Maria Pallisera

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.

The Current Situation of Supported Employment in Spain: analysis and perspectives based on the perception of professionals

At present, supported employment is emerging in Spain. It must be recognised that these programmes are more effective than the traditional sheltered structures, in accounting for the number of placements achieved in the mainstream employment market. Despite this fact, recent developments arising from social welfare policies do not encourage the consolidation of supported employment. This article briefly traces the evolution of employment integration of disabled people in Spain, and gives the results of research on professional workers in supported employment programmes. This data enables us to consider proposals to extend the experience of supported employment, thereby improving the employment situation of people with disabilities in our society.

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.

Transition scenarios for young people with learning disabilities in Spain. Relationships and discrepancies

This paper examines transition scenarios to adult and active life in Spain from an inclusive viewpoint. For people with learning disabilities, the transition to adult life is a particularly complex process worldwide, and this is especially true in Spain. The multitude of services and professionals involved, the diversity of views regarding what represents integration, the difficult coordination between school and post-school services, these are just some of the situations that pose obstacles in constructing paths towards transition. An overall understanding of the relationships existing between the different scenarios in which these processes take place is fundamental if the necessary actions for improvement are to be established. This article aims to analyse this situation, presenting the main discrepancies observed in and between Spanish schools and the post-school services that condition the fulfilment of objectives relating to inclusion in society and the workplace. The article concludes by proposing actions for fostering the transition to adult life from an inclusive perspective.

Advancing towards inclusive social research: visual methods as opportunities for people with severe mental illness to participate in research

This article explores the possibilities offered by visual methods in the move towards inclusive research, reviewing some methodological implications of said research and reflecting on the potential of visual methods to meet these methodological requirements. A study into the impact of work on social inclusion and the social relationships of people suffering from severe mental illness (SMI) serves to illustrate the use of visual methods such as photo elicitation and graphic elicitation in the context of in-depth interviews with the aim of improving the aforementioned target group’s participation in research, participation understood as one of the basic elements of inclusive approaches. On the basis of this study, we reflect on the potential of visual methods to improve the inclusive approach to research and conclude that these methods are open and flexible in awarding participantsa voice, allowingpeople with SMI to express their needs, and therefore adding value to said approach.

Transition to adulthood for young people with intellectual disability: Exploring transition partnerships from the point of view of professionals in school and postschool services

Abstract Background Transition partnerships are considered a key factor in fostering transition to adulthood for young people with intellectual disability (ID). The aim of this research was to analyse the transition partnerships between services and projects that support young people with ID in their transition to adulthood from the perspective of the professionals involved. Method Semistructured interviews were conducted with 45 key professionals from different postschool and school projects to obtain information regarding the main problems found in coordinating the services, the causes of these problems, and suggestions for improvement. Results A lack of continuity was highlighted in the support for young people with ID during the transition process. Insufficient information and collaboration between services and professionals and a lack of leadership were the main problems perceived by professionals. Conclusions Our research stresses the need for clear guidelines to be established regarding the distribution of roles and responsibilities between the professionals and services involved in transition. Improving communication processes between professionals and between them and young people and their families is underlined as a way to help young people with ID in their transition to adulthood. Reinforcing the role of the local area is also recommended.

Professional Placement and Professional Recognition of Social Education Graduates in Spain: A 10‐year Balance

The aim of this article is to reflect on the level of professional recognition of social educators and social care workers in Spain. Our findings are based on data and conclusions obtained from recent studies of professional placement among social educators. One of those studies contains research carried out with graduates in social education from the University of Girona (Spain). We present the most important data on the employability of social education graduates and provide information on the professional standing of social educators in Spain.

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.