Evaluation of the Methodology Supported Employment in Promentor Program (UAM-PRODIS). Competence Setting
Abstract In this article are presented the results of research on the fit between the job and the skills of workers with intellectual disabilities, in order to identify factors that affect the maintenance of the workplace. It is done through a methodology for evaluating program outcomes Promentor (UAM-PRODIS) and associated Labor Inclusion Service. The evaluation was carried out on 52 workers, with the application of a questionnaire to the companies in which they work and their trainers or labor mediators. The most significant results are: 1) The figure of labor mediator is essential not only in employment but also in maintenance in the workplace; 2) The most valued competence dimension is “Responsibility, autonomy and motivation”; 3) In the second most valued competence dimension, there are discrepancies between labor mediators and collaborators. The first highlights the dimension “Interpersonal skills”, while companies put more emphasis on “Management and organization”. The conclusions reflect on the implication of these results on the itineraries of training and employment support custom.
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Arenas, M. L. y González, R. (2010). El preparador laboral en el empleo con apoyo. Educación y Futuro, 23, 43-50.
Becker, D. R., Xie, H., McHugo, G. J., Halliday, J. y Martínez, R. A. (2006). What predicts supported employment program outcomes? Community Mental Health Journal, 42 (3), 303-313. https://doi.org/10.1007/s10597-006-9037-8
Bennett, K., Brady, M., Scott, J., Dukes, C. y Frain, M. (2010). The effects of covert audio coaching on the job performance of supported employees. Focus on Autism and Other Developmental Disabilities, 25 (3), 173-185. https://doi.org/10.1177/1088357610371636
Bisquerra, R. (2004). Metodología de investigación educativa. Madrid: La Muralla. Bond, G. R., Peterson, A. E., Becker, D. R. y Drake, R. E. (1997). Validation of the Revised Individual Placement and Supported Fidelity Scale (IPS-25). Psychiatric Services, 63 (8), 758-763.
Cerrillo, R., Izuzquiza, D. y Egido, I. (2013). Inclusión de jóvenes con discapacidad intelectual en la Universidad. Revista de Investigación en Educación, 11 (1), 41-57.
Coutts, P. y Riddell, S. (2013). Employer’s views of supported employment for disabled people in Scotland. Edimburgh: The University of Edinburgh.
Egido, I., Cerrillo, R. y Camina, A. (2009). La inclusión social y laboral de las personas con discapacidad intelectual mediante los programas de empleo con apoyo. Un reto para la orientación. REOP, 20 (2), 135-146.
Esteban, B. y Jordán de Urr íes, B. (2006). Empleo con apoyo para personas con discapacidad intelectual y para personas con enfermedad mental. Comparación metodológica en dos proyectos piloto. Siglo Cero. Revista Española sobre Discapacidad Intelectual, 37 (2), 63-78.
European Comission (2011). Supported employment for people with disabilities in the UE and EFTA-EEA. Luxembourg: Publications Office of the European Union.
Evans, M., Lopes, I., Katsouda, C., Diepeveen, A., Fleming, M., Haddock, M., Hazzard, T., Schuller, S., Johnova, M., Boxava, P., Martínez, S., Jordán de Urríes, B., Eklund, B., Sariola, L. y Haltunen, H. (2005). Information Booklet and Quality Standars. Belfast: European Union of Supported Employment.
Flores, N., Jenaro, C., Orgaz, M. y Martín, M. (2011). Understanding quality of working life of workers with intellectual disabilities. Journal of Applied Research in Intellectual Disabilities, 24 (2), 133-141. https://doi.org/10.1111/j.1468-3148.2010.00576.x
Foley, K.-R., Girdler, S, Downs, J., Jacoby, P., Bourke, J., Lennox, N., Einfeld, S., Llewellyn, G., Parmenter, T. R. y Leonard, H. (2014). Relationship between family quality of life and day occupations of young people with Down syndrome. Soc Psychiatry Psychiatr Epidemiol, 49, 1455-1465. https://doi.org/10.1007/s00127-013-0812-x
Goh, A. y Bambara, L. (2013). Video self-modeling: a job skills intervention with individuals with intellectual disability in employment settings. Education and Training in Autism and Developmental Disabilities, 48 (1), 103-119.
