Document Type : Original Article
Authors
1
kPhD student - Psychology and Education of Exceptional Children - Department of Psychology and Education of Children with Special Needs - Faculty of Educational Sciences and Psychology, Isfahan University
2
Department of Psychology and Education of People with Special Needs, Faculty of Education and Psychology University of Isfahan Isfahan, Iran
3
Associate Professor, Department of Psychology and Education of People with Special Needs, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran
10.22108/cbs.2024.141734.1905
Abstract
Supported employment is a successful approach in the vocational rehabilitation of adults with intellectual disabilities, and is highly dependent on job coaching. Therefore, the current study was conducted to identify job coaching skills affecting supported employment in Adults with intellectual disability. Articles and dissertations were checked in ScienceDirect, Sagepub, Eric, Wiley, Springer, Pubmed, ProQuest, Noormags, Sid, Magiran, and Irandoc in the period 2005 to 2023; using a combination of expressions including “supported employment”, and “job coaching” and “intellectual disability” were reviewed. Hence, according to the inclusion and exclusion criteria, the results of 43 eligible studies were extracted and analyzed by the Attride-Storling method. Consequently,85 basic themes, 13 organizing themes, and 5 global themes were identified and the five-faceted model of job coaching model was designed. In other words, the factors affecting supported employment can be summarized as emotional skills, general skills, specialized skills, knowledge of culture and community, and business skills. The results of this study showed that the use of the supported employment approach can be effective when the aspects of job coaching are considered to reduce the unemployment of people with intellectual disabilities and help their economy.
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