps more pertinent. A Job Coach
is a temporary support and SIP staff should plan for fading out of the support
they provide to eventual extinction (Rogan & Held, 1999). As
with the person-centred approach to profiling and matching interns to a
placement based on strengths, abilities and interests, scaffolding of support
is guided by the contingency of the intern. Of great importance is the Job
Coach’s role in allowing natural workplace supports to develop and social
learning to take place allowing interns to reach their zone of proximal
development through interactions with co-workers.
Apprenticeships
is a national scheme managed by The National Apprenticeship Service, funded by
the Skills Funding Agency. An Apprenticeship consists of paid work experience
(minimum 30 hours per week) at a host employer with learning (national
qualification), lasting one to four years for people aged 16 and above. Apprenticeships
are available to people working at Level 2 (equivalent to 5 GCSEs grade A-C)
and above. This entry criterion excludes people with qualifications below Level
2 from taking part and arguably excludes the majority of those with a learning
disability. Access to Work provided by Jobcentre Plus provides a portion of funding
required and advice for employers to support people with learning difficulties
/ disabilities in, though not limited to, Apprenticeships. Quantitatively, 85%
of people completing Apprenticeships gain employment, with 64% staying with the
same employer (Department for Business, Innovation
& Skills, 2012, cited in Apprenticeships, 2012). Inclusive
Apprenticeships (with support from a Job Coach and available at all academic
levels) would appear to be an ideal opportunity to create employer based, paid,
supported internships of up to four years.
For
those with a Statement of Special Educational Needs (SEN) for whom “an
Apprenticeship is not a realistic option” (Department of Education [DfE], 2012,
p.9) the UK government committed £3 million to support trials of ‘supported
internships’ and £4.5 million to 16 and 17 year olds NEET for “high quality
work placements” or ‘traineeships’ as they have now been branded. Traineeships,
also managed by The National Apprenticeship Service and launched during the
writing of this report, are unpaid, learning (pre-employment training, English
and maths) with work experience (6 weeks to 5 months of work experience, no
hours per week quantified) for young people aged 16-24 with qualifications
below Level 2, lasting up to 6 months (Traineeships,
2014).
The
objective of a SIP is to transition young people with significant or atypical
needs from education to sustainable, paid employment. Supported internships programmes exist in
the UK, often on a local, ad-hoc basis. SIPs are generally identifiable by
featuring a person-centred work placement fulfilling real business needs at a
community-based employer, lasting a significant period of time with intensive, personalised
in-job support (Job Coach using systematic instruction) and a learning element
(Beyer & Robinson, 2009; Purvis et al.,
2012; CooperGibson Research & Disability Rights UK, 2013).
Most features
of a SIP are variable; for example, the client group, paid or unpaid, length of
time at the employer, participating organisations and a single local programme to
international model. Supported
internships have also been called supported work experience or supported
apprenticeships and share many features similar to supported employment.
I have identified 2 SIPs trialled in the UK within the
previous 3 years and UK
government policy (DfE, 2012) is currently proposing to extend this type of
provision.
Project SEARCH is a SIP founded at
Cincinnati Children's Hospital Medical Centre in Cincinnati, USA in 1986, has
over 200 sites and has been exported internationally (Project SEARCH, 2014). A
trial of the Project SEARCH model was conducted in 2010-11 at 14 sites in the
UK by Purvis et al. (2012) of the
Centre for Economic and Social Inclusion (CESI) on behalf of the Office for
Disability Issues. Project Search is an established, licenced model of SIP for
young people with learning disabilities or ASD. Interns are based at a single
employer which must be an organisation of 200 or more employees where both
internship and learning element take place. Interns are at the employer for a
minimum of 6 hours per day, 20-25 hours per week, full academic year
(approximately 36 weeks) or until employment is gained. Interns rotate
positions to try different roles. Interns learn an, “employability skills
curriculum taught each morning and customised to the host employer and local
labour market.” (Purvis et al., 2012,
p.135) Monthly reviews are held with interns and families to discuss progress. Project
SEARCH is a three way partnership with host employer, education provider and
supported employment provider and each partner has specified, defined roles and
responsibilities. The employer has significant involvement in running the SIP
and supported employment providers (SEPs) give post-programme support.
