Learning disrupted: Young people with disabilities’ access to and experiences of learning and workplace-based training during COVID-19
| dc.contributor | Kelly, Eoin | en |
| dc.contributor | Treacy, Roslin | en |
| dc.contributor.author | Edwards, Claire | en |
| dc.contributor.author | Harold, Gill | en |
| dc.contributor.funder | Irish Research Council | en |
| dc.contributor.other | Kelly | en |
| dc.contributor.role | National Learning Network Cork | en |
| dc.date.accessioned | 2024-05-22T15:16:37Z | |
| dc.date.available | 2024-05-22T15:16:37Z | |
| dc.date.issued | 2022-05 | en |
| dc.description.abstract | It has been widely acknowledged that people with disabilities have been disproportionately affected by the COVID-19 pandemic, having faced significant restrictions in their access to services and supports, with consequences for social networks and participation in society. Opportunities to access training and employment services as a route to inclusion are one area that has been recognised as adversely affected. This study, conducted in partnership with the National Learning Network (NLN), explores some of the impacts and challenges faced by young people with disabilities aged 18-30 (including people with intellectual disabilities (ID), autism and mental health difficulties) attending learning and vocational training during COVID-19. It also investigates how alternative learning pathways and models of work placement might be promoted as we continue to grapple with the long-term effects of the pandemic. The research is based on a small-scale qualitative study of 11 young people with disabilities aged 18-30 participating in a skills and vocational training programme at NLN during the first stage of the pandemic. It also includes interviews with family members and focus groups with NLN staff and employers who provide work placements to young people. | en |
| dc.description.sponsorship | Irish Research Council (New Foundations grant) | en |
| dc.description.status | Peer reviewed | en |
| dc.description.version | Published Version | en |
| dc.format.mimetype | application/pdf | en |
| dc.identifier.citation | Edwards, C. and Harold, G. (2022) 'Learning disrupted: Young people with disabilities’ access to and experiences of learning and workplace-based training during COVID-19'. Cork: University College Cork. | en |
| dc.identifier.endpage | 49 | en |
| dc.identifier.startpage | 1 | en |
| dc.identifier.uri | https://hdl.handle.net/10468/15900 | |
| dc.language.iso | en | en |
| dc.publisher | University College Cork | en |
| dc.rights | © 2022, the Authors | en |
| dc.subject | Impacts and challenges | en |
| dc.subject | COVID-19 | en |
| dc.subject | Young people with disabilities | en |
| dc.subject | 18-30 | en |
| dc.subject | Intellectual disabilities (ID) | en |
| dc.subject | Autism | en |
| dc.subject | Mental health difficulties | en |
| dc.subject | Learning | en |
| dc.subject | Vocational training | en |
| dc.title | Learning disrupted: Young people with disabilities’ access to and experiences of learning and workplace-based training during COVID-19 | en |
| dc.type | Report | en |
