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Integrating Competency Identification Digital Tools in Employment Counselling to Help Identify Competencies and Build a Relevant Career Plan for People With Disabilities

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Title: Integrating Competency Identification Digital Tools in Employment Counselling to Help Identify Competencies and Build a Relevant Career Plan for People With Disabilities
Language: English
Authors: Clémence Brun (ORCID 0000-0001-6880-6674), Alexis Akinyemi (ORCID 0000-0002-6027-675X), Yvonne Joret (ORCID 0009-0006-3812-7295), Laurène Houtin (ORCID 0000-0002-7619-5639)
Source: Journal of Applied Research in Intellectual Disabilities. 2025 38(3).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 16
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Disabilities, Career Counseling, Competence, Career Planning, Foreign Countries, Ability Identification, Intellectual Disability
Geographic Terms: France
DOI: 10.1111/jar.70071
ISSN: 1360-2322
1468-3148
Abstract: Background: People with disabilities face persistent employment difficulties, mainly because of a lack of recognition of their competencies, especially people with intellectual disabilities. As employment counsellors need to identify the competencies of beneficiaries, a public competencies identification service has been developed and funded by the French Ministry of Labour, Diagoriente. Method: We compared the impact of a competencies identification session using Diagoriente (N = 48) to a more classic session using a text document (N = 47), with a sample composed mainly of people with intellectual disabilities (75.5%). Results: Participants who used Diagoriente felt better able to identify and explain their competencies and to create a relevant career plan than those who had followed a classic session. Conclusions: Our results suggest that Diagoriente, and as we suggest, employment support digital tools, when adapted to the specific needs of people with intellectual disabilities, can provide additional keys to help them build their career plans.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1475269
Database: ERIC
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  Value: <anid>AN0186163438;e0301may.25;2025Jun27.04:03;v2.2.500</anid> <title id="AN0186163438-1">Integrating Competency Identification Digital Tools in Employment Counselling to Help Identify Competencies and Build a Relevant Career Plan for People With Disabilities </title> <p>Background: People with disabilities face persistent employment difficulties, mainly because of a lack of recognition of their competencies, especially people with intellectual disabilities. As employment counsellors need to identify the competencies of beneficiaries, a public competencies identification service has been developed and funded by the French Ministry of Labour, Diagoriente. Method: We compared the impact of a competencies identification session using Diagoriente (N = 48) to a more classic session using a text document (N = 47), with a sample composed mainly of people with intellectual disabilities (75.5%). Results: Participants who used Diagoriente felt better able to identify and explain their competencies and to create a relevant career plan than those who had followed a classic session. Conclusions: Our results suggest that Diagoriente, and as we suggest, employment support digital tools, when adapted to the specific needs of people with intellectual disabilities, can provide additional keys to help them build their career plans.</p> <p>Keywords: career guidance; competencies; digital tool; intellectual disability; transversality; vocational orientation choice</p> <p></p> <ulist> <item> In France, identifying the competencies of people with disabilities, especially intellectual disabilities, is seen as a major challenge to help them better integrate into work and build chosen career paths.</item> <p></p> <item> We compared a competencies identification session using a text document with a session using the Diagoriente digital tool.</item> <p></p> <item> Our findings show that adapted digital tools can help people with disabilities, especially people with intellectual disabilities, to identify their competencies and make them perceive that they have created a relevant career plan.</item> </ulist> <p>Summary</p> <hd id="AN0186163438-2">Introduction</hd> <p></p> <hd id="AN0186163438-3">Recognising the Competencies of People With Disabilities</hd> <p>Of the 67 million people in France, about 29 million are of working age. Among these workers, 5.9 million are people with disabilities, of whom 2.8 million have their disability officially recognised (INSEE [<reflink idref="bib30" id="ref1">30</reflink>], [<reflink idref="bib31" id="ref2">31</reflink>]). This population faces significantly greater difficulties in finding employment than people without disabilities (Bonaccio et al. [<reflink idref="bib11" id="ref3">11</reflink>]). Hence, various measures are being implemented to promote the integration of people with disabilities into the French labour market, including (i) improving training, which must be accessible to all; (ii) simplifying administrative procedures for employers and job seekers with disabilities and (iii) in‐depth work to change the way society views people with disabilities, who still suffer from prejudices and stereotypes, particularly regarding their competencies[<reflink idref="bib1" id="ref4">1</reflink>] and sometimes even their incompetence (Bonaccio et al. [<reflink idref="bib11" id="ref5">11</reflink>]; Ministère des Solidarités, de l'Autonomie et des Personnes Handicapées [<reflink idref="bib45" id="ref6">45</reflink>]). Numerous events have been organised to highlight ways to improve the situation, promote the competencies of people with disabilities and encourage contact between people with disabilities and the 'ordinary' environment. These events send a clear message: above all, the right profile is the right competence. Thus, assessing the competencies of people with disabilities is critical in ensuring their inclusion and full participation in society.</p> <hd id="AN0186163438-4">Institutions That Support the Recognition of the Competencies of People With Disabilities</hd> <p>Thanks to the ES‐Handicap surveys conducted by the Direction of Research, Studies, Evaluation and Statistics (Direction de la Recherche, des Études, de l'Évaluation et des Statistiques, DREES), we know that on 31 December 2018, 8300 French institutions provided services for people with disabilities, including 1500 ESATs[<reflink idref="bib2" id="ref7">2</reflink>] (i.e., sheltered employment institutions, DREES [<reflink idref="bib19" id="ref8">19</reflink>]). ESATs, which provide medical and social support and assistance for the professional integration of people with disabilities, are fully in line with a supported employment strategy (Luecking [<reflink idref="bib40" id="ref9">40</reflink>]). Among these institutions, Le Pré de la Bataille helps people with disabilities to assess and develop their competencies. The association offers 'appropriate, comprehensive or complementary responses to people with disabilities experiencing social difficulties or long‐term unemployment, following their wishes, expectations and needs' (Le Pré de la Bataille, [<reflink idref="bib38" id="ref10">38</reflink>]). The association supports around 900 people with disabilities through its various establishments, including four ESATs (Le Pré de la Bataille, [<reflink idref="bib39" id="ref11">39</reflink>]). Numerous testimonies from people with disabilities who have been supported by Le Pré de la Bataille, particularly in the ESATs, show the positive impact of the support provided regarding the assessment, recognition and development of competencies (Le Pré de la Bataille, [<reflink idref="bib38" id="ref12">38</reflink>]). It is all the more important because the recognition of workers with disabilities' competencies is key for their integration into the workplace,[<reflink idref="bib3" id="ref13">3</reflink>] especially for building a career plan, which remains a difficult process for people with disabilities. Some of the time spent by people with disabilities during career guidance can be spent on 'remedial education' or physical interventions, leaving less time to explore potential career paths (Hitchings et al. [<reflink idref="bib26" id="ref14">26</reflink>]). For organisations such as Le Pré de la Bataille that help people with disabilities take charge of their professional careers, tools enabling them to identify their competencies and track their career paths are essential.</p> <hd id="AN0186163438-5">Using Digital Tools to Identify the Competencies of People With Disabilities</hd> <p>Among the digital tools available to help identify competencies and create a career plan, Diagoriente, a public service developed by a DGEFP[<reflink idref="bib4" id="ref15">4</reflink>] startup of the same name, in partnership with Id6 and the Prime Minister's DINUM[<reflink idref="bib5" id="ref16">5</reflink>] Services, has already proven its effectiveness and value for identifying and enhancing the competencies of different groups with special needs, especially people with disabilities (e.g., including pupils in specific programmes for people with disabilities; Houtin et al. [<reflink idref="bib27" id="ref17">27</reflink>], [<reflink idref="bib28" id="ref18">28</reflink>]). Diagoriente is composed of three modules. The first module, 'Knowing myself', allows users to enter their interests and personal and professional experiences, helping them identify transversal competencies (i.e., by ticking the competencies used in the experience from a predefined list) and create a competency map (i.e., a document listing the competencies that users have entered in the tool, here in a format similar to a CV). Users can also ask for a reference from people who can attest to the acquisition of a competence to promote it. The second module, 'Projecting myself', allows users to explore career paths presented in the form of job descriptions based on the interests and competencies identified in the 'Knowing myself' module, highlighting the competencies and interests possessed by the user to facilitate the matching of the user's profile with each job. More specifically, Diagoriente collects job offers for work‐linked training listed by another public service of the Ministry of Labour (i.e., La Bonne Alternance[<reflink idref="bib6" id="ref19">6</reflink>]) and matches people with job offers based on the job title or the title of the diploma being prepared. Finally, the 'Getting involved' module allows users to register for apprenticeships (Houtin et al. [<reflink idref="bib27" id="ref20">27</reflink>], [<reflink idref="bib28" id="ref21">28</reflink>]). Therefore, we believe that this makes it a highly relevant tool in the context of the French decree of 13 December 2022 on the career paths and rights of workers with disabilities, which stresses the importance of identifying competencies and creating a portfolio of competencies and experiences for each beneficiary.