Following proposed legislation, the DfE published
‘Support and Aspiration’ (2012) proposing
trials of supported internships. In 2013, CooperGibson Research and Disability Rights UK on behalf of the DfE
published ‘Supported internship trial for
16 to 24 year old learners with learning difficulties and/or disabilities: An
evaluation’. The trial began in 2012 and all 15 sites chosen were UK FE
colleges. Colleges were free to design their own programme while being guided
by four underpinning principles; a substantial proportion of learning to take
place in the workplace, additional learning to be provided outside of the
workplace, the job roles undertaken to meet learner and employer needs and
appropriate support to be offered throughout to both learner and employer
(CooperGibson Research & Disability Rights UK, 2013). Most programmes meet
all four principals. Most programmes used multiple host employers of
varying sizes and hours spent at employers varied for each intern and
programmes. The programmes were managed by colleges who were the lead partner, identifying
placements, provided supporting staff (e.g. Job Coaches) and some used a third
partner such as a
SEP or Jobcentre Plus. Learning usually took place at college 1 day per week,
as a group of interns or individually integrated into other college courses.
The original purpose of this report’s research
proposal was to analyse SIPs by identifying evidence of relationships between types
of programme structure that produce particular outcomes for interns. Using an
evidence based approach, should the college at which I teach create a SIP, and
if so, could I suggest a SIP design to increase the number of students gaining
paid employment?
A number of questions that I could not find
answers to within the current literature included: Will more interns be in paid
employment after attending a SIP at a single host employer compared to a
programme with multiple employers? Could internships in a particular industry
lead to more interns opting for employment, education or to not seek work? If the learning element is hosted at a college,
will more interns return to education compared to learning element hosted
externally? Are interns who spend significantly less time at an employer, more
likely to not be in education, training or employment? Is a study of approximately
200 participants at 14 SIPs generalizable?
I used a multi-strategy (mixed method)
design. Firstly, collecting data on programme participant’s outcomes by fixed
design, producing quantitative results through a questionnaire. Secondly, identifying
SIP features using flexible design, producing qualitative data from case
studies of a small number of programmes by semi structured interview. Response
rates from SIPs were too low (n=3) to consider generalizable conclusions,
therefore this report uses available literature to compare two models of SIP
recently trialled in the UK.
The evaluation report of Project SEARCH by
Purvis et al. (2012) sets out criteria
for evaluating the Project SEARCH SIP. The criterion is straightforward; three
months after the completion of the programme, were the participants in paid employment?
If the objective of employability programmes is to equip and support students
into paid employment, then the employment rate for students after completing a programme
is, arguably, an important method of measuring the efficacy of an internship
model.
Figure 1. A comparison of outcomes for
interns from Project SEARCH and Support and Aspiration trial SIPs
|
Project SEARCH SIPs (Purvis et al., 2012)
|
Support and Aspiration SIPs (CooperGibson
Research & Disability Rights UK, 2013)
|
Data recorded
|
3 months after the internship finished
|
in the final 2 months of the internship
|
Number of interns started the programme
|
132
|
222
|
Number in paid employment (of all interns
starting)
|
41
|
68
|
% in paid employment (of all interns
starting)
|
31%
|
31%
|
|
Project SEARCH SIPs
|
Support and Aspiration SIPs
|
Number of interns completed the programme
|
101
|
190
|
% in paid employment
|
41%
|
36%
|
% of interns in education or training
|
3%
|
14%
|
% of interns NEET
|
43%
|
25%
|
% of interns in voluntary work / work
experience
|
6%
|
26%
|
% of interns unknown outcome
|
8%
|
0%
|
Retention rate (% of interns completing
the programme)
|
77%
|
85%
|
Success Rate (% of interns awarded a pass
for the learning element)
|
not available
|
not available
|
|
|
|
|
|
|
|
|
|
|
Using frequency distribution to
analyse employment rates, similar percentages of interns in paid employment
were recorded for both programmes. Employment rates based on number of interns
starting the programmes were both 31% with 5% more interns in paid employment
after completing Project SEARCH SIPs than Support and Aspiration SIPs based on
interns who completed their programme. The retention rate (percentage of
interns who completed their programme) was greater for Support and Aspiration
(85%) than Project SEARCH SIPs (77%) by 8%.
