Supported internships: vocational training and labor inclusion for students with intellectual and developmental disabilities

Purpose This research analyzes the preparation of students with intellectual and developmental disabilities (IDD) for inclusion in the open labor market via supported employment (SE). To this end, Fraser’s (1995) concept of transformative action is used to evaluate changes in students’ attitudes and behaviors. Design/methodology/approach A qualitative approach was adopted, consisting of interviews with SE organizations and observations of students participating in workshops focused on internships that form part of their educational process. Findings The research findings indicate that an educational approach to SE inclusion can generate transformative processes that contribute to changing the conditions leading to exclusion from the labor market. Research limitations/implications This research develops further the use of Fraser’s (1995) theorization in disability studies. Students were observed participating in workshops, and not in their workplaces, which represents both a limitation and a line for future investigation. Practical implications This research contributes to reducing managers’ reluctance to contract people with IDD. It is also useful for those secondary schools implementing an inclusive educational approach that are willing to include internships as part of their academic curriculum. Social implications Greater investment and cooperation by education and labor policy makers are needed to make inclusion possible. Originality/value This study investigates inclusion in the labor market as part of the educational development of students with IDD, focusing on its transformative nature.