</p> <hd id="AN0186163438-6">People With Intellectual Disabilities</hd> <p>This decree demonstrates France's interest in the career development of people with disabilities. Authors such as Lysaght et al. ([<reflink idref="bib42" id="ref22">42</reflink>]) have highlighted the need to better monitor the career development of people with disabilities with accurate indicators of progress in creating social inclusion, especially in the employment sector, at both national and international levels. This is particularly the case for people with intellectual disabilities, who make up the majority of people monitored in sheltered employment facilities for people with disabilities, especially in France (i.e., the most represented in ESATs in France today, 70.8% in 2010, 69% in 2018; Bourion [<reflink idref="bib12" id="ref23">12</reflink>]; DREES [<reflink idref="bib18" id="ref24">18</reflink>]; Magniez [<reflink idref="bib43" id="ref25">43</reflink>]). This group suffers from higher levels of unemployment, works less and earns less than the general population and people with other types of disability (Almalky [<reflink idref="bib5" id="ref26">5</reflink>]; Winsor et al. [<reflink idref="bib69" id="ref27">69</reflink>]).</p> <p>People with intellectual disabilities typically suffer from impaired social skills, which are often cited in the literature as one of the main barriers to their employment (Smith and Matson [<reflink idref="bib58" id="ref28">58</reflink>]; Walton and Ingersoll [<reflink idref="bib67" id="ref29">67</reflink>]). As such, competency development programmes for people with intellectual disabilities often focus on social skills, and these interventions generally have positive effects (e.g., on proximity tolerance, eye contact, initiating social contact and engaging in interactive sequences; Adeniyi and Omigbodun [<reflink idref="bib3" id="ref30">3</reflink>]; Walton and Ingersoll [<reflink idref="bib67" id="ref31">67</reflink>]). While this focus on these types of competencies is understandable given the high stakes of a deficit in this area (e.g., fewer friendships, less warm relationships, no romantic relationships, loss of family relationships; Tipton et al. [<reflink idref="bib63" id="ref32">63</reflink>]), it should not be to the detriment of competencies that support professional integration and career development, which are just as important as social competencies for long‐term well‐being, self‐esteem, self‐confidence, career progression, independence levels and job satisfaction (Almalky [<reflink idref="bib5" id="ref33">5</reflink>]; Athey et al. [<reflink idref="bib7" id="ref34">7</reflink>]; Barczak and Cannella‐Malone [<reflink idref="bib8" id="ref35">8</reflink>]; Kocman and Weber [<reflink idref="bib33" id="ref36">33</reflink>]; Lysaght et al. [<reflink idref="bib42" id="ref37">42</reflink>], [<reflink idref="bib41" id="ref38">41</reflink>]).</p> <p>However, despite the growing recognition of useful competencies for professional integration, such as adaptability,[<reflink idref="bib7" id="ref39">7</reflink>] the transversal competencies that can be used by people with intellectual disabilities in employment are still under‐researched and poorly recognised (Cannella‐Malone and Schaefer [<reflink idref="bib13" id="ref40">13</reflink>]), although some new interventions[<reflink idref="bib8" id="ref41">8</reflink>] have been designed to develop them (Barczak and Cannella‐Malone [<reflink idref="bib8" id="ref42">8</reflink>]; Tan et al. [<reflink idref="bib62" id="ref43">62</reflink>]). In addition, as classifications of people with disabilities tend to focus on the severity of disability rather than the type of disability, it is difficult to draw conclusions about specific types of disability or to make comparisons (Lysaght et al. [<reflink idref="bib42" id="ref44">42</reflink>]). One of the rare exceptions is Almalky's ([<reflink idref="bib5" id="ref45">5</reflink>]) review of employment outcomes for individuals with intellectual and developmental disabilities. While this review highlights the positive effects of employment for people with intellectual disabilities, it does not discuss the recognition and valorisation of their competencies.</p> <p>Thus, it seems necessary to take an interest in the process of identifying and valorising the transversal competencies of people with intellectual disabilities in a contained governmental context that limits the influence of cultural variables.[<reflink idref="bib9" id="ref46">9</reflink>] Furthermore, as technologies have a positive impact on employment‐related outcomes for people with intellectual disabilities (Damianidou et al. [<reflink idref="bib15" id="ref47">15</reflink>]), but are mainly used and studied as electronic assistive technologies to help people perform tasks in the workplace (Heman et al. [<reflink idref="bib25" id="ref48">25</reflink>]), with no knowledge of their potential to help people enter the labour market, it seems important to further investigate the impact of employment support digital tools on the identification of competencies and preparation for professional integration.</p> <hd id="AN0186163438-7">Aim of the Study</hd> <p>The present study aimed to compare the effects of a competencies identification session carried out classically in the French Pré de la Bataille ESATs with a competencies identification session carried out with Diagoriente. We assessed the impact of the type of competencies identification session on the feelings of self‐esteem in the construction of a professional project,[<reflink idref="bib10" id="ref49">10</reflink>] feelings of self‐worth, feelings of self‐confidence, the ability to identify and explain competencies and the perception of having created a relevant career plan among people with disabilities. The results should assist in identifying the session type that most effectively meets the needs of people with disabilities, particularly those with intellectual disabilities, regarding recognition, career plan preparation and the time required.</p> <hd id="AN0186163438-8">Methods</hd> <p></p> <hd id="AN0186163438-9">Participants</hd> <p>The current study was carried out in the four ESATs that are part of the Le Pré de la Bataille association by four counsellors who provided counselling and administered questionnaires to their beneficiaries. The counsellors were recruited on a voluntary basis in response to an e‐mail sent by the Le Pré de la Bataille management explaining the purpose of the study and inviting all counsellors to participate. Although this method may have introduced a self‐selection bias among counsellors, we chose this method to simplify the organisation of the study and to ensure the participation of motivated and committed counsellors, who were therefore more likely to support participants and comply with instructions. This approach also allowed us to avoid imposing the study on counsellors with already busy schedules. The four counsellors in the study were the only four who volunteered.</p> <p>They recruited, from among the 500 individuals present in all four ESATS, 95 people with disabilities[<reflink idref="bib11" id="ref50">11</reflink>] (<emph>M</emph><subs>age</subs> = 35.40, SD<subs>age</subs> = 10.60, 47 women, 48 men). Their distribution by disability category is available in Supporting Information. On average, the respondents had been in ESAT care for 8 years and 11 months (SD = 7.94). The average completion time was 3 h and 17 min (SD = 2.15), with an average completion time of 3 h and 44 min for those who had undergone a classic competencies identification session (SD = 2.46, <emph>N</emph> = 47) and 2 h and 25 min for people who had undergone a Diagoriente competencies identification session (SD = 0.90, <emph>N</emph> = 48).</p> <hd id="AN0186163438-10">Materials</hd> <p>To compare the influence of a classic competencies identification session with a session with Diagoriente on our variables of interest, we designed a questionnaire based on the literature covering intellectual disabilities, since they were our population of interest and represented 75.5% of the population in the ESATs in which we conducted the study.</p> <p>We decided to limit the number of variables and present all questions in a matrix to minimise the length of the questions and focus the participants' attention on the important propositions while minimising their fatigue. We also followed the recommendations of Kooijmans et al. ([<reflink idref="bib34" id="ref51">34</reflink>], 23) and Hartley and MacLean (2006, 816) when designing questionnaires for audiences with intellectual disabilities (i.e., "Use a single set of one‐or two‐word descriptors ('Often', 'Sometimes', 'Never') with a series of questions instead of elaborate self‐descriptive statements that vary for every question"; "A standard response alternative set with brief descriptions (i.e., 'None', 'A little', 'Medium' and 'A Lot') only requires adolescents and adults with intellectual disabilities to understand the subtle differences among a limited number of simplified response alternatives that they can then apply to a series of questions"). For each topic assessed, we designed items with ratings in the form of 5‐point Likert scales. According to Hartley and MacLean, Likert scales 'offer an efficient method for capturing a wide range of response variance in the self‐reported attitudes and behaviours of people with intellectual disabilities' (Hartley and MacLean Jr. [<reflink idref="bib24" id="ref52">24</reflink>], 814). The literature recommends using between three and five points on Likert scales designed for audiences with intellectual disabilities (Fang et al. [<reflink idref="bib21" id="ref53">21</reflink>]; Hartley and MacLean Jr. [<reflink idref="bib24" id="ref54">24</reflink>]; Kooijmans et al. [<reflink idref="bib34" id="ref55">34</reflink>]; O'Keeffe et al. [<reflink idref="bib49" id="ref56">49</reflink>]). We provided five response modalities to ensure good granularity of responses while still allowing participants to choose a neutral response (i.e., central point choice; Akinyemi and Houtin [<reflink idref="bib4" id="ref57">4</reflink>]). The modalities were as follows: 'Strongly disagree' (<reflink idref="bib1" id="ref58">1</reflink>), 'Somewhat disagree' (<reflink idref="bib2" id="ref59">2</reflink>), 'Moderately agree' (<reflink idref="bib3" id="ref60">3</reflink>), 'Somewhat agree' (<reflink idref="bib4" id="ref61">4</reflink>) and 'Strongly agree' (<reflink idref="bib5" id="ref62">5</reflink>). Questionnaire items were written in a clear style using terms as simple as possible to facilitate understanding. We chose not to present items that were reversed and/or contained negations or negative formulas because they can be complex to understand for audiences with intellectual disabilities and can cause cognitive fatigue ('Use only positively phrased questions as negatively formulated items can be confounding'; Kooijmans et al. [<reflink idref="bib34" id="ref63">34</reflink>]).