The following are percentages based on
interns completing their SIP. Graduate interns returning to education or
training were 14% for Support and Aspiration SIP interns and 3% for Project
SEARCH SIPs a difference of 11%. This report will discuss if less variance in data
collection dates may increase the difference of interns in education between
SIP models.
Interns NEET, or to use more universal language,
‘unemployed’, were 43% for Project Search SIPs 3 months after the programme
finished compared to 25% for Support and Aspiration SIPs in the last 2 months
of the programme, a difference of 18%. This report will discuss if the structure
of a programme may lead to greater numbers of NEET interns.
Interns gaining voluntary work (Purvis et al., 2012, prefer ‘Personal development
including work experience’) were 26% for Support and Aspiration SIPs interns
and 6% for Project SEARCH SIPs. A breakdown of voluntary work into part-time
(1-15 hours) or full-time (16+ hours) was not available. Beyer and Robinson
(2009) state evidence is mixed on the benefits of voluntary work leading to
paid employment and were unable to find research specifically for people with
LDD. It could be argued there is little difference in status between voluntary
work and unemployed, in comparison to being in paid employment, the primary
objective of a SIP. Combining NEET and voluntary work outcomes gives similar
figures (49% Project SEARCH SIPs, 51% Support and Aspiration SIPs) and it could
be said 1 in 2 graduate interns for both SIP models were either unemployed or
in voluntary work.
Outcomes for 8% of interns were unknown for
Project SEARCH SIPs and all interns had their outcome recorded by Support and
Aspiration SIPs. Using the number of interns starting the programmes, outcomes
for 40% of interns is unknown for Project SEARCH SIPs and 14% of Support and
Aspiration SIPs. A study with 40% of outcomes for interns is unknown raises
questions of validity, however, I can find no evidence that attempts were made
to record outcomes for interns who did not complete the programme.
Data from the two reports chosen for
comparison suggests no conclusion can be drawn on the efficacy of one SIP model
over the other to support interns into paid employment as both report about 1
in 3 interns will gain paid employment of some kind. This is an increase on recent
best-case estimates of employment rates for people with LDD of 16% and both
featured reports conclude that having a SIP is more effective at supporting
people with LDD to gain paid employment than not having a SIP.
Both models of SIP share features such as a
cohort of young people with LDD, a significant period of time spent at work
placements fulfilling real business needs, community based host employers,
involvement of an educational provider, learning programme, vocational
profiling of interns, job matching, personalised support and on the job support
from specialist staff often using systematic instruction.
There are identifiable differences between
the models worth highlighting. Project SEARCH has an eighteen year history and
programmes featured in Purvis et al.
(2012) were a mix of newly created and established programmes. The programme model
is a trademark, licensed from Project SEARCH Cincinnati and all programmes are
expected to follow the model’s defined, organisational structure. SIPs featured
in the Support and Aspiration trial were newly created, with autonomy to design
their own approach.
A Project SEARCH intern spends a specified
minimum number of hours per day and per week at the host employer, for example,
a hospital or local authority, fulfilling real business needs (Purvis et al., 2012). Based on a 36 week
academic year, an intern would expect to complete at least 720 hours per year
at the employer for a minimum of 6 hours per day, 20-25 hours per week. Interns
rotate positions trying different roles based on vocational profiling and jobs
available at the employer, for example, completing 3 different job rotations in
1 academic year. The intern would have 1 classroom based learning session at
the host employer at the beginning of each day or 1 full day.
