Technology Skill Building for Adults with Intellectual and/or Developmental Disabilities

Williamson, H. J., Riddle, H. E., Sloan, C., Dogan, C., Dai, B., & Meyers, J. (2024). Technology skill building for adults with intellectual and/or developmental disabilities. Developmental Disabilities Network Journal, 4(2), 51-58. https://doi.org/10.59620/2694-1104.1083

Technology Skill Building for Adults with Intellectual and/or Developmental Disabilities PDF File

Background

Because of a history of marginalization in the U.S., individuals with intellectual and/or developmental disabilities are underemployed as compared to their peers without intellectual and/or developmental disabilities (Cheng et al., 2020; Wehmeyer, 2013). A recent report from the Arizona Developmental Disabilities Planning Council found that 72% of Arizonans without a disability were employed as compared to 36% with a disability and 26% with a cognitive disability (Winsor et al., 2019). Moreover, an Arizona-based report called The Graduation Cliff: Improving the Post School Outcomes of Students with Disabilities, found that individuals with intellectual and/or developmental disabilities in Arizona are overwhelmingly more likely to be employed in jobs that require in-person completion of job duties (i.e., retail, food service, or other site-based labor) as opposed to technology-enabled jobs (McFadden et al., 2015).

Individuals with intellectual and/or developmental disabilities already face a digital divide compared to their peers without intellectual and/or developmental disabilities, and as such are not prepared to enter a technology-dependent workforce (Fisher et al., 2020). This inequity in access to employment is a health-equity issue, as gainful employment for individuals with developmental disabilities has been linked to improved health and quality of life (Amalky, 2019; Cramm et al., 2009; Emerson et al., 2018; Nord et al., 2013; Robertson et al., 2019; Stephens et al., 2005). Moreover, a 2020 survey from the Arizona Developmental Disabilities Planning Council (2020) identified access to gainful employment as a top priority among 245 adults with developmental disabilities in Arizona. Using a community-engaged approach, the project team implemented and evaluated the use of an existing technology job skill-building program for adults with intellectual and/or developmental disabilities (Daivergent, 2020).

Methods

This project was created to determine the perceived benefit of technology skills training for people with intellectual and/or developmental disabilities. Adults with intellectual and/or developmental disabilities were recruited, given technology skills training, then interviewed about their experiences. The project was overseen by a Community Advisory Board, which included a young adult with an intellectual disability and disability service providers. The Community Advisory Board provided feedback on program design, implementation, and evaluation. All project activities were approved by Northern Arizona University’s Institutional Review Board (IRB Project #1758482-4).

Program Participants

Program participants were recruited through presentations to vocational rehabilitation counselors throughout Arizona and via outreach to developmental disability providers or advocacy groups and self-advocacy organizations. A total of 13 adults with intellectual and/or developmental disabilities joined the program. Ten of the participants identified as male and three identified as female. The mean age of the participants was 23 years old (age range, 18-38 years; standard deviation 6.4 years). Two identified as Native American, 1 as Latinx, and 10 were White. Eight of the participants resided in rural areas in Arizona.

Intervention Description

Adults with intellectual and/or developmental disabilities in the program were provided a strengths-based, accessible, universally designed training as well as individualized support. At the start of the program, each person was paired with an online coach (called a Virtual Support Professional [VSP]) and completed an individual strengths-based assessment assessing technology skills and interests, career inventories, and interest evaluations to help guide the development of their individualized plan. Then they completed video-based training modules for job readiness and social skills, along with virtual work simulations of common technology-dependent jobs. Third-party external certification courses were assigned to interested participants in career areas such as technical support, graphic design, and web design. Opportunities to further develop social skills were offered through daily online peer groups based around shared interests and hobbies, moderated by a staff facilitator. Weekly Zoom-based discussions with the online coach were completed to ensure that participants were progressing through their personalized plan. Supporters (family members, disability service providers) of the individuals with disabilities were also included in the training sessions with the coach when requested by the individual, to form an extended support network around the individual. Participants were involved in the program anywhere from 3-9 months depending on their goals for the program. A typical week included 1-3 hours of interaction with the VSP and/or completing online modules of skills identified as a priority for the participant. For participants seeking job training and placement services beyond the scope of the intervention, the online coach introduced the individual with disabilities and their supporters to Vocational Rehabilitation, where additional services could be procured for the participant’s journey.

Data Collection

To evaluate the program, individual interviews were completed. Participants were invited to complete the interview and interviews took place over Zoom. In total, 7 of the 13 adults with intellectual and/or developmental disabilities who completed the program also completed interviews. The team also interviewed five individuals who were family members or paid staff who supported an individual in the program, and three VSPs. A guided note-taking document was created and used by the interviewer to take notes, and the audio of the interviews was also recorded. The questions were intended to help understand the perceived benefits of technology skill training by asking the participants open-ended questions about their motivation to join the program, motivation to stay in the program, their method of support during the program, beneficial attributes of the program, and improvements they would recommend.

Data Analysis

            The team was required to report outcomes to the funder of the project (Arizona Developmental Disabilities Planning Council) in a timely fashion; therefore, the team used a team-based rapid qualitative analysis process. Rapid qualitative methods for analysis have been used in health services research in which there is a need for quick turn-around of qualitative results, while also maintaining rigorous analysis processes (Hamilton, 2013). Guided by rapid qualitative analysis steps completed by Koenig et al. (2016), two team members who did not participate in the interviews reviewed the audio recordings of each interview to verify the notes taken and pulled key quotes. They then discussed results and identified proposed themes to build matrices, which had one theme per page and codes within that theme with participant responses for each code. They then reviewed the matrices to make comparisons across participants and come to a consensus on themes and codes. The entire team then reviewed the final themes to come to consensus and finalize the results.

