How is employment policy deconstructed and assimilated by young people with an intellectual disability during the transitional phase of education

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Only 6% of working age adults with an intellectual disability (ID) are in any form of paid employment (Dempsey & Ford, 2009). The benefits of work and work like activity can be associated with structuring time and providing social contact (Jhonda, 1981). However for people with an ID who are relatively powerless and excluded from mainstream society (Lin et al, 2012; Ewing, 2008; Owens, 2015), work can also bring an opportunity to actively reduce stigma, harassment and discrimination (Maguire, 2009).The Department of Health published the 'Valuing Employment Now' (VEN) paper (2009) proposing to 'radically' increase the number of people with an ID in the open labour market. Whilst the policy establishes fair treatment and a rights based approach to citizenship (Williams, 2013) this research will investigate entrenched attitudes and practices. Lin et al (2012) suggests current systems are inadequate in preparing younger people with an ID for competitive work roles. My research will build upon this knowledge with specific research questions of:1) How is policy interpreted at root level by institutions and individuals and how is this constructed and interpreted to young people with an ID? 2) Who is involved in key decisions regarding the future pathways of young people and what language is portrayed when interaction and communication takes place regarding future pathway choice? 3) Is there scope and opportunity to strengthen the policy?