A Support and Aspiration intern spends a
“substantial proportion” of the internship at a host employer typically based
on their vocational profile and most positions fulfil real business needs
(CooperGibson Research & Disability Rights UK, 2013, p.9). Interns have
flexibility with time at their placement, depending on each employer, allowing
a more personalised programme and for most interns this will be between 3 and 25
hours per week. Employment could be faded in and hours increased as appropriate
or employment hours reduced, if considered appropriate. The intern will have
classroom based learning, usually a day at college with other interns.
Project SEARCH specifies defined roles and
responsibilities for each of the three partners involved in managing the
programme; host employer, education provider and supported employment provider.
The employer has significant involvement in running the SIP and like all
partners, is, “committed to the aims of securing employment for interns”
(Purvis et al., 2012, p.116). The
organisational structure of the Support and Aspiration SIP trials has an FE
college as the dominant partner although there is no evidence to suggest an FE
college must either be involved or be the leading party. CooperGibson Research
and Disability Rights UK, (2013) discussed some employers seeing their role as
offering a work experience placement and not the opportunity of paid work. They
state, finding appropriate host employers was a major difficulty for Support
and Aspiration SIPs and the use of multiple employers of varying sizes offered
significant challenges in comparison to a single host employer. It is perhaps
unsurprising some Support and Aspiration SIPs reported plans to move from
multiple employers towards the majority of internships coming from a single
employer and a minority of individual internships at individual employers.
CooperGibson Research and Disability Rights
UK (2013), reported Support and Aspiration SIP staffs’ general agreement of the
need for the SIP to be distinct from college courses and this report suggests following
the Project SEARCH model of holding classroom learning at the employer would
further increase the gap between SIP and college.
There
is some variation in the content of classroom based learning element. Some
evidence from both reports recommends this should include experiential
learning, i.e. learning through reflection on doing (Kolb, 1984) and other
evidence suggests interns’ social skills have affected job retention (Beyer & Robinson, 2009).
A significant quantity of research (Luecking
& Fabian, 2000; Beyer et al., 2008; Beyer & Robinson, 2009; Beyer, 2012; Purvis et
al., 2012; CooperGibson Research & Disability Rights UK, 2013) states
the need for ongoing support after graduation from a SIP. This may include job
searches and support in employment, such as intensive support from a Job Coach.
Responsibility for graduated interns should be clearly defined, perhaps at
governmental level. Project SEARCH suggest the supported employment provider
(such as a national organisation as Remploy) should manage and track graduate
interns and could support graduates in employment, however, I am unclear if SEPs
in the UK provide the same level of individual support (job profiling, individual
support, systematic instruction), as SIPs.
Purvis et
al. (2012) and CooperGibson Research and Disability Rights UK (2013),
reported some SIPs were unable or chose not to strictly adhere the guidelines
of each model. Some programmes chose to manage the programme differently for
reasons including individual intern needs, funding constraints, local labour
markets, location, partnership agreements and staffing constraints. Evidence in
both reports would suggest Project SEARCH is the tighter model with specific ‘top-down’
directions on “model fidelity” (Purvis et
al., 2012, p.116) if SIPs want to retain the Project SEARCH brand, while
Support and Aspiration SIPs appear a much looser model. An indicator that
interns find their SIP ‘too tight’ may be in the retention rate and further
research is suggested to investigate a relationship between flexibility of
model and drop-out rate. If interns find working 20 hours per week or more followed
by a day in the classroom too challenging, then they may vote with their feet
and leave the SIP. Project SEARCH SIP’s retention rate was lower with 23% of
interns not completing programmes while 15% of interns did not complete Support
and Aspiration SIPs. Conversely, as previously discussed, some evidence (Luecking
& Fabian, 2000) suggests a relationship between length of internship and
employment rates. An indicator that SIPs are ‘too loose’ may be a decreasing
employment rate and further research is suggested to examine a relationship
between flexibility of SIP model and employment rates. Fullan (2007) may advocate
the answer to the tightness / looseness conundrum is a balance of the two and
perhaps a top-down approach to retain fidelity of a SIP with programmes given
some freedom to adapt the model to meet local needs.