Results

Analysis of the data resulted in multiple themes for the questions of motivation to join the program, motivation to stay in the program, method of support during the program, benefits of the program, and recommendations for future programs.

Motivation to Join the Program

Participants were motivated to join the program for a variety of personal and professional goals. The main themes that emerged from this question were new opportunities for employment/career, social experience, education/learning new skills, and personal satisfaction. For those interested in technology-based employment, their interests included potential technology-support positions and graphic design work. One support person noted that this program provided their loved one a “taste to see if she likes graphic design or not before she goes to college for it, so far, she’s loved it.” An individual with intellectual disability noted that the program allowed them to “get hands-on training and knowledge and learn new careers in technology.” Personal goals from the program also included obtaining education in technology use and obtaining new social experiences. Technology education topics included learning how to use technology to make a resume and certifications. One participant noted, “I wanted to get my Google certification.” Online social groups allow people to connect with others both locally and across the country. One individual noted that they enjoyed “the experience and getting to know a bunch of new people.”

Motivation to Stay in the Program

When asked about their motivation to remain in the program, participants’ and supporters’ answers included the themes of their VSP’s encouragement, personal motivation, and the positive experiences they were having. One participant with intellectual and/or developmental disabilities stated,

John (VSP) kept me motivated. When I told him something was really hard, he gave me a motivational speech that my mental health was most important, but that I could still do it…having someone who believed in me made me more determined to reach [my goals].

One of the champions noted,

Tim (VSP) has been awesome for [participant], he goes above and beyond. He has been a bit more than just a coach for technology, has been very kind and compassionate and like a friend.

Regarding personal motivation, one participant said that they were, “not giving up, telling everyone about my feelings, dealing with what I have to deal with and doing what I am supposed to do.”

Method of Support in the Program

Participants were asked about the support they received from their VSP in the program and if they felt it helped them be successful. The themes that arose from this question included positive experiences, reaching goals, and keeping on task. One participant stated,

Jennifer (VSP) was great! She helped a lot. I will give her a 10 out of 10… She was wonderful and told me what she was doing. I appreciate her telling me what I needed to do.

One champion noted, “John (VSP) was really good at congratulating [participant] on his progress and small wins.”

Benefits of the Program

            The main themes that emerged from the question about benefits of the program were job preparedness, online communication and organizational skills, technology/software skills, and social skills/confidence. An individual with an intellectual and/or developmental disability noted that they were “better prepared to do a remote job.” Other participants learned how to use Microsoft Excel, create a resume, and how to do basic coding for future employment. Participants also gained skills in online communications stating they “learned a bit about email etiquette and management.” People with intellectual and/or developmental disabilities who participated also reported increased confidence in both technology and in social skills. One stated “I think I improved on my attitude very well…telling Jennifer (the VSP) what I needed.”      

Participants noted that they appreciated the individualized program tailored to their strengths and work style. The VSPs provided ongoing support and celebrated small wins, which kept people engaged in the program. One support person noted that this program worked for their loved one because they could “do it on their own time.”

Discussion

The results point to the potential for individualized coaching using a strengths-based approach to improve technology skills, improve confidence in using technology, and obtain future technology-based employment. The long history of marginalization of individuals with intellectual and/or developmental disabilities, particularly in their pursuit of meaningful, career-oriented employment, has placed them at a significant disadvantage relative to their peers. Even today, with increasing availability of employment opportunities, too often those with intellectual and/or developmental disabilities who can secure jobs continue to be pigeonholed into a narrow range of employment categories and occupational responsibilities. Yet, the individuals engaged in this project demonstrated the potential of persons with intellectual and/or developmental disabilities to both acquire and utilize technology skills in pursuit of more challenging, flexible, and rewarding occupations.

This project established a primary focus on individuals with intellectual and/or developmental disabilities to demonstrate the enormous impact that expanding opportunities for technology-based social, life, and vocational skills training can have in a population that has been typically overlooked for such initiatives. Every participant who was interviewed about their experience in the program reported an increase in their familiarity and ability to use technology and were observed by their supporters to have an increase in confidence and ability to conduct themselves.

Furthermore, these participants enrolled from rural and other underserved communities, providing a deeper opportunity to showcase how a remote service-delivery model could address service deficits in areas with fewer physical provider options. This model was designed to be implemented regardless of geography. By provisioning technology equipment and internet access through a lending library, this project mitigated barriers presented by a participant’s socioeconomic status as well. The positive influence of supporters for individuals with disabilities was also observed to enhance accessibility and retention of training content by the participants and reflects the importance of support networks in obtaining successful outcomes.

Following the promising findings from the program, the Arizona Department of Economic Security approved the remote program for all adults in Vocational Rehabilitation (VR). Individuals with intellectual and/or developmental disabilities comprise a significant portion of VR enrollees, and obtaining VR approval has elevated remote service delivery as a viable strategy to improve accessibility. This project also introduced technology-dependent remote jobs as a dedicated module in career discovery for jobseekers with intellectual and/or developmental disabilities. Remote work has been a frequently requested accommodation for the disability community, which gives credence for its inclusion as part of standard career exploration in vocational rehabilitation.

This study used a community-engaged approach, making it more applicable for use beyond the research project. While the project did not utilize verbatim transcripts for analysis, which is typical in traditional qualitative methods, the use of a team approach to analysis helped with improving the credibility and dependability of the study (Shenton, 2004). This pilot study included a small number of individuals in one state (Arizona), limiting its generalizability. Future studies would benefit from recruiting a larger and more geographically diverse group of individuals and completing additional data collection via surveys or focus groups to evaluate program outcomes.

References

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