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INTERACTION AND ENGAGEMENT OF WORKERS IN SUPPORTED EMPLOYMENT: A BRITISH COMPARISON BETWEEN WORKERS WITH AND WITHOUT LEARNING DISABILITIES

INTERACTION AND ENGAGEMENT OF WORKERS IN SUPPORTED EMPLOYMENT: A BRITISH COMPARISON BETWEEN... Supported employment represents an important alternative to traditional forms of day service in Britain. Social integration in the workplace has been seen as one of its primary aims and this has been a key outcome measure in research. Few studies have looked at engagement in meaningful activity as an outcome measure. This paper describes a direct observation study which compared patterns of interaction and engagement for eight people with learning disabilities being supported in ordinary work settings and eight non‐disabled co‐workers. The results for engagement were favourable, showing no significant difference in percentage of time engaged for the two groups, although supported workers spent more time in on‐task activities than their colleagues. There was no significant difference in frequency of interaction, and who people talked with, between the groups, except where Job Coaches were present, where they became the main focus of interaction for supported workers. Content of interaction differed, co‐workers being more frequently involved in directing others and teasing and joking, while supported workers received praise and greetings more frequently. Reasons for the observed differences and implications for supported employment services are discussed. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Applied Research in Intellectual Disabilities Wiley

INTERACTION AND ENGAGEMENT OF WORKERS IN SUPPORTED EMPLOYMENT: A BRITISH COMPARISON BETWEEN WORKERS WITH AND WITHOUT LEARNING DISABILITIES

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References (33)

Publisher
Wiley
Copyright
"Copyright © 1995 Wiley Subscription Services, Inc., A Wiley Company"
ISSN
1360-2322
eISSN
1468-3148
DOI
10.1111/j.1468-3148.1995.tb00151.x
Publisher site
See Article on Publisher Site

Abstract

Supported employment represents an important alternative to traditional forms of day service in Britain. Social integration in the workplace has been seen as one of its primary aims and this has been a key outcome measure in research. Few studies have looked at engagement in meaningful activity as an outcome measure. This paper describes a direct observation study which compared patterns of interaction and engagement for eight people with learning disabilities being supported in ordinary work settings and eight non‐disabled co‐workers. The results for engagement were favourable, showing no significant difference in percentage of time engaged for the two groups, although supported workers spent more time in on‐task activities than their colleagues. There was no significant difference in frequency of interaction, and who people talked with, between the groups, except where Job Coaches were present, where they became the main focus of interaction for supported workers. Content of interaction differed, co‐workers being more frequently involved in directing others and teasing and joking, while supported workers received praise and greetings more frequently. Reasons for the observed differences and implications for supported employment services are discussed.

Journal

Journal of Applied Research in Intellectual DisabilitiesWiley

Published: Sep 1, 1995

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