Figure 3. A comparison of programme features
of Project SEARCH and Support and Aspiration trial SIPs
Project SEARCH SIPs (Purvis et al., 2012)
|
Support and Aspiration SIPs (CooperGibson
Research & Disability Rights UK, 2013)
|
Founded in 1986
|
2012 government proposals named ‘Support
and Aspiration’ to trial supported internship programmes
|
Established, specific, licensed model
|
Programmes
free to design own approach, 4 guidelines.
No
central leadership team.
SIPs
in trial “broadly similar”
|
Single host employer which must be an
organisation of 200 or more employees
|
No guidelines.
Most colleges used multiple employers. Many
had difficulties securing internships
|
720 hours per year (based on a 36 week
academic year) at the employer for a minimum of 6 hours per day, 20-25 hours
per week, full academic year
|
Not quantified. A “substantial proportion”
of internship to take place in the workplace.
Not all programmes achieved this or
believed it appropriate for all interns.
Report calls for this to remain open and
flexible. “All” colleges emphasise the need for flexibility due to local
environment
|
Interns rotate positions to try different
roles
|
No guidelines
|
Internship and learning element take place
at host employer
|
Learning element to be provided outside of
the workplace, usually at College
|
Monthly reviews are held with interns and
families to discuss progress. Programmes did not feel regular monthly
meetings were always required
|
Meetings take place, no evidence regular
meetings held.
No
guidelines
|
Learning staff, i.e. Job Coaches to be
trained in systematic instruction.
Learning support staff recruited by
supported employment provider
|
Learning staff, i.e. Job Coaches to be
trained in systematic instruction.
Learning support staff recruited by FE college
|
3 way partnership with host employer,
education provider and supported employment provider.
Each partner has specified, defined roles
and responsibilities
|
FE College takes lead and matches intern
with suitable employment placement.
Some colleges developed partnerships with
supported employment providers, careers organisations, Jobcentre Plus and used
Access to Work (SFA) funding
|
The employer has significant involvement
in organising the SIP
|
No evidence
|
Supported employment provider gives
post-programme support
|
Colleges recommended to provide
post-programme support
|
Initially, it could be argued that both
types of SIPs produce roughly similar percentages of interns in paid employment
and there is no compelling argument for the efficacy of either model over the
other. Differences in design of data collection between the reports threaten
both the reliability and validity of comparison in this report.
Project SEARCH SIP’s outcome data was
collected 3 months after the programmes finished. Support and Aspiration SIPs
data was collected in the final 2 months of the programme giving a time spread
of up to 5 months, decreasing the reliability of comparisons in this report. During
the gap between the programme ending and data collection, factors may affect
destination outcomes. Luecking and Fabian (2000) identify a drop in employment
rates over 6 month intervals (to 18 months) post-programme for students with
disabilities (n=3,024) on a school to work internship programme in USA. It
could be argued, that data collected closer to the finish of a programme may
produce higher employment rates than data collected later.
Definitions of paid employment vary. Only Purvis
et al. (2012) displayed data showing
part-time and full-time employment rates achieved. CooperGibson Research and
Disability Rights UK (2013) include Apprenticeships as a type of paid
employment, whereas Apprenticeships is classified as education / training by
Purvis et al. (2012). The Support and
Aspiration SIP report authors also noted interns gaining paid employment also
included seasonal, agency and temporary contracts. Luecking and Fabian (2000)
identified an attrition rate of employed interns as time post-programme
lengthened and the temporary nature of some jobs strongly suggests the need for
longitudinal research of SIPs to measure the extent of increasing or decreasing
employment rates of graduated interns. Additionally, data could be recorded in
more detail showing types of paid employment, for example, permanent contracts,
temporary contracts, etc.
Mortality may threaten internal validity of this
report as 23% of Project SEARCH interns did not complete the programme
resulting in outcomes not being recorded and 3 of 14 Project SEARCH SIPs
returned no data (Purvis et al.,
2012). Robson (2011) states threats to external validity or generalizability
are selection, setting, history and construct effects. Selection of groups
studied may be determined by those projects or participants that respond to
data collection requests. If, for example, ‘successful’ or employed
participants are more likely to respond to questionnaires asking for outcome
data, reported unemployment rates will appear much lower than in reality. The
variance between both models, particularly Support and Aspiration SIPs poses a
threat to generalization of results, in both the individual SIP reports and
this comparison report.