</p> <p>The content began with a paragraph introducing the aim of the study. Participants were then asked to give their explicit consent to participate (i.e., 'Do you give your consent to participate in this study'; 'Yes/No'). After verbally confirming participants' agreement to take part in the study, counsellors assisted them in completing a consent form (see Supporting Information). To obtain informed consent, we followed best practices outlined in the literature, particularly Sreenivasan's emphasis on ensuring comprehension[<reflink idref="bib12" id="ref64">12</reflink>] and Lamont et al. ([<reflink idref="bib36" id="ref65">36</reflink>]) recommendations. While measurement tools may seem objective, they have limitations: (<reflink idref="bib1" id="ref66">1</reflink>) they primarily assess capacity for medical decisions, (<reflink idref="bib2" id="ref67">2</reflink>) their validity for specific disabilities is uncertain and (<reflink idref="bib3" id="ref68">3</reflink>) they may be less reliable than professional judgement for effectively assessing cognitively impaired individuals (Fassassi et al. [<reflink idref="bib22" id="ref69">22</reflink>]; Lamont et al. [<reflink idref="bib36" id="ref70">36</reflink>]). Lamont et al. ([<reflink idref="bib36" id="ref71">36</reflink>]) advocate integrating experiential judgement, which we combined with formal analysis using a criterion‐based reading grid grounded in informed consent literature, similar to prior studies (Iacono and Murray [<reflink idref="bib29" id="ref72">29</reflink>]). This approach aligned with professional recommendations by assessing participants' ability to consent to this specific study rather than their general ability to consent (Dunn et al. [<reflink idref="bib20" id="ref73">20</reflink>]; Iacono and Murray [<reflink idref="bib29" id="ref74">29</reflink>]). Counsellors guided participants through the consent process using five criteria established by literature: (<reflink idref="bib1" id="ref75">1</reflink>) voluntariness (i.e., freedom from coercion), (<reflink idref="bib2" id="ref76">2</reflink>) capacity (i.e., ability to make an informed decision), (<reflink idref="bib3" id="ref77">3</reflink>) disclosure (i.e., access to necessary information), (<reflink idref="bib4" id="ref78">4</reflink>) understanding (i.e., cognitive ability to evaluate information in context) and (<reflink idref="bib5" id="ref79">5</reflink>) decision (i.e., freedom to participate or decline; Del Carmen and Joffe [<reflink idref="bib17" id="ref80">17</reflink>]; Dunn et al. [<reflink idref="bib20" id="ref81">20</reflink>]; McDonald et al. [<reflink idref="bib44" id="ref82">44</reflink>]; Tam et al. [<reflink idref="bib61" id="ref83">61</reflink>]). To ensure adherence, the consent form reiterated the study's purpose, voluntary participation, withdrawal options, confidentiality and contact information for further inquiries (Iacono and Murray [<reflink idref="bib29" id="ref84">29</reflink>]). Throughout these stages, and after the document was completed, counsellors constantly reminded participants that they could withdraw from the study at any time, but no one asked to withdraw.</p> <p>The remainder of the questionnaire consisted of five blocks of questions, all presented in a single‐question matrix with five response options on a Likert scale. The matrix instructions were as follows: 'When you think about the activities you were able to do with your counsellor to review your competencies, to what extent do you think this counselling helped you to ...'. The rest of the statements were presented in the first column, while the response options were presented in the first row of the table. The questionnaire can be found in Table 1. The first block of questions (<emph>α</emph> = 0.87) was designed to measure the participants' self‐esteem in the construction of their professional project. The 10 items of this scale were inspired by Rosenberg's <emph>Self‐Esteem Scale</emph> (Rosenberg [<reflink idref="bib54" id="ref85">54</reflink>]). The content was adapted to the theme of professional integration. The second block (<emph>α</emph> = 0.82) measured feelings of self‐worth. We designed five original items based on the literature on feelings of personal worth (Harter and Whitesell [<reflink idref="bib23" id="ref86">23</reflink>]; Monteiro et al. [<reflink idref="bib47" id="ref87">47</reflink>]; Prilleltensky [<reflink idref="bib53" id="ref88">53</reflink>]; Zeigler‐Hill et al. [<reflink idref="bib70" id="ref89">70</reflink>]). The third block (<emph>α</emph> = 0.85) measured feelings of self‐confidence thanks to seven items. One item was original, while the other six items were taken from the Confidence subscale of the <emph>Career Adapt‐Abilities Scale</emph> by Tolentino et al. ([<reflink idref="bib64" id="ref90">64</reflink>]). The fourth block (<emph>α</emph> = 0.78) measured the perception of being able to identify and explain one's own competencies. The five original items were designed based on the competencies identification and explicitation literature (Abelha et al. [<reflink idref="bib1" id="ref91">1</reflink>]; Apgar [<reflink idref="bib6" id="ref92">6</reflink>]; Sava and Crasovan [<reflink idref="bib56" id="ref93">56</reflink>]). The fifth and final block of questions (<emph>α</emph> = 0.92) measured the perception of having created a relevant career plan. The three original items in this block were designed to reflect the three important areas for career plan development (i.e., relevance of the project, interest in the project and suitability of competencies for the project).</p> <p>1 TABLE Questionnaire used for data collection.</p> <p> <ephtml> <table><thead valign="bottom"><tr><th align="left">Blocks (column not visible to participants)</th><th align="center">1 ‐ Strongly disagree</th><th align="center">2 ‐ Somewhat disagree</th><th align="center">3 ‐ Moderately agree</th><th align="center">4 ‐ Somewhat agree</th><th align="center">5 ‐ Strongly agree</th></tr></thead><tbody valign="top"><tr><td align="left">Block 1: self‐esteem in the construction of one's professional project</td><td align="center">Feel competent</td><td align="center" /><td align="center" /><td align="center" /><td align="center" /><td align="center" /></tr><tr><td align="center">Feel satisfied with your ability to build your career plan</td><td align="center" /><td align="center" /><td align="center" /><td align="center" /><td align="center" /></tr><tr><td align="center">Feel able to build your career plan</td><td align="center" /><td align="center" /><td align="center" /><td align="center" /><td align="center" /></tr><tr><td align="center">Feel you have a wide range of competencies</td><td align="center" /><td align="center" /><td align="center" /><td align="center" /><td align="center" /></tr><tr><td align="center">Feel as capable of preparing your professional future as anyone else</td><td align="center" /><td align="center" /><td align="center" /><td align="center" /><td align="center" /></tr><tr><td align="center">Feel proud of your career path</td><td align="center" /><td align="center" /><td align="center" /><td align="center" /><td align="center" /></tr><tr><td align="center">Feel useful in building your career plan</td><td align="center" /><td align="center" /><td align="center" /><td align="center" /><td align="center" /></tr><tr><td align="center">Think that you are a professionally respectable person</td><td align="center" /><td align="center" /><td align="center" /><td align="center" /><td align="center" /></tr><tr><td align="center">Think you are a professionally successful person</td><td align="center" /><td align="center" /><td align="center" /><td align="center" /><td align="center" /></tr><tr><td align="center">Feel able to identify the competencies that you have and that you could use in a future job</td><td align="center" /><td align="center" /><td align="center" /><td align="center" /><td align="center" /></tr><tr><td align="left">Block 2: self‐worth</td><td align="center">Feel valued</td><td align="center" /><td align="center" /><td align="center" /><td align="center" /><td align="center" /></tr><tr><td align="center">Have a more positive view of yourself</td><td align="center" /><td align="center" /><td align="center" /><td align="center" /><td align="center" /></tr><tr><td align="center">Improve the way you see yourself</td><td align="center" /><td align="center" /><td align="center" /><td align="center" /><td align="center" /></tr><tr><td align="center">Recognise your personal qualities</td><td align="center" /><td align="center" /><td align="center" /><td align="center" /><td align="center" /></tr><tr><td align="center">Recognise that you are valuable as a person</td><td align="center" /><td align="center" /><td align="center" /><td align="center" /><td align="center" /></tr><tr><td align="left">Block 3: self‐confidence</td><td align="center">Feel confident when thinking about work</td><td align="center" /><td align="center" /><td align="center" /><td align="center" /><td align="center" /></tr><tr><td align="center">Feel able to carry out tasks effectively in a professional environment</td><td align="center" /><td align="center" /><td align="center" /><td align="center" /><td align="center" /></tr><tr><td align="center">Feel able to carry out your tasks properly at work</td><td align="center" /><td align="center" /><td align="center" /><td align="center" /><td align="center" /></tr><tr><td align="center">Feel able to develop new competencies in a professional context</td><td align="center" /><td align="center" /><td align="center" /><td align="center" /><td align="center" /></tr><tr><td align="center">Feel you can give your all and do your best in a professional environment</td><td align="center" /><td align="center" /><td align="center" /><td align="center" /><td align="center" /></tr><tr><td align="center">Feel able to overcome obstacles in a professional context</td><td align="center" /><td align="center" /><td align="center" /><td align="center" /><td align="center" /></tr><tr><td align="center">Feel able to solve problems in a professional