Hall, A., Bose, J., Winsor, J. y Migliore, A. (2014). Knowledge translation in job development: strategies for involving families. Journal of Applied Research in Intellectual Disabilites, 27 (5), 489-492. https://doi.org/10.1111/jar.12077
Izuzquiza, D. (2012). El valor de la inclusión educativa de jóvenes con discapacidad intelectual en las instituciones de Educación Superior: el Programa Promentor. Bordón, 64 (1), 109-126.
Izuzquiza, D. y Herrán, A. de la (Coords.) (2010). Discapacidad intelectual en la empresa. Las claves del éxito. Madrid: Pirámide.
Jordán de Urríes, B. (2010). Empleo con apoyo. Educación y Futuro, 23, 31-42.
Jordán de Urríes, B., Beyer, S. y Verdugo, M. Á. (2008). Un estudio comparativo del empleo con apoyo en Europa. En II Premio de Investigación sobre Discapacidad Intelectual. Manresa: AMPANS.
O’Brien, J. y Callahan, M. (2010). Employment support as knowledge creation. Research and Practice for Persons with Severe Disabilities, 35 (1-2), 31-38. https://doi.org/10.2511/rpsd.35.1-2.31
Pérez, C. e Izuzquiza, D. (2011). Diseño y validación de un cuestionario para valorar el ajuste competencial de trabajadores con discapacidad intelectual en las empresas. Trabajo Final de Máster, Universidad Autónoma de Madrid.
Santamaría, M., Verdugo, M. Á., Orgaz, B., Gómez, L. E. y Jordán de Urríes, F. B. (2012). Calidad de vida percibida por trabajadores con discapacidad intelectual en empleo ordinario.Siglo Cero. Revista Española sobre Discapacidad Intelectual, 43 (2), 46-61.
Schalock, R., Borthwick-Duffy, S., Bradley, V., Buntinx, W., Coultier, D., Craig, E., Gómez, S., Lachapelle, Y., Luckasson, R., Reeve, A., Shogren, K., Snell, M., Spreat, S., Tassé, M., Thompson, J., Verdugo, M. Á., Wehmeyer, M. y Yeager, M. (2010). Intellectual disability: Definition, classification, and systems of supports. 11th Edition of the AAIDD Definition Manual. Washington, DC: American Association on Intellectual and Developmental Disabilities.
Stufflebeam, D. L. (2003). The CIPP model for evaluation. New Directions for Program Evaluation, 19, 7-98. https://doi.org/10.1007/978-94-010-0309-4_4
Substance Abuse and Mental Health Services Administration (2009). Supported Employment: the Evidence. Rockville, MD: Center for Mental Health Services, Substance Abuse and Mental Health Services Administration, U.S. Department of Health and Human Services.
Verdugo, M. Á., Benito, M. C., Orgaz, B., Jordán de Urríes, F. B., Martín-Ingelmo, R. y Santamaría, M. (2012). Influencia de un programa de empleo con apoyo en la calidad de vida percibida por sus usuarios. Siglo Cero. Revista Española sobre Discapacidad Intelectual, 43 (3), 69-83.
Verdugo, M. Á., Jordán de Urríes, F. B., Martín, R., Vicente, C. y Sánchez, M. C. (2009). Impact on quality of life and self-determination of a national program for increasing supported employment in Europe. Journal of Vocational Rehabilitation, 31 (1), 55-64.
Verdugo, M. Á., Jordán de Urríes, B. y Vicent, C. (2009). A Multicomponent Evaluation System of Supported Employment Programs. Journal of Vocational Rehabilitation, 31 (1), 65-72.
Wehman, P., Moon, S., Everson, J. M., Wood, M. y Barcus, J. M. (1987). Transition from school to work. New challenges for youth with severe disabilities. Baltimore, Maryland: Paul H. Brookes.
