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Evaluating the Impact of Integrated Practical Placement Programmes on Students With Intellectual Disabilities
Harrison Burgin1, Jan Hooper2, Alyssa Forbes-Nicholson2
1Faculty of Health Science, Community and Social Studies, Holmesglen Institute, Holmesglen, Victoria, Australia.
Background:
Integrated Practical Placement (IPP) programmes provide students with intellectual disability an opportunity to undertake extended work placement while concurrently studying a course. These programmes showed improved (2-3 folds) employment outcomes compared to non-integrated programmes, which highlighted the need to expand these offerings.
Method:
This study evaluates a range of IPP programmes, exploring variations, their impact and understanding experiences of the participants and exploring the impact of workplace training as a non-traditional educational experience.
Results:
Findings show 70%-100% of students enrolled in an IPP programme that delivered a sustained and integrated model of work placement either gained employment or entered further study, and that 100% of businesses and employees who participated in hosting a student for placement returned to the programme again and are open to employing people with disability.
Conclusion:
This highlighted how new education models can improve learning for people with intellectual disability and should be utilised broadly.
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