It has been argued (AAA, 2011; Purvis et al., 2012; CooperGibson Research &
Disability Rights UK, 2013) that interns’ employment rate is too narrow a
definition of ‘success’ and other positive outcomes could be used to measure
success of SIPs such as returning to education, how participants feel about a
programme, i.e. satisfaction; independence and confidence. Paid employment may
be the measure of a successful internship, however, interns may decide this is
not the best outcome and choose an alternative destination, e.g. return to
education to learn ICT, a skill deficit identified while an intern. Six months
after completing Bridges Internship Program, 43% of participants were in post-secondary
education (Luecking & Fabian, 2000). There is real danger that programmes
providing data on programme outcomes may perceive pressure to compete with
others on ‘success rates’ introducing an affect similar to compensatory rivalry.
A number of limitations in comparing evidence
from the 2 SIP reports has been indicated, however, useful recommendations for
SIP organisational structure can be inferred. Based on available evidence, this
report recommends creating a SIP with the following features:
- Work placement fulfilling real business
needs
- Community based employer
- Vocational profiling
- Job matching
- Intensive personalised support (e.g.
Job Coach) using systematic instruction
- Classroom based learning element
- Classroom learning located in an
environment which increases the distinction from a typical education
programme, e.g. at host employer, SEP or alternative environment
- A balance between a
top-down approach to retain SIP fidelity with the programme staff given
freedom to adapt the model to meet local needs. For example, a quantified number of hours at host
employer per year rather than per day allows flexibility in varying hours to
fade in interns, meet seasonal demand, etc.
- A majority of internships coming from a
single employer with the capacity to offer multiple internships and a
minority of individual internships at individual employers
- Managed by a partnership where all
parties have an interest in securing employment for young people with LDD
- Partnership with defined roles and
responsibilities
- Partnership with at least a host
employer(s), education provider and SEP
- Post-programme support from SEP or
similar partner
Longitudinal studies may
answer a number of open hypotheses proposed in this report. Further research is
required to identify if employment rates increase or decrease after interns
complete a SIP and if relationships between variables can be identified. Beyer and Robinson (2009) report in research on
the variance of job retention rates ranging from 88% over a 12 month period to
28% lasting between 12 and 24 months. We know that interns taking temporary
jobs (seasonal, temporary contracts, etc.) are classified in CooperGibson Research and Disability Rights
UK (2013) as employed, yet we do not know the interns status after completing
the initial temporary contract. Longitudinal research of SIPs would help
determine if temporary jobs increase or decrease the probability of further paid
employment.
Graduate interns returning to education or
training were 14% for Support and Aspiration SIPs and 3% for Project SEARCH
SIPs. If Support and Aspiration SIPs had collected data 3 months after the
programme finished, which falls during term 1 of the new academic year, would there
have been a significant rise in the number of graduated interns classified as
‘in education or training’? Would the 51% of graduated interns surveyed as
NEET, voluntary work or work experience outcomes return to college? Would
interns originally in paid employment with expired temporary / seasonal
contracts return to college, increasing education outcomes further? Data
suggests the need for further research of the working hypothesis, that Support
and Aspiration SIPs (FE college lead, learning element at college) will have
greater numbers of graduates returning to education than Project SEARCH SIPs
(partnership model, employer based, learning element at employer). I am
interested in testing the hypothesis that the greater the role of the
educational partner in a SIP, the greater the numbers of interns returning to
education after completing the SIP and variables that may affect this
relationship. Differences in SIP models included in this report have been
identified as, classroom learning location (employer or college), Job Coach
employment backgrounds (SEP or college), post-programme support (SEP or
college) and SIP organisational structure (minor college role or lead partner).