West, E. y Patton, H. (2010). Positive behavior support and supported employment for adults with severe disability. Journal of Intellectual & Developmental Disability, 35 (2), 104-111. https://doi.org/10.3109/13668251003694580
World Medical Association Declaration of Helsinki (2002). Declaration of Helsinki: Ethical principles for medical research involving human subjects. JAMA, 284, 3043-3045.
Becker, D. R., Xie, H., McHugo, G. J., Halliday, J. y Martínez, R. A. (2006). What predicts supported employment program outcomes? Community Mental Health Journal, 42 (3), 303-313. https://doi.org/10.1007/s10597-006-9037-8
Bennett, K., Brady, M., Scott, J., Dukes, C. y Frain, M. (2010). The effects of covert audio coaching on the job performance of supported employees. Focus on Autism and Other Developmental Disabilities, 25 (3), 173-185. https://doi.org/10.1177/1088357610371636
Bisquerra, R. (2004). Metodología de investigación educativa. Madrid: La Muralla. Bond, G. R., Peterson, A. E., Becker, D. R. y Drake, R. E. (1997). Validation of the Revised Individual Placement and Supported Fidelity Scale (IPS-25). Psychiatric Services, 63 (8), 758-763.
Cerrillo, R., Izuzquiza, D. y Egido, I. (2013). Inclusión de jóvenes con discapacidad intelectual en la Universidad. Revista de Investigación en Educación, 11 (1), 41-57.
Coutts, P. y Riddell, S. (2013). Employer’s views of supported employment for disabled people in Scotland. Edimburgh: The University of Edinburgh.
Egido, I., Cerrillo, R. y Camina, A. (2009). La inclusión social y laboral de las personas con discapacidad intelectual mediante los programas de empleo con apoyo. Un reto para la orientación. REOP, 20 (2), 135-146.
Esteban, B. y Jordán de Urr íes, B. (2006). Empleo con apoyo para personas con discapacidad intelectual y para personas con enfermedad mental. Comparación metodológica en dos proyectos piloto. Siglo Cero. Revista Española sobre Discapacidad Intelectual, 37 (2), 63-78.
European Comission (2011). Supported employment for people with disabilities in the UE and EFTA-EEA. Luxembourg: Publications Office of the European Union.
Evans, M., Lopes, I., Katsouda, C., Diepeveen, A., Fleming, M., Haddock, M., Hazzard, T., Schuller, S., Johnova, M., Boxava, P., Martínez, S., Jordán de Urríes, B., Eklund, B., Sariola, L. y Haltunen, H. (2005). Information Booklet and Quality Standars. Belfast: European Union of Supported Employment.
Flores, N., Jenaro, C., Orgaz, M. y Martín, M. (2011). Understanding quality of working life of workers with intellectual disabilities. Journal of Applied Research in Intellectual Disabilities, 24 (2), 133-141. https://doi.org/10.1111/j.1468-3148.2010.00576.x
Foley, K.-R., Girdler, S, Downs, J., Jacoby, P., Bourke, J., Lennox, N., Einfeld, S., Llewellyn, G., Parmenter, T. R. y Leonard, H. (2014). Relationship between family quality of life and day occupations of young people with Down syndrome. Soc Psychiatry Psychiatr Epidemiol, 49, 1455-1465. https://doi.org/10.1007/s00127-013-0812-x
Goh, A. y Bambara, L. (2013). Video self-modeling: a job skills intervention with individuals with intellectual disability in employment settings. Education and Training in Autism and Developmental Disabilities, 48 (1), 103-119.
Hall, A., Bose, J., Winsor, J. y Migliore, A. (2014). Knowledge translation in job development: strategies for involving families. Journal of Applied Research in Intellectual Disabilites, 27 (5), 489-492. https://doi.org/10.1111/jar.12077
Izuzquiza, D. (2012). El valor de la inclusión educativa de jóvenes con discapacidad intelectual en las instituciones de Educación Superior: el Programa Promentor. Bordón, 64 (1), 109-126.