context</td><td align="center" /><td align="center" /><td align="center" /><td align="center" /><td align="center" /></tr><tr><td align="left">Block 4: perception of being able to identify and explain one's own competencies</td><td align="center">Feel able to take an active approach to identify your competencies</td><td align="center" /><td align="center" /><td align="center" /><td align="center" /><td align="center" /></tr><tr><td align="center">Feel able to organise the information you need for your career plan effectively</td><td align="center" /><td align="center" /><td align="center" /><td align="center" /><td align="center" /></tr><tr><td align="center">Feel able to review your professional and/or personal life (e.g., write down your career and life goals)</td><td align="center" /><td align="center" /><td align="center" /><td align="center" /><td align="center" /></tr><tr><td align="center">Feel able to discover your competencies</td><td align="center" /><td align="center" /><td align="center" /><td align="center" /><td align="center" /></tr><tr><td align="center">Feel able to use appropriate vocabulary to talk about what you can do</td><td align="center" /><td align="center" /><td align="center" /><td align="center" /><td align="center" /></tr><tr><td align="left">Block 5: perception of having created a relevant career plan</td><td align="center">Build a relevant career plan</td><td align="center" /><td align="center" /><td align="center" /><td align="center" /><td align="center" /></tr><tr><td align="center">Build a career plan you like</td><td align="center" /><td align="center" /><td align="center" /><td align="center" /><td align="center" /></tr><tr><td align="center">Build a career plan based on your competencies</td><td align="center" /><td align="center" /><td align="center" /><td align="center" /><td align="center" /></tr></tbody></table> </ephtml> </p> <p>1 <emph>Note:</emph> When you think about the activities you were able to do with your counsellor to review your competencies, to what extent do you think this counselling helped you to ....</p> <p>We conducted a factor analysis on all items using Promax rotation analysis. Items were considered to belong to a factor if their factor loadings were at least 0.3. Items pertaining to the feeling of self‐esteem in the construction of the professional project, the feeling of self‐worth and the feeling of self‐confidence were grouped together in one factor but also loaded into a second, different factor. Items relating to the ability to identify and explain competencies and the perception of having created a relevant career plan were grouped together in a third factor. All the factor loadings are available in Table 2. Overall, the scales showed satisfying psychometric properties.</p> <p>2 TABLE Factor structure and item loadings of the questionnaire.</p> <p> <ephtml> <table><thead valign="bottom"><tr><th align="left" /><th align="center">Factor</th></tr><tr><th align="center">1</th><th align="center">2</th><th align="center">3</th></tr></thead><tbody valign="top"><tr><td align="left">Self‐esteem</td><td align="center">Item 1</td><td align="center" /><td align="center" /><td align="center">0.360</td></tr><tr><td align="center">Item 2</td><td align="center" /><td align="center">0.400</td><td align="center" /></tr><tr><td align="center">Item 3</td><td align="center" /><td align="center" /><td align="center">0.456</td></tr><tr><td align="center">Item 4</td><td align="center">0.570</td><td align="center" /><td align="center" /></tr><tr><td align="center">Item 5</td><td align="center">0.498</td><td align="center" /><td align="center" /></tr><tr><td align="center">Item 6</td><td align="center">0.693</td><td align="center" /><td align="center" /></tr><tr><td align="center">Item 7</td><td align="center">0.301</td><td align="center" /><td align="center">0.418</td></tr><tr><td align="center">Item 8</td><td align="center">0.629</td><td align="center" /><td align="center" /></tr><tr><td align="center">Item 9</td><td align="center">0.649</td><td align="center" /><td align="center" /></tr><tr><td align="center">Item 10</td><td align="center" /><td align="center">0.365</td><td align="center" /></tr><tr><td align="left">Self‐worth</td><td align="center">Item 1</td><td align="center">0.594</td><td align="center" /><td align="center" /></tr><tr><td align="center">Item 2</td><td align="center">0.814</td><td align="center" /><td align="center" /></tr><tr><td align="center">Item 3</td><td align="center">0.610</td><td align="center" /><td align="center" /></tr><tr><td align="center">Item 4</td><td align="center">0.467</td><td align="center" /><td align="center">0.366</td></tr><tr><td align="center">Item 5</td><td align="center">0.653</td><td align="center" /><td align="center" /></tr><tr><td align="left">Self‐confidence</td><td align="center">Item 1</td><td align="center">0.355</td><td align="center" /><td align="center">0.477</td></tr><tr><td align="center">Item 2</td><td align="center" /><td align="center" /><td align="center">0.541</td></tr><tr><td align="center">Item 3</td><td align="center">0.384</td><td align="center" /><td align="center">0.499</td></tr><tr><td align="center">Item 4</td><td align="center">0.518</td><td align="center" /><td align="center" /></tr><tr><td align="center">Item 5</td><td align="center">0.611</td><td align="center" /><td align="center" /></tr><tr><td align="center">Item 6</td><td align="center" /><td align="center" /><td align="center">0.458</td></tr><tr><td align="center">Item 7</td><td align="center" /><td align="center" /><td align="center">0.830</td></tr><tr><td align="left">Perception of being able to identify and explain one's own competencies</td><td align="center">Item 1</td><td align="center" /><td align="center">0.390</td><td align="center" /></tr><tr><td align="center">Item 2</td><td align="center" /><td align="center">0.714</td><td align="center" /></tr><tr><td align="center">Item 3</td><td align="center" /><td align="center">0.591</td><td align="center" /></tr><tr><td align="center">Item 4</td><td align="center" /><td align="center">0.446</td><td align="center" /></tr><tr><td align="center">Item 5</td><td align="center" /><td align="center">0.387</td><td align="center" /></tr><tr><td align="left">Perception of having created a relevant career plan</td><td align="center">Item 1</td><td align="center" /><td align="center">0.809</td><td align="center" /></tr><tr><td align="center">Item 2</td><td align="center" /><td align="center">0.861</td><td align="center" /></tr><tr><td align="center">Item 3</td><td align="center" /><td align="center">0.887</td><td align="center" /></tr></tbody></table> </ephtml> </p> <p>2 <emph>Note:</emph> 'Self‐esteem' refers to items on the feeling of self‐esteem in the construction of the professional project, 'Self‐worth' refers to items on the feeling of self‐worth, 'Self‐confidence' refers to items on the feeling of self‐confidence, 'Competence identification' refers to items on the ability to identify and explain competences and 'Relevant career plan' refers to items on the perception of having created a relevant career plan.</p> <p>In addition, the counsellors filled out a grid with peripheral information about the participants: participant's pseudonym for anonymisation, date of completion, type of competencies identification session attended (classic/Diagoriente), age, length of time spent at ESAT (in years), gender, previous participation in a process of Recognition of Acquired Experience (RAE)[<reflink idref="bib13" id="ref94">13</reflink>] (yes/no), participation in a 'competence workshop'[<reflink idref="bib14" id="ref95">14</reflink>] (yes/no), type of disability and number of competencies identified.</p> <hd id="AN0186163438-11">Procedure</hd> <p>Participants were invited by their counsellors to take part in the experiment during a follow‐up meeting on their competencies. Before the appointment took place, the counsellors selected the participants to whom they wanted to present the study according to (<reflink idref="bib1" id="ref96">1</reflink>) the beneficiaries' perceived interest in identifying their competencies and building a career plan and (<reflink idref="bib2" id="ref97">2</reflink>) the beneficiaries' stage of progress in building their career plan (i.e., at the beginning or in the process of building). They prioritised people with intellectual disabilities but did not exclude those without this type of disability, to increase the richness of the data and better represent the actual proportions of disability observed within the institutions. This approach also ensured that participants who could have benefited from the study were not excluded simply because they did not have an intellectual disability. To minimise any potential bias related to the counsellors' selection of participants, the counsellors discussed their prospective interviewees with their colleagues before presenting the study to their beneficiaries. This collaborative approach aimed to gather multiple perspectives and ensure that the choices made by the counsellors were consistent and relevant. Another advantage of this approach was that it allowed the counsellors to use their knowledge of potential participants and avoid including people who might be offended by the study topic in ways that were difficult to predict (e.g., emotional difficulties related to competencies and work issues). Once this selection had been made, and at the next individual meeting with the selected beneficiaries, the counsellors presented the two experimental modalities and let the participants choose which modality they wanted to participate in (i.e., classic vs. Diagoriente).