There are positive reasons for returning to college, for example, an internship
could inspire or identify the need for further education. Colleges may
encourage graduate interns not in paid employment to return to college and I
would rather young people were at college, participating in positive learning
activities, than languishing at home or on street corners. Students attending
and successfully completing qualifications are the primary source of income for
colleges and both students under 25 and students with significant support needs
attract higher rates of funding. A primary objective of SIPs is to transition
young people with LDD from education to employment and it could be argued, if
significant numbers of graduate interns are returning to education and are not
actively seeking employment, the SIP is failing.
The evidence examined in this report
suggests close to 2 in 3 interns will not be in paid employment up to 3 months
after completing a SIP and 1 in 2 will be NEET or in voluntary work. Interns NEET
were 43% for Project Search SIPs 3 months after the programme finished compared
to 25% for Support and Aspiration SIPs in the last 2 months of the programme. Further
research could examine if interns at a SIP less strongly associated with an
education provider are more likely to become NEET after graduating. If so, it
may be worth discussing if a higher number of ‘job seekers’ is seen as an
acceptable outcome of the greater distance travelled in the transition from
education to employment. Additionally, if an intern gains voluntary work, will
this increase the probability of paid employment?
An indicator that interns find
the structure of a SIP ‘too tight’ may be in the retention rate and further
research is suggested to investigate a relationship between tightness /
looseness of SIP model and drop-out rate. An indicator that SIPs are ‘too
loose’ may be a decreasing employment
rate and further research is suggested to examine a
relationship between flexibility of SIP model and employment rates.
Evidence from reports on Project SEARCH and Support
and Aspiration SIPs suggests no conclusion can be drawn on the efficacy of one
SIP model over the other to support young people with LDD into paid employment
as both suggest approximately 1 in 3 interns will gain paid employment of some
kind. As this is an increase on current estimates of employment rates for
people with LDD, evidence suggests, having either SIP is more effective at
supporting interns to gain paid employment than not having a SIP. This report states
that 1 in 2 interns will be unemployed or in voluntary work after completing
their SIP.
UK SIPs and research of their efficacy of
supporting young people with LDD to gain employment is at a relatively
undeveloped stage and some scepticism of the validity and reliability of the
comparison of research in this report must be exhibited. This report hopes
further research, particularly longitudinal studies, will lead to an evidence
based approach to the development of SIPs in the UK.
Paul Straitt
Ambitious
about Autism (2011). Finished at School: Where next for young people with
autism? Online. Available at www.AmbitiousAboutAutism.org.uk (accessed 29 December 2012)
Beyer,
S., Kaehne, A., Grey, J., Sheppard, K., & Meek, A. (2008). What
Works?–Transition to employment for young people with learning disabilities. Final
Report, Shaw Trust, Chippenham. Online. Available at http://www.shaw-trust.org.uk/files/shaw_trust_summary_report.pdf (accessed 29
December 2012)
Beyer, S. (2012). The progress towards integrated employment in
the UK. Journal of Vocational Rehabilitation, 37(3), 185-194.
Bond, G. R. (2004). Supported employment: evidence for an
evidence-based practice. Psychiatric
rehabilitation journal, 27(4), 345.
Emerson,
E., Hatton, C., Robertson, J., Roberts, H., Baines, S., & Glover, G.
(2012). People with Learning Disabilities in England: 2011. Online. Available
at http://www.arcuk.org.uk/membersarea/wp-content/uploads/2012/05/IHAL-PWLD-England-2011.pdf (accessed 29 December 2012)
Fullan,
M. (2007). The new meaning of educational
change. Routledge.
Kolb,
D. A. (1984). Experiential learning:
Experience as the source of learning and development (Vol. 1). Englewood
Cliffs, NJ: Prentice-Hall.
Kregel,
J., & Wehman, P. (1989). Supported employment: Promises deferred for
persons with severe handicaps. Journal of
the Association for Persons with Severe Handicaps, 14(4), 293-303.
Luecking, R. G., & Fabian, E. S. (2000). Paid
internships and employment success for youth in transition. Career
Development for Exceptional Individuals, 23(2), 205-221.
Robson, C. (2011). Real world research: a resource for users
of social research methods in applied settings. Chichester: Wiley.
