Focus Groups
Report on focus groups in the Include³ project
We have a new report on the Include³ project.
This report is about the wishes of people with cognitive disabilities.
And about the wishes of experts and companies.
We want to help people with disabilities to find a normal job.
To this end, we conducted research in Belgium, Cyprus, Germany and Slovenia.
Aims of the project
The Include³ project wants to know:
– What do people with cognitive disabilities need in order to enter the normal job market?
– To find out, we interviewed many people.
Conducting the survey
– 59 people took part.
– 25 people had intellectual disabilities.
– We talked about advice, vocational training and networks.
Important results
Individual counselling:
– People with disabilities need personal counselling.
– Families and employers can help.
– Information should be simple and include pictures.
Vocational training:
– People with intellectual disabilities should be prepared for the job market early on.
– Internships are important to get to know different jobs.
– Social skills should also be learned in workshops.
Importance of networks:
– Networks are important for the labor market.
– Job coaches can strengthen cooperation.
The full report is available on our website.
Focus group report: A milestone in the Include³ project
We are pleased to present our latest output: the focus group report of the Include³ project. This comprehensive report, which is now available on our website, presents research findings from Belgium, Cyprus, Germany and Slovenia. The research findings include information on guidance, vocational training and networks in the transition from sheltered employment to the general labour market. The report is part of Work Package 3 of the Include³ project, which lays the foundation for the development of the Include³ methodology. This method aims to reconcile the strengths of people with cognitive disabilities with the requirements of the labour market through targeted counselling and vocational training.
Aim and approach
Work package 3 aims to identify the needs and gaps in the participating countries through preliminary research and, based on this, to draft guidelines for the development of the Include³ methodology. These guidelines will define principles and standards against which the Include³ Method process must be measured and describe the expected outcomes. The central question of this work package is therefore: How should the Include³ method or a curriculum for counselling experts be designed?
The results of the focus group report are based on an inclusive and co-productive approach. In two rounds of focus groups (focus group A with people with cognitive disabilities and focus group B with participants from focus group A as well as inclusion experts, education experts and employers), the current status and wishes of the participants were surveyed. The topics covered included counselling on preparing for the transition from sheltered employment to the general labour market, vocational training and networking.
Methodology and participants
A total of 59 different people were interviewed in both focus groups in all countries. In focus group A, 25 people with intellectual disabilities were interviewed, while in focus group B, 46 people were interviewed. Twelve people took part in both focus groups. This broad participation ensures that the perspectives and needs of people with cognitive disabilities take centre stage.
The interviews were conducted using a partially standardised guide, which allowed for a natural flow of discussion while ensuring that all relevant topics were addressed. Two project team members conducted the interviews for each partner country. One person was responsible for taking the minutes, while the other led the discussion by asking questions and ensuring that all interviewees had an equal opportunity to express themselves.
Key findings
The results of the focus group report can be used to answer the following three derived research questions:
1. What guidance and materials are needed to integrate people with disabilities from workshops into the labour market (focus on guidance)?
2. What can guidance on adapting vocational education and training to prepare for the labour market look like (focus on vocational education and training)?
3. How should networking be organised?
Main Learnings
1. Individual and trustworthy counselling:
The integration of people with disabilities into the labour market requires individual and trustworthy counselling. Personal abilities, aptitudes and social skills should be taken into account. Family members and employers can play an important role in the process. Continuity through a fixed contact person is crucial. Materials should be easy to understand and include visual aids.
2. Early preparation through vocational training:
Vocational training should prepare people with intellectual disabilities for the labour market at an early stage. Internships in companies in the general labour market are crucial to get an overview of different jobs. Sheltered workshops should teach vocational, personal, methodological and social skills. Learning content should include, for example, work virtues, communication skills, dealing with stress and application materials.
3. Importance of networks:
Networks are crucial for the successful transition of people with intellectual disabilities into the labour market. In addition to potential employers, family members, peers, the social environment, rehabilitation organisations and employment services should also be involved. Job coaches should act as a link between all parties involved and strengthen cooperation with employers in order to break down prejudices. Employers need to be informed about the needs of people with intellectual disabilities in order to create suitable working environments.
Our focus group report shows that an inclusive and co-productive approach and close collaboration between all stakeholders are crucial to successfully integrate people with intellectual disabilities into the labour market.