</p> <p>Once participants accepted, they were enrolled in the study and participated in the study at their next appointment. Data collection was conducted by the four counsellors during an interview with their beneficiaries. The procedure for the participants in both groups was similar. Firstly, the counsellors introduced the aim of the study to the beneficiaries and explained that they would be taking part in a study on their perceptions of the employment counselling they had received. After assuring the participants that their data would remain anonymous and having them fill in their consent form, the counsellors helped them break down their competencies based on their experience, either with a Word document ('classic' competencies identification session, see Table 3) or with Diagoriente ('Diagoriente' competencies identification session, see Table 4). The two competency identification methods differed significantly in both structure and approach. The 'classic' competencies identification session relied on a structured, retrospective process using the 'Competence Passport', a document designed to systematically record participants' educational background, work experience and acquired competencies. This method was based on standardised evaluation grids completed with the assistance of a counsellor, ensuring a thorough but prescriptive assessment. Participants' technical and transversal competencies were categorised into predefined areas, such as organisational, communication, reflexive and operational competencies, with each competency assessed in terms of mastery level (i.e., mastery, partial mastery, no mastery, not assessed). The process aimed to objectively map participants' professional trajectories by emphasising structured documentation and external evaluation rather than self‐driven exploration. In contrast, the 'Diagoriente' competencies identification session took a more interactive and user‐driven approach. Rather than relying on fixed evaluation grids, participants actively documented their own experiences, selecting activities from a predefined set of domains and categorising them based on relevance. A key feature of this digital method was the interests wall, where participants mapped their preferences across six thematic axes (e.g., 'Handle concepts | Handle concrete,' 'Be free | Be guided'), enabling a more personalised career orientation process. Additionally, unlike the paper‐based method, Diagoriente integrated real‐time job exploration tools, allowing users to directly access recommended professions, search for job offers and explore immersion opportunities based on their identified competencies and interests. Thus, while the paper‐based approach prioritised structured assessments guided by professionals, ensuring a comprehensive but externally driven evaluation, the digital approach emphasised participant autonomy and adaptability, encouraging individuals to actively explore career opportunities rather than passively documenting past experiences. Moreover, Diagoriente's ability to connect competency identification with real‐world employment opportunities represents a major distinction from the static nature of the 'Competence Passport', which primarily serves as a documentation tool rather than a career exploration resource. The combined use of both methods in this study enabled a comparison of two distinct approaches—one structured and guided, the other interactive and self‐directed—placing users in different roles within the competency identification process. After completing this phase, participants then completed the questionnaire with the help of the counsellors.</p> <p>3 TABLE Structure and content of the 'Competence Passport' used in the 'classic' competencies identification session of Le Pré de la Bataille.</p> <p> <ephtml> <table><tbody valign="top"><tr><td align="left">Step 1: Reviewing the background and experiences of the beneficiaries</td></tr><tr><td align="left">Section title</td><td align="center">Section contents</td></tr><tr><td align="left">Holder identification</td><td align="center">Last name, First name, Address, Postal code, City, Telephone, E‐mail, Type of driver's licence</td></tr><tr><td align="left">Initial training</td><td align="center">For each school attended: Year(s) of graduation, School (name and location), Diploma(s) obtained, Grade, Major subjects</td></tr><tr><td align="left">Periods of work experience during school or initial training</td><td align="center">For each internship completed: Objectives of the internship, Duration of the internship, Description of the hosting structure (name, size, location), Missions entrusted to the beneficiary, What the beneficiary has learned and what the internship has brought them</td></tr><tr><td align="left">Summary of career path after initial training (work experience)</td><td align="center">For each experience: Start and end dates of experience, Institution (type, name and location), Function or position held</td></tr><tr><td align="left">Details of career path (during periods of internship or training)</td><td align="center">For each experience/period: Start and end dates of period, Work time, Type of contract, Description of hosting structure (company name, ESAT name, workshop, location), Company activity or sector of activity, Job held and ROME code, Missions and main activities entrusted to the beneficiary (summary), What the beneficiary has achieved (competencies put into practice, action verbs, description of activities), What the beneficiary has learned (knowledge, norms), Techniques/tools/machines used, Relational aspects of the position (internal and external contacts, hierarchy), Qualities required for the position.</td></tr><tr><td align="left">Step 2: Professional assessment, breakdown and clarification of competencies</td></tr><tr><td align="left">Front page</td><td align="center">Information about the person (Surname, First name, Date of birth, Address, Telephone, Mail, Prescriber, Period, Objective(s)), Information about the hosting structure (Name and address of the hosting structure, Tutor's name, Contact details, Position), Information about the report writer (Surname, First name, Position/Department, Telephone, Mail).</td></tr><tr><td align="left">Tasks</td><td align="center">Description of tasks performed</td></tr><tr><td align="left">Technical competencies</td><td align="center">For each element technical competency: Level of mastery (mastery, partial mastery, no mastery, not assessed), 'Would like to improve'<xref ref-type="fn" rid="tfn3" /> option, Comments</td></tr><tr><td align="left">Recognising Transversal Competencies in relation to Employability and Certifications</td><td align="center">Organisational Pole (organising one's activity, respecting rules, working in a team, mobilising mathematical resources), Communication Pole (communicating orally, communicating in writing, respecting social customs, using digital resources), Reflexive Pole (personal: building one's career, developing one's knowledge and learning methods; Operational: managing information, dealing with the unexpected), Operational Pole (dexterity, versatility, ability to keep a rhythm, quality of work done).For each element assessed in the poles: Level of mastery (mastery, partial mastery, no mastery, not assessed), 'Would like to improve'<xref ref-type="fn" rid="tfn3" /> option, Comments</td></tr></tbody></table> </ephtml> </p> <ulist> <item>3 a Counsellors can tick the 'Would like to improve' box when beneficiaries want to improve their technical skills.</item> <item>4 TABLE Structure and content of the procedure used in the 'Diagoriente' competencies identification session of Le Pré de la Bataille.</item> </ulist> <p> <ephtml> <table><tbody valign="top"><tr><td align="left">Step 1: Reviewing the background and experiences of the beneficiaries</td></tr><tr><td align="left">Account creation</td><td align="center">Last name, First name, Address, Postal code, City, Telephone, E‐mail<graphic href="" /></td></tr><tr><td align="left">Adding experiences</td><td align="center">For each experience: Domain selection (see domain selection screen for personal experiences below), Selection of activities, Description of hosting structure (company name) for professional experience, Start and end dates of period, Whether or not the experience is still ongoing<graphic href="" /></td></tr><tr><td align="left">Adding recommendation</td><td align="center">Last name, First name, E‐mail, Message sent to request a recommendation<graphic href="" /></td></tr><tr><td align="left">Step 2: Reviewing the beneficiaries' interests</td></tr><tr><td align="left">Interests wall</td><td align="center">Selection of axes among six interests axes: 'Handle concepts | Handle concrete', 'Be free | Be guided', 'Sit still | Move', 'Work for yourself | for others', 'Change things | Respect the rules', 'Work in a group | Work alone', Scrolling through the interests, Selection of interests (see 'Sit still | Move' example below for reference)<graphic href="" /></td></tr><tr><td align="left">Step 3: Consulting job offers relevant to the beneficiaries' profile<xref ref-type="fn" rid="tfn4" /></td></tr><tr><td align="left">Selection of the level of professions</td><td align="center">Selection of the level of access to professions by diploma level</td></tr><tr><td align="left">Selection of the profession</td><td align="center">Selection of a profession from a page of recommended professions based on the competencies and interests previously entered<graphic href="" /></td></tr><tr><td align="left">Consultation of job offers</td><td align="center">Read the job offer presentation, Consult associated jobs, See common interests between the job offer and one's Diagoriente profile<graphic href="" /></td></tr><tr><td align="left">Immersion research</td><td align="center">Enter keywords, Enter a city, Enter a distance, Consult offers (area, distance, number of employees)<graphic href="" /></td></tr></tbody></table> </ephtml> </p> <p>4 a The screenshots shown correspond to a fictitious profile of someone interested in gardening and are not intended to reflect the profiles of the participants in this study.</p> <hd id="AN0186163438-12">Statistical Analysis</hd> <p>Statistical analyses were carried out[<reflink idref="bib15" id="ref98">15</reflink>] to test whether the type of competencies identification session (with Diagoriente vs. classic) would influence the variables of interest. Three separate multiple linear regression analyses were performed, with participants' self‐esteem in the construction of their professional project, feeling of self‐worth and feeling of self‐confidence as dependent variables. Additionally, two separate multiple linear regression analyses were conducted, with participants' ability to identify and explain competencies and their perception of having created a relevant career plan as dependent variables. The independent variable in all models was the session type (Diagoriente vs. classic), treated as a categorical predictor.</p> <p>Given that the dependent variables were measured using Likert scales, they were treated as continuous variables, following standard practices in psychological research. Although Likert‐scale data are technically ordinal, extensive research has demonstrated that parametric tests, including regression, are highly robust to violations of normality and the ordinal nature of Likert‐scale data, even with small sample sizes (Norman [<reflink idref="bib48" id="ref99">48</reflink>]). Norman ([<reflink idref="bib48" id="ref100">48</reflink>]) notes that potential issues with normality assumptions and sample size requirements do not fundamentally undermine the analysis, as parametric methods typically remain robust and yield reliable results. In line with this evidence, our use of linear regression remains appropriate, as our sample size (<emph>N</emph> = 95) is within the range where parametric methods have been shown to perform reliably (Norman [<reflink idref="bib48" id="ref101">48</reflink>]).