Assessment of adaptative work skills of people with intellectual disabilities

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Published: 2025-06-10
DOI: https://doi.org/10.17060/ijodaep.2025.n1.v1.2831
Keywords:
intellectual disability, adaptive skills, professional inclusion, support assessment

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Cassandra Fontoura Fiore Peron
Mestre em Educação pela Universidade Federal do Paraná. Psicóloga
Maria de Fatima Joaquim Minetto
Pós-Doutora em Psicologia pela UFSC. Mestre em Educação pela UFPR. Psicóloga. Professora da Universidade Federal do Paraná (UFPR).
Iasmin Zanchi Boueri
Pós-Doutora e Mestre em Educação Especial pela UFSCar. Psicóloga. Professora da Universidade Federal do Paraná (UFPR).

Abstract

The objective of this study was to evaluate the effects of implementing the Horizontes Supported Employment Program on the development of adaptive work skills of young people and adults with intellectual disabilities. Ten students from a specialized school in a large city in the metropolitan region of Curitiba, Paraná (Brazil) participated in the study. The assessment of support needs was carried out using the Support Intensity Scale for Adults (SIS-A), an internationally validated instrument, applied at two moments: before and after the intervention. In the initial phase, the SIS-A highlighted significant barriers that compromised access to and retention in work, mainly in the domains of functional communication, community life, continuous learning activities and work skills. Based on these data, the Horizontes Supported Employment Program was designed and implemented, combining structured theoretical-practical activities and Person-Centered Planning (PCP), seeking to strengthen autonomy and prepare for the job market. After the intervention, the reapplication of the SIS-A revealed a reduction in the intensity of support needs in all participants, indicating advances in fundamental skills for life and work. The areas that showed the greatest improvement were the use of public transportation, the organization of daily routines and performance in professional environments. The results demonstrated that the systematic assessment of support needs, associated with personalized educational strategies, contributed to the increase in autonomy, social participation and employability of the participants. It is concluded that the use of the SIS-A as an instrument for planning and monitoring interventions is essential for the promotion of inclusive practices and for the strengthening of public policies aimed at the labor inclusion of people with intellectual disabilities.

Article Details

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Vol. 1 No. 1 (2025): EL PODEROSO MUNDO DE LA PSICOLOGÍA: UNA APORTACIÓN POSITIVA

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Author Biographies

Cassandra Fontoura Fiore Peron, Mestre em Educação pela Universidade Federal do Paraná. Psicóloga

Mestre em Educação pela Universidade Federal do Paraná. Psicóloga

Maria de Fatima Joaquim Minetto, Pós-Doutora em Psicologia pela UFSC. Mestre em Educação pela UFPR. Psicóloga. Professora da Universidade Federal do Paraná (UFPR).

Pós-Doutora em Psicologia pela UFSC. Mestre em Educação pela UFPR. Psicóloga. Professora da

Universidade Federal do Paraná (UFPR).

Iasmin Zanchi Boueri, Pós-Doutora e Mestre em Educação Especial pela UFSCar. Psicóloga. Professora da Universidade Federal do Paraná (UFPR).

Pós-Doutora e Mestre em Educação Especial pela UFSCar. Psicóloga. Professora da Universidade Federal do

Paraná (UFPR).

How to Cite

Assessment of adaptative work skills of people with intellectual disabilities. (2025). International Journal of Developmental and Educational Psychology. Revista INFAD De Psicología., 1(1), 323-332. https://doi.org/10.17060/ijodaep.2025.n1.v1.2831

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