Rogan,
P. M., & Held, M. (1999). Paraprofessionals in job coach roles. Research and Practice for Persons with
Severe Disabilities, 24(4), 273-280.
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L. (2011). Getting in, staying in and getting on: disability employment support
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(accessed 29 December 2012)
Sims,
D., Southcott, C., Lynch, S., & Wade, P. (2013). Evaluation of the Work
Experience Placement Trials: research report.
Wehman,
P., Keller, J., Kochany, L., & Williams, W. (1981). Competitive employment: New horizons for severely disabled individuals (pp.
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(accessed 27 July 2014)
Appendix 1
Figure 1. A comparison of outcomes for
interns from Project SEARCH and Support and Aspiration trial SIPs
|
Project SEARCH SIPs (Purvis et al., 2012)
|
Support and Aspiration SIPs (CooperGibson
Research & Disability Rights UK, 2013)
|
Data recorded
|
3 months after the internship finished
|
in the final two months of the internship
|
Number of interns started the programme
|
132
|
222
|
Number in paid employment (of all interns
starting)
|
41
|
68
|
% in paid employment (of all interns
starting)
|
31%
|
31%
|
|
Project SEARCH SIPs
|
Support and Aspiration SIPs
|
Number of interns completed the programme
|
101
|
190
|
% in paid employment
|
41%
|
36%
|
% of interns in education or training
|
3%
|
14%
|
% of interns not in employment, education
or training (NEET)
|
43%
|
25%
|
% of interns in voluntary work / work
experience
|
6%
|
26%
|
% of interns unknown outcome
|
8%
|
0%
|
Retention rate (% of interns completing
the programme)
|
77%
|
85%
|
Success Rate (not available)
(% of interns awarded a pass for the
learning element)
|
not available
|
not available
|
Appendix 2
Figure 2. A comparison of
outcomes for interns from Project SEARCH and Support and Aspiration trial SIPs
Appendix 3
Figure 3. A comparison of programme features
of Project SEARCH and Support and Aspiration trial SIPs
Project SEARCH SIPs (Purvis et al., 2012)
|
Support and Aspiration SIPs (CooperGibson
Research & Disability Rights UK, 2013)
|
Founded in 1986
|
2012 government proposals named ‘Support
and Aspiration’ to trial supported internship programmes
|
Established, specific, licensed model
|
Programmes
free to design own approach, 4 guidelines.
No
central leadership team.
SIPs
in trial “broadly similar”
|
Single host employer which must be an
organisation of 200 or more employees
|
No guidelines.
Most colleges used multiple employers.
Many had difficulties securing internships
|
720 hours per year (based on a 36 week
academic year) at the employer for a minimum of 6 hours per day, 20-25 hours
per week, full academic year
|
Not quantified. A “substantial proportion”
of internship to take place in the workplace.
Not all programmes achieved this or believed
it appropriate for all interns.
Report calls for this to remain open and
flexible. “All” colleges emphasise the need for flexibility due to local
environment
|
Interns rotate positions to try different
roles
|
No guidelines
|
Internship and learning element take place
at host employer
|
Learning element to be provided outside of
the workplace, usually at College
|
Monthly reviews are held with interns and
families to discuss progress. Programmes did not feel regular monthly
meetings were always required
|
Meetings take place, no evidence regular
meetings held.
No
guidelines
|
Learning staff, i.e. Job Coaches to be
trained in systematic instruction.
Learning support staff recruited by
supported employment provider
|
Learning staff, i.e. Job Coaches to be
trained in systematic instruction.
Learning support staff recruited by FE
college
|
3 way partnership with host employer,
education provider and supported employment provider.
Each partner has specified, defined roles
and responsibilities
|
FE College takes lead and matches intern
with suitable employment placement.
Some colleges developed partnerships with
supported employment providers, careers organisations, Jobcentre Plus and
used Access to Work (SFA) funding
|
The employer has significant involvement
in organising the SIP
|
No evidence
|
Supported employment provider gives
post-programme support
|
Colleges recommended to provide
post-programme support
|