</p> <p>Furthermore, to ensure that the observed effects were attributable to the session type rather than external factors, potential confounding variables were systematically controlled[<reflink idref="bib16" id="ref102">16</reflink>] for in the regression models.</p> <hd id="AN0186163438-13">Results</hd> <p>We found no significant effect of session type on self‐esteem in constructing the professional project (<emph>p</emph> = 0.187, <emph>η</emph><subs><emph>p</emph></subs><sups><emph>2</emph></sups> = 0.021, <emph>M</emph> = 4.41, SD = 0.56 for the beneficiaries of a session with Diagoriente and <emph>M</emph> = 4.29, SD = 0.48 for the beneficiaries of a classic session), nor on the feeling of self‐worth (<emph>p</emph> = 0.456, <emph>η</emph><subs><emph>p</emph></subs><sups><emph>2</emph></sups> = 0.007, <emph>M</emph> = 4.46, SD = 0.57 for the beneficiaries of a session with Diagoriente and <emph>M</emph> = 4.34, SD = 0.55 for the beneficiaries of a classic session), nor on the feeling of self‐confidence (<emph>p</emph> = 0.286, <emph>η</emph><subs><emph>p</emph></subs><sups><emph>2</emph></sups> = 0.014, <emph>M</emph> = 4.34, SD = 0.56 for the beneficiaries of a session with Diagoriente and <emph>M</emph> = 4.22, SD = 0.57 for the beneficiaries of a classic session).</p> <p>We found an effect of session type on the ability to identify and explain competencies, <emph>β</emph> = 0.73, <emph>t</emph>(<reflink idref="bib92" id="ref103">92</reflink>) = 3.34, <emph>p</emph> = 0.001, 95% CI (0.19, 0.74), <emph>η</emph><subs><emph>p</emph></subs><sups><emph>2</emph></sups> = 0.119. Participants who benefited from a session with Diagoriente (<emph>M</emph> = 4.32, SD = 0.54) felt better able to identify and explain their competencies than those who attended a classic session (<emph>M</emph> = 3.88, SD = 0.63).</p> <p>We also found an effect of session type on the perception of having created a relevant career plan, <emph>β</emph> = 0.64, <emph>t</emph>(<reflink idref="bib92" id="ref104">92</reflink>) = 2.94, <emph>p</emph> = 0.004, 95% CI (0.19, 0.97), <emph>η</emph><subs><emph>p</emph></subs><sups><emph>2</emph></sups> = 0.094. Participants who attended a session with Diagoriente (<emph>M</emph> = 4.28, SD = 0.94) perceived that they had created a relevant career plan significantly more than those who attended a classic session (<emph>M</emph> = 3.77, SD = 0.74). Regression coefficients, significance levels and model fit indicators are reported in Table 5.</p> <p>5 TABLE Effects of session type on competency‐related outcomes.</p> <p> <ephtml> <table><thead valign="bottom"><tr><th align="left">Dependant variable</th><th align="center">Estimate</th><th align="center">SE</th><th align="center">95% CI</th><th align="center"><italic>p</italic></th></tr><tr><th align="center">LL</th><th align="center">UL</th></tr></thead><tbody valign="top"><tr><td align="left">Self‐esteem in the construction of a professional project</td><td align="center">0.163</td><td align="center">0.123</td><td align="center">−0.081</td><td align="center">−0.407</td><td align="center">0.187</td></tr><tr><td align="left">Feelings of self‐worth</td><td align="center">0.100</td><td align="center">0.133</td><td align="center">−0.165</td><td align="center">0.365</td><td align="center">0.456</td></tr><tr><td align="left">Feelings of self‐confidence</td><td align="center">0.145</td><td align="center">0.135</td><td align="center">−0.123</td><td align="center">0.413</td><td align="center">0.286</td></tr><tr><td align="left">Ability to identify and explain competencies</td><td align="center">0.461</td><td align="center">0.138</td><td align="center">0.187</td><td align="center">0.736</td><td align="center">0.001</td></tr><tr><td align="left">Perception of having created a relevant career plan</td><td align="center">0.578</td><td align="center">0.197</td><td align="center">0.187</td><td align="center">0.970</td><td align="center">0.004</td></tr></tbody></table> </ephtml> </p> <ulist> <item>5 <emph>Note:</emph> Intercept values were estimated for each regression model but are omitted from the table for clarity. Full results are available upon request.</item> <item>6 Abbreviations: CI, confidence interval; LL, lower limit; UL, upper limit.</item> </ulist> <hd id="AN0186163438-14">Discussion</hd> <p></p> <hd id="AN0186163438-15">Context of the Study and General Findings</hd> <p>As part of evaluating a new form of guidance to identify and promote the competencies of people with intellectual disabilities, four ESAT counsellors helped compare the impact of a competencies identification session using the Diagoriente digital tool with a more classic competencies identification session. The results show that people who had benefited from a session with Diagoriente felt better able to identify and explain their competencies and that they had created a more relevant career plan than those who had attended a classic competencies identification session. It turns out that these two variables are crucial for building a career plan that considers people's motivations and values (Ruffin‐Beck and Lemoine [<reflink idref="bib55" id="ref105">55</reflink>]). The methods encouraging the identification of competencies facilitate the elaboration of career plans (Ruffin‐Beck and Lemoine [<reflink idref="bib55" id="ref106">55</reflink>]) and, given the results, tools such as Diagoriente were relevant to support people with intellectual disabilities in identifying their competencies and constructing their career plans. These results are encouraging and support other positive findings from previous studies (Houtin et al. [<reflink idref="bib27" id="ref107">27</reflink>], [<reflink idref="bib28" id="ref108">28</reflink>]), as well as positive feedback from counsellors.[<reflink idref="bib17" id="ref109">17</reflink>]</p> <hd id="AN0186163438-16">Implications for Supporting People With Intellectual Disabilities Into Employment and for Res...</hd> <p>The findings suggest two crucial implications for supporting people with intellectual disabilities into employment: (<reflink idref="bib1" id="ref110">1</reflink>) the development and mastery of a professional lexicon that is useful for presenting oneself and one's competencies and (<reflink idref="bib2" id="ref111">2</reflink>) a reduction in the time needed to provide support. First, counsellors reported that the competencies proposed in Diagoriente enabled them to harmonise the terms they used, reporting that the terms used in Diagoriente provided the beneficiaries with a professional lexicon (described by the counsellors as a 'competencies framework' vocabulary) that could be useful in promoting their experience and competencies (i.e., in their resume, in conversation), especially to potential employers. We believe this is essential because self‐conceptualization is a complex process for people with intellectual disabilities (Popovici and Buică‐Belciu [<reflink idref="bib51" id="ref112">51</reflink>]), and therefore giving them terms to describe what they can do seems very valuable. Second, the average time taken by people to complete a competencies identification session with Diagoriente was significantly lower (145 min on average) than for a classic session (224 min on average), reducing completion time by around 35%. This finding is significant, especially because the counsellors for people with disabilities often regret not having enough time to devote to identifying competencies and the creation of a career plan (Pavaux [<reflink idref="bib50" id="ref113">50</reflink>]) and because people with intellectual disabilities have difficulty concentrating and are prone to fatigability, especially in ESATs (Spaniol and Danielsson [<reflink idref="bib59" id="ref114">59</reflink>]; Valadié [<reflink idref="bib65" id="ref115">65</reflink>]). In line with the positive employment‐related outcomes from the use of technology (Damianidou et al. [<reflink idref="bib15" id="ref116">15</reflink>]), another positive outcome of digital tools appears to be the acceleration of the employment support process for people with intellectual disabilities.</p> <p>In terms of theoretical implications, this study also contributes to academic research by proposing measures of the sense of self‐worth in the construction of one's career plan, the sense of being able to identify one's competencies, and the perception of having created a relevant career plan, with an encouraging factorial structure and good reliability indicators. This is an important contribution in that there are currently no scales available for this purpose, although valid tools that can be easily used by researchers and counsellors are essential if we are to gain a better understanding of the influence of professional integration support offered to people with intellectual disabilities on these variables. Furthermore, as the measures developed are not specific to people with intellectual disabilities, they could be used with people with other disabilities and facilitate comparisons between different disability groups, making it possible in the future to develop personalised recommendations for the use of digital tools to support these groups. Yet given the cross‐loadings of two factors for variables related to self‐worth and the modest size of our sample, we recommend conducting a study to psychometrically validate this questionnaire.</p> <hd id="AN0186163438-17">Limitations and Prospects for Future Research</hd> <p>We identify several limitations that need to be addressed if we are to effectively promote the development of studies on the identification and valorisation of the competencies of people with intellectual disabilities. Despite our positive conclusions, it is crucial to supplement the existing results with additional data gathered from larger sample sizes. In particular, it will be necessary to calculate the sample sizes required for these studies to ensure that the statistical analyses carried out can guarantee the validity of the conclusions presented. To this end, the effect sizes observed in the present study can be used in statistical power calculation.