Izuzquiza, D. y Herrán, A. de la (Coords.) (2010). Discapacidad intelectual en la empresa. Las claves del éxito. Madrid: Pirámide.
Jordán de Urríes, B. (2010). Empleo con apoyo. Educación y Futuro, 23, 31-42.
Jordán de Urríes, B., Beyer, S. y Verdugo, M. Á. (2008). Un estudio comparativo del empleo con apoyo en Europa. En II Premio de Investigación sobre Discapacidad Intelectual. Manresa: AMPANS.
O’Brien, J. y Callahan, M. (2010). Employment support as knowledge creation. Research and Practice for Persons with Severe Disabilities, 35 (1-2), 31-38. https://doi.org/10.2511/rpsd.35.1-2.31
Pérez, C. e Izuzquiza, D. (2011). Diseño y validación de un cuestionario para valorar el ajuste competencial de trabajadores con discapacidad intelectual en las empresas. Trabajo Final de Máster, Universidad Autónoma de Madrid.
Santamaría, M., Verdugo, M. Á., Orgaz, B., Gómez, L. E. y Jordán de Urríes, F. B. (2012). Calidad de vida percibida por trabajadores con discapacidad intelectual en empleo ordinario.Siglo Cero. Revista Española sobre Discapacidad Intelectual, 43 (2), 46-61.
Schalock, R., Borthwick-Duffy, S., Bradley, V., Buntinx, W., Coultier, D., Craig, E., Gómez, S., Lachapelle, Y., Luckasson, R., Reeve, A., Shogren, K., Snell, M., Spreat, S., Tassé, M., Thompson, J., Verdugo, M. Á., Wehmeyer, M. y Yeager, M. (2010). Intellectual disability: Definition, classification, and systems of supports. 11th Edition of the AAIDD Definition Manual. Washington, DC: American Association on Intellectual and Developmental Disabilities.
Stufflebeam, D. L. (2003). The CIPP model for evaluation. New Directions for Program Evaluation, 19, 7-98. https://doi.org/10.1007/978-94-010-0309-4_4
Substance Abuse and Mental Health Services Administration (2009). Supported Employment: the Evidence. Rockville, MD: Center for Mental Health Services, Substance Abuse and Mental Health Services Administration, U.S. Department of Health and Human Services.
Verdugo, M. Á., Benito, M. C., Orgaz, B., Jordán de Urríes, F. B., Martín-Ingelmo, R. y Santamaría, M. (2012). Influencia de un programa de empleo con apoyo en la calidad de vida percibida por sus usuarios. Siglo Cero. Revista Española sobre Discapacidad Intelectual, 43 (3), 69-83.
Verdugo, M. Á., Jordán de Urríes, F. B., Martín, R., Vicente, C. y Sánchez, M. C. (2009). Impact on quality of life and self-determination of a national program for increasing supported employment in Europe. Journal of Vocational Rehabilitation, 31 (1), 55-64.
Verdugo, M. Á., Jordán de Urríes, B. y Vicent, C. (2009). A Multicomponent Evaluation System of Supported Employment Programs. Journal of Vocational Rehabilitation, 31 (1), 65-72.
Wehman, P., Moon, S., Everson, J. M., Wood, M. y Barcus, J. M. (1987). Transition from school to work. New challenges for youth with severe disabilities. Baltimore, Maryland: Paul H. Brookes.
West, E. y Patton, H. (2010). Positive behavior support and supported employment for adults with severe disability. Journal of Intellectual & Developmental Disability, 35 (2), 104-111. https://doi.org/10.3109/13668251003694580
World Medical Association Declaration of Helsinki (2002). Declaration of Helsinki: Ethical principles for medical research involving human subjects. JAMA, 284, 3043-3045.
Izuzquiza Gasset, D., & Rodríguez Herrero, P. (2016). Evaluation of the Methodology Supported Employment in Promentor Program (UAM-PRODIS). Competence Setting. Siglo Cero, 47(1), 37–54. https://doi.org/10.14201/scero201613754
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