The Master's thesis deals with the topic of transition planning for the employment of a student with moderate intellectual disability (MOID) during his education at the final stage of the special education programme (SEP) for a more independent and integrative integration into the labour market. We are focusing on preparing a student with MOID to perform work in the field of agriculture. The purpose of the master's thesis was also to determine the attitude of professional staff regarding the transition and inclusion of students with MOID into innovative learning environments within the local community. Although possibilities for including students with MOID in agriculture have been suggested in Slovenia, this has not yet been widely implemented. In defining the research problem, we therefore based our approach on modern legislative aspects, which allow younger individuals with MOID to enter the workforce after completing their education in adapted vocational programs (AVP). We used the descriptive research method and a qualitative research approach in our study. Purposeful sampling was employed. We conducted a case study in which we interviewed a student, their two mentors at the school, the employer (mentor at the farm), and the parents, as well as professional staff teaching in the AVP at the school the student attends.
The data obtained from semi-structured interviews, journal entries, and professional documentation were analysed using qualitative analysis methods. Based on this, we find that thorough preparation of the student for the transition into the work environment is of great importance. A key factor is selecting an appropriate employer who recognizes the individual’s potential. Equally valuable are the employer's prior experiences with individuals with MOID. Furthermore, we conclude that the execution of the student's transition plan was based on clear organization and implementation. The student felt comfortable on the farm, becoming an indispensable part and an equal partner in its operations. His role and contribution were also recognized by the employer, who understood the significance of the transition from school to the workplace. The employer is prepared to support the student in his uniqueness and to continue facilitating his transition to the farm in the future.
Interviewees reported positive experiences with the preparation and execution of the MOID student’s transition to the farm. We find that the student made the most progress in areas such as independence and responsibility, knowledge of work processes, time and space orientation, and communication. He also became precise and persistent. Interviewees believe that maintenance tasks, animal care, and work in the cheese factory are the most suitable for the student on the farm. They also emphasize that the tasks should be routine, unchanging, safe, and should not involve the use of machinery. The work should be simple and not physically demanding.
The interviewees view the employment of individuals with MOID on farms as an important aspect, though they acknowledge that it is not sufficiently supported in reality. They also have limited knowledge of the opportunities in this field and of employing individuals with MOID in general. We conclude that agriculture is an area where the role of individuals with MOID and their contribution to the local community can be actively recognized. In this case study, both the employer (the farm) and the student expressed interest in employment on the farm. We also find that individuals with MOID have limited opportunities in innovative work environments. Interviewees face challenges in finding employers, as this area is not well known to them. They also believe that the involvement of a professional worker is crucial in integrating a student with MOID into an innovative work environment, emphasizing the importance of the worker's approach, readiness, resourcefulness, understanding, and effort. Regarding their own qualifications for preparing students for integration into innovative jobs in the local community, they admit that they are generally not well-trained, noting that much depends on how much each individual invests in education in this area.
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