Judit Fullana

Work integration of people with disabilities in the regular labour market: What can we do to improve these processes?

Abstract Background It is important to ensure that regular processes of labour market integration are available for all citizens. Method Thematic content analysis techniques, using semi‐structured group interviews, were used to identify the principal elements contributing to the processes of integrating people with disabilities into the regular labour market. Thirty‐two professionals from 17 agencies provided information regarding the role of the family, training, workplace monitoring, the work setting, and personal resources of the worker. Results The results indicated that family, training (prior to and during the integration service), monitoring of the worker in the workplace, and work setting were relevant and contributing aspects of the process of work integration. Conclusions A real and effective commitment on the part of the government is required to regulate and provide resources to create supported employment services and to allow these services to plan their own interventions, keeping in mind the relevance of and relationship between aspects such as family, training, workplace monitoring, the work setting and personal resources of the worker.

Student participation in university governance: the opinions of professors and students

This article focuses on analysing student participation in university governance, with the specific aims of identifying the main obstacles to student participation and offering proposals of how to better facilitate student involvement in the functioning of the university. From student questionnaires, teaching staff interviews and student discussion groups we obtained information regarding the major obstacles to student participation. The methodology employed in this research allows us to compare and contrast the opinions and perceptions of students and teaching staff. Significant differences are identified that highlight the main ways for facilitating change in student participation in the university. The required changes should not only relate to improving the means by which students are informed about ways of participating, but also influence how universities structure participatory processes, the role of the teaching staff and, specifically, the role of coordinators of those managing bodies closest to the students.

Reflective learning in higher education: a qualitative study on students’ perceptions

This article presents the results of a study aimed at determining the perceptions of students participating in reflective learning (RL) experiences at the University of Girona (Spain), specifically regarding the benefits and challenges of this methodology. Four focus groups were organized with students who had participated in RL experiences on four different undergraduate degree courses: nursing, environmental sciences, psychology and social education. Data were analysed using thematic content analysis. The study shows that students think RL contributes to a better understanding of themselves, their learning and their motivation to learn. Identified challenges were related primarily to understanding the aims of the experience, the degree of personal openness and the system of assessment. The study also provides some guidelines and orientation for improving experiences of undergraduate training based on RL.

Changes and challenges in the transition to adulthood: views and experiences of young people with learning disabilities and their families

Abstract The transition to adulthood poses one of the most complex challenges for young people with intellectual disabilities. In order to conduct a wide-reaching and in-depth study of this process, we need to know the views of these young people themselves and their families. This article presents research designed to collect the experiences and perceptions of young people with disabilities and their families regarding perceived problems and support in their transition to adulthood in Spain. A qualitative case study method was used to achieve this. Data were collected in three stages on the following topics: educational pathway (primary and secondary school), social support networks and free time, and construction of a personal plan for the future (labour market inclusion and independent living). Various different instruments were used, including interviews, focus groups and visual methods. As for the results, the young people who participated in the study experienced difficulties with both successfully completing secondary education and continuing their education. The families in our study were not very satisfied with the guidance received from professionals upon finishing secondary school. They also complained about the lack of training options available to young people with disabilities. The participants expressed certain fears regarding social inclusion and labour market integration. They are aware that they will need help, and have doubts about whether they will receive the necessary support to progress with their plans for labour market integration and independent living. As a result of the study, we propose several recommendations to improve opportunities for the social inclusion of young people with disabilities in their transition to adulthood.

Análisis de los apoyos que reciben los jóvenes con discapacidad intelectual en su transición a la vida adulta en España: una investigación a partir de experiencias de profesionales y personas con discapacidad

The objective of this study is to gather information regarding the adaptation of the range of socio educational projects and services aimed at the transition to an adult life of young persons with intellectual disabilities in Spain. The research of the study has been done in three stages. During each stage, a specific tool has been used. One to one in-depth interviews have been undertaken with 45 professionals and 20 individuals with intellectual disabilities. The Delphi method has been applied to two panels consisting of 20 experts each. Firstly, results focus on the approach to different issues related to the devices. Secondly, the training opportunities that these individuals receive to ease the transition period is addressed. And finally, the study refers to the participation of the individuals themselves and their families in the process. The developed analysis allows us to propose strategies to improve the transition to adult life.

Proposals for improving the transition process of young people with intellectual disabilities in Spain: insights from focus groups of professionals, young people and their families

Abstract This research aims to present proposals that can improve the transition to adulthood of young people with intellectual disabilities (ID). Four focus groups were set up in three different cities in Spain, each comprising education and social work professionals, people with ID and family members. In total, 32 participants were included in the study. The discussions were recorded, transcribed and analysed using thematic content analysis. Improvements proposed by participants were organised into six themes: coordination between services and professionals; curricular approaches; participation by young people with ID; peer-relationship networks; family and administration. Participants highlighted the need to make the curriculum more flexible and foster curricular experiences related to social and workplace inclusion, as well as establish more continuity in guidance processes throughout the different stages of education and especially at the end of secondary education. Participants also suggested the need for young people with ID to have a more prominent role in their educational process, and strengthening their social networks by promoting their participation in community activities.

Exploring the present and projecting the future: people with severe mental illness speaking for themselves

Abstract The participation of people with mental illness in research is key to their empowerment and provides them with a highly meaningful experience. The aim of this article was to explore the perspectives, views and experiences of people with severe mental illness (SMI) regarding their present life and projection of the future (desires, expectations related to the illness, their personal, working, relational life, etc.). We present the results of a qualitative study in which two personal interviews were conducted with seven people with SMI, incorporating visual elements produced by the participants themselves (photographs and drawings). The results obtained allow us to take a more in-depth look at these people’s reflections with regard to the present and future, while also opening a working path for professionals in the social education services.