</p> <p>It will also be important in the future to confirm the conclusions reached in this article on an exclusive population of people with intellectual disabilities. Although our sample was predominantly made up of people with intellectual disabilities among those who reported their disability and, according to the counsellors, among those who did not, it also included people with other disabilities. In the context of this collaboration with Le Pré de la Bataille, it would have been inappropriate to prevent people from taking part in the experiment if they had volunteered. In addition, it seemed to us that including a range of disabilities would allow us to have data that reflected the distribution of disabilities that actually exists in the overall population of people with disabilities. This approach enabled us to obtain results that would be meaningful to people with disabilities globally, as well as to our target population of people with intellectual disabilities, who made up the majority of our sample. To complete this first step towards a better understanding of the process of identifying and recognising the competencies of people with intellectual disabilities, future studies should: (<reflink idref="bib1" id="ref117">1</reflink>) focus exclusively on the use of digital tools to support the professional integration of people with intellectual disabilities and (<reflink idref="bib2" id="ref118">2</reflink>) compare these results with those of people with other disabilities. Given that current classifications of disability focus mainly on the severity of disorders rather than their type (Lysaght et al. [<reflink idref="bib42" id="ref119">42</reflink>]), it seems to us that this field can still be studied extensively. Research in this area will help researchers to develop different recommendations based on the needs of different types of disability and to propose personalised interventions.</p> <p>Furthermore, the type of session (classic vs. Diagoriente) showed no impact on the self‐esteem of participants in the construction of their professional projects, on their feelings of self‐worth and on their feelings of self‐confidence. These findings astounded us, as the literature indicates that employment has positive effects on self‐esteem and self‐confidence (Almalky [<reflink idref="bib5" id="ref120">5</reflink>]), which led us to believe that thinking about career development might have similar effects. For the counsellors who carried out the sessions, discussing the notion of competence, regardless of the method used (classic vs. Diagoriente), seemed to help individuals feel valued. Counsellors also suggested that the type of sessions call for distinct types of reflection. In classic sessions, individuals must engage in deep reflection on their past experiences to identify competencies, often struggling to articulate their experiences. In contrast, Diagoriente sessions, which use predefined lists, may not require deep reflection but make it easier for people with intellectual disabilities to recall and express their past experiences and competencies. These assumptions need to be tested in complementary studies.</p> <p>Finally, another limitation of our study concerns the influence of the counsellors. Heman et al. ([<reflink idref="bib25" id="ref121">25</reflink>]) state that if technology is to be used for people with intellectual disabilities, the people who accompany them must also be trained in its use to get the best out of it. Although Diagoriente is a very easy‐to‐use tool, we did not assess how comfortable the counsellors were with the technology. We believe that future studies will need to more closely control for the influence of variables related to the counsellors to limit their effects and to ensure that the conclusions drawn about the use of technology by people with intellectual disabilities are indeed based solely on these audiences.</p> <hd id="AN0186163438-18">The Use of Digital Tools to Support the Professional Integration of People With Disabilities...</hd> <p>Overall, these findings are meaningful because they illustrate the usefulness of digital technology in supporting people with intellectual disabilities, particularly in helping them develop professional projects, thus helping them access employment. This is particularly relevant when digital technology, previously seen as a potential barrier to labour market access for people with intellectual disabilities or mostly as a support for communication and social inclusion (Danker et al. [<reflink idref="bib16" id="ref122">16</reflink>]; Veyre and Petitpierre [<reflink idref="bib66" id="ref123">66</reflink>]), is now seen as an opportunity for professional integration (Pordelan and Hosseinian [<reflink idref="bib52" id="ref124">52</reflink>]). This study, conducted in the limited context of France to limit the influence of cultural variables, provides some initial insights into how employment support digital tools can benefit people with intellectual disabilities. We now need to look at the results observed on a larger scale.</p> <p>It is in this new context that the 27th European Week for the Employment of People with Disabilities took place from 20 November to 26 November 2023 on the theme 'Digital transition: a boost for the employment of people with disabilities?' (Semaine Emploi Handicap [<reflink idref="bib57" id="ref125">57</reflink>]). One of the central themes of this week was to identify the levers that can be mobilised to enable people with disabilities to access new digital tools and reap their professional benefits. Although each country manages its employment support services for people with intellectual disabilities independently, we find similarities between the categories in which the different existing services can be classified (e.g., sheltered employment, supported employment, customised employment, competitive employment; Almalky [<reflink idref="bib5" id="ref126">5</reflink>]). Therefore, we believe that once the services in which employment support digital tools for people with intellectual disabilities are tested and used are included in an identified category, comparisons between countries at European and international levels will be possible and will speed up the development of these solutions and enable people with intellectual disabilities to benefit from them. Such comparisons should help us to establish whether our conclusions can be generalised to other countries and to compare the benefits of these tools according to age, severity of intellectual impairment, level of independence or type of institution attended (e.g., sheltered vs. competitive). However, given that regulations similar to Decree No. 2022‐1561 promulgated in France do not necessarily exist in other countries, we consider it necessary to carry out further studies with a larger number of people with disabilities, taking into account the expertise of the counsellors who work with them, to facilitate the design of a future portfolio of competencies and experiences. An initial French version could serve as a basis, in accordance with the requirements of Decree No. 2022‐1561, to meet the needs of people with disabilities and promote their professional integration, which could then be extended to other countries.</p> <hd id="AN0186163438-19">Author Contributions</hd> <p>Conceptualization, L.H., A.A., C.B.; methodology, L.H., C.B.; software, L.H., C.B.; validation, L.H., A.A.; formal analysis, L.H., C.B.; investigation, L.H., C.B., Y.J., A.A.; resources, L.H., C.B., A.A.; data curation, L.H., C.B.; writing – original draft preparation, L.H., C.B., A.A.; writing – review and editing, L.H., C.B., Y.J., A.A.; visualisation, L.H., C.B., A.A.; supervision, L.H., A.A.; project administration, L.H., A.A.; funding acquisition, L.H., A.A. All authors have read and agreed to the published version of the manuscript.</p> <hd id="AN0186163438-20">Acknowledgements</hd> <p>The authors would like to thank Le Pré de la Bataille for making this work possible, and in particular, Stéphanie Lacroix, Anais Muno, Aurélie Maillart, Julie Hamel and Sandrine Lettelier, who lent us their expertise, agreed to incorporate the methodology and constraints of this study into their daily work. We also thank everyone who participated in this study, and Claire De Wailly of the Différent et Compétent network for putting us in touch with Stéphanie Lacroix.</p> <hd id="AN0186163438-21">Ethics Statement</hd> <p>All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki Declaration and its later amendments or comparable ethical standards. Ethics committees in France are subject to the Jardé Law, which does not apply to research in the humanities and social sciences.</p> <hd id="AN0186163438-22">Consent</hd> <p>We ensured that the participants' consent was obtained before each interview and each questionnaire. We asked participants to answer Yes or No to the following question: 'Do you give your consent to participate in this study?'. Participants also completed a consent form.</p> <hd id="AN0186163438-23">Conflicts of Interest</hd> <p>Clémence Brun, Laurène Houtin, Yvonne Joret and Alexis Akinyemi are employed by AD‐HOC Lab. This did not affect the work done.</p> <hd id="AN0186163438-24">Data Availability Statement</hd> <p>The data that support the findings of this study are available on request from the corresponding author.</p> <p>GRAPH: Data S1. Supporting Information.</p> <ref id="AN0186163438-25"> <title> Footnotes </title> <blist> <bibl id="bib1" idref="ref4" type="bt">1</bibl> <bibtext> We specifically refer to the term competencies rather than skills, in line with the distinction proposed by Matsankos and colleagues: 'The term 'skill' typically refers to the use of methods or instruments in a particular setting and in relation to defined tasks, whereas the term 'competence' is broader and typically refers to the ability of a person—faced with new situations and unforeseen challenges—to use and apply knowledge and abilities in an independent and self‐directed way' (2020, 491). For individuals with cognitive and intellectual disabilities, abilities are often best expressed in familiar, sustained contexts, particularly through everyday tasks that they can perform either independently or with support (Bayor et al. [10]). These abilities do not always generalise easily across different settings, which reinforces the importance of assessing them within relevant, real‐world environments. Rather than focusing solely on generalised physical abilities, competency‐based assessments emphasise contextually expressed abilities, which are revealed through participation in meaningful activities (Bayor et al. [10]). This perspective aligns with best practices in employment support, where personalised assessments—conducted in real workplace settings and tailored to an individual's strengths, interests, and support needs—are significantly more effective in helping individuals with intellectual disabilities develop a structured professional path and refine their career aspirations (Bayor et al. [10]; Kregel et al. [35]; Wehman et al. [68]).