Evaluating the Impact of Integrated Practical Placement Programmes on Students with Intellectual Disabilities
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| Title: | Evaluating the Impact of Integrated Practical Placement Programmes on Students with Intellectual Disabilities |
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| Language: | English |
| Authors: | Harrison Burgin (ORCID |
| Source: | Journal of Applied Research in Intellectual Disabilities. 2026 39(1). |
| 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: | 14 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Students with Disabilities, Intellectual Disability, Student Placement, Job Placement, Work Experience Programs, Job Training, Nontraditional Education, Supported Employment, Interpersonal Competence, Sense of Belonging, Employment Opportunities, Inclusion, Student Employment |
| DOI: | 10.1111/jar.70184 |
| ISSN: | 1360-2322 1468-3148 |
| Abstract: | 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. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1497739 |
| Database: | ERIC |
| Abstract: | 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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| ISSN: | 1360-2322 1468-3148 |
| DOI: | 10.1111/jar.70184 |