</bibtext> </blist> <blist> <bibl id="bib2" idref="ref7" type="bt">2</bibl> <bibtext> ESATs account for 60% of employment support institutions for people with disabilities in France (Marival, 2011, cited by Baret [9]). These institutions have a dual mission of medical and social support and professional integration (Bourion [12]; Combes‐Joret [14]); they provide their beneficiaries with medical support and assistance in carrying out professional activity through the integration of protected professional environments or support for professional integration in the mainstream environment. They can be broadly compared to Work Integration Social Enterprises (WISE), but with a more sheltered dimension depending on the establishment.</bibtext> </blist> <blist> <bibl id="bib3" idref="ref13" type="bt">3</bibl> <bibtext> According to the DREES report 'Disability in figures' (2023), almost 30% of people with disabilities in France do not have a diploma.</bibtext> </blist> <blist> <bibl id="bib4" idref="ref15" type="bt">4</bibl> <bibtext> Délégation générale à l'Emploi et à la Formation professionnelle/General Delegation for Employment and Vocational Training.</bibtext> </blist> <blist> <bibl id="bib5" idref="ref16" type="bt">5</bibl> <bibtext> Direction interministérielle du numérique/Interministerial Digital Department.</bibtext> </blist> <blist> <bibl id="bib6" idref="ref19" type="bt">6</bibl> <bibtext> https://labonnealternance.apprentissage.beta.gouv.fr/.</bibtext> </blist> <blist> <bibl id="bib7" idref="ref34" type="bt">7</bibl> <bibtext> This interest in adaptability stems in particular from the prominent place it has taken in the classification of intellectual disability since the DSM‐5 (Jonker et al. [32]). The 'ADaptive Ability Performance Test' developed by Jonker et al. ([32]) is one of the tools that could be used in the future to assess this competency in people with intellectual disabilities. The scale measures three domains of adaptive behaviour: conceptual, social and practical (Jonker et al. [32]). Sample items include: '[the client]: brushes teeth, washes and dries clothes, uses Internet banking, uses social media, starts and maintains healthy love relationships, takes initiative to have a talk and shows interest in the story of the other, thinks before acting, learns from mistakes, postpones behaviour or wishes if necessary'. In line with what we have said about skills of interest to people with intellectual disabilities, we note that social skills are assessed, but those related to professional integration are not assessed at all.</bibtext> </blist> <blist> <bibl id="bib8" idref="ref35" type="bt">8</bibl> <bibtext> However, implementing these interventions on a large scale can prove complex, particularly for interventions based on virtual reality.</bibtext> </blist> <blist> <bibl id="bib9" idref="ref46" type="bt">9</bibl> <bibtext> The aim is to limit the variations due to differences in the services provided to people with intellectual disabilities in different countries.</bibtext> </blist> <blist> <bibtext> A professional project refers to an individual's process of defining and structuring their career aspirations, goals, and pathways, taking into account their competencies, interests, and opportunities for professional development.</bibtext> </blist> <blist> <bibtext> All procedures carried out in the context of this study complied with the ethical standards of the institutional and/or national research committee and with the 1964 Declaration of Helsinki and its subsequent amendments or comparable ethical standards. In France, ethics committees are subject to the Jardé Law, which does not apply to research in the humanities and social sciences.</bibtext> </blist> <blist> <bibtext> 'What are the reasonable steps investigators must take to ensure such comprehension? Plainly, these steps include using clear, non‐technical language, at an appropriate reading level, in the prospective participant's mother tongue; providing opportunities to ask questions throughout the trial; and using short consent forms' ([60], 3).</bibtext> </blist> <blist> <bibtext> The 'Recognition of Acquired Experience' is a process that makes it possible to 'validate acquired competencies by obtaining a certificate based on job descriptions validated by the Ministry of National Education or the Ministry of Agriculture' (Mon Parcours Handicap [46]). This allows beneficiaries to assert their identity as competent workers (Laville and Mazereau [37]) and facilitates their mobility to other sheltered employment institutions or the mainstream environment (Adages [2]).</bibtext> </blist> <blist> <bibtext> 'Competence workshop' refers to participation in a workshop on competencies, designed to help participants distinguish and become aware of their knowledge, soft skills and know‐how.</bibtext> </blist> <blist> <bibtext> The statistical analyses presented were carried out on all 95 participants and not only on those who declared themselves to have an intellectual disability. We made this choice as we gave the participants the opportunity to state their disability freely, but the counsellors deliberately selected a majority of people with intellectual disabilities for this study. So although we did not get confirmation of their disability from all participants, which is understandable and should be respected, we know that the majority of participants did indeed have an intellectual disability.</bibtext> </blist> <blist> <bibtext> The controlled variables were previous completion of a RAE or not, previous participation or not in a 'competence workshop' and the number of competencies identified during the session.</bibtext> </blist> <blist> <bibtext> A meeting with the four counsellors was organised to discuss the elements that had caught their attention during the sessions and that they wished to mention to complement the results of the questionnaire.</bibtext> </blist> <blist> <bibtext> Funding: The authors received no specific funding for this work.</bibtext> </blist> </ref> <ref id="AN0186163438-26"> <title> References </title> <blist> <bibtext> Abelha, M., S. Fernandes, D. Mesquita, F. Seabra, and A. T. Ferreira‐Oliveira. 2020. 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  Label: Title
  Group: Ti
  Data: Integrating Competency Identification Digital Tools in Employment Counselling to Help Identify Competencies and Build a Relevant Career Plan for People With Disabilities
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Clémence+Brun%22">Clémence Brun</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6880-6674">0000-0001-6880-6674</externalLink>)<br /><searchLink fieldCode="AR" term="%22Alexis+Akinyemi%22">Alexis Akinyemi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6027-675X">0000-0002-6027-675X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Yvonne+Joret%22">Yvonne Joret</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0006-3812-7295">0009-0006-3812-7295</externalLink>)<br /><searchLink fieldCode="AR" term="%22Laurène+Houtin%22">Laurène Houtin</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7619-5639">0000-0002-7619-5639</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Applied+Research+in+Intellectual+Disabilities%22"><i>Journal of Applied Research in Intellectual Disabilities</i></searchLink>. 2025 38(3).
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  Label: Availability
  Group: Avail
  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 16
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Disabilities%22">Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Career+Counseling%22">Career Counseling</searchLink><br /><searchLink fieldCode="DE" term="%22Competence%22">Competence</searchLink><br /><searchLink fieldCode="DE" term="%22Career+Planning%22">Career Planning</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Ability+Identification%22">Ability Identification</searchLink><br /><searchLink fieldCode="DE" term="%22Intellectual+Disability%22">Intellectual Disability</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22France%22">France</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1111/jar.70071
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1360-2322<br />1468-3148
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background: People with disabilities face persistent employment difficulties, mainly because of a lack of recognition of their competencies, especially people with intellectual disabilities. As employment counsellors need to identify the competencies of beneficiaries, a public competencies identification service has been developed and funded by the French Ministry of Labour, Diagoriente. Method: We compared the impact of a competencies identification session using Diagoriente (N = 48) to a more classic session using a text document (N = 47), with a sample composed mainly of people with intellectual disabilities (75.5%). Results: Participants who used Diagoriente felt better able to identify and explain their competencies and to create a relevant career plan than those who had followed a classic session. Conclusions: Our results suggest that Diagoriente, and as we suggest, employment support digital tools, when adapted to the specific needs of people with intellectual disabilities, can provide additional keys to help them build their career plans.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1475269
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1475269
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1111/jar.70071
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
    Subjects:
      – SubjectFull: Disabilities
        Type: general
      – SubjectFull: Career Counseling
        Type: general
      – SubjectFull: Competence
        Type: general
      – SubjectFull: Career Planning
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Ability Identification
        Type: general
      – SubjectFull: Intellectual Disability
        Type: general
      – SubjectFull: France
        Type: general
    Titles:
      – TitleFull: Integrating Competency Identification Digital Tools in Employment Counselling to Help Identify Competencies and Build a Relevant Career Plan for People With Disabilities
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Clémence Brun
      – PersonEntity:
          Name:
            NameFull: Alexis Akinyemi
      – PersonEntity:
          Name:
            NameFull: Yvonne Joret
      – PersonEntity:
          Name:
            NameFull: Laurène Houtin
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 05
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 1360-2322
            – Type: issn-electronic
              Value: 1468-3148
          Numbering:
            – Type: volume
              Value: 38
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Journal of Applied Research in Intellectual Disabilities
              Type: main
ResultId 1