Intellectual disability and employment for local development

Abstract

Preparing people with disabilities for their incorporation into the productive process is a challenge for local development today, not only in production or service centers, but in the various contexts that arise in life. In educational institutions, coordination relationships are established with the actors in the process, and the capacities of these students are enhanced for their reintegration into the workforce with the consent of the family in its role of support and influence. Therefore, this article aims to demonstrate through actions that the incorporation of students with intellectual disabilities is effective when there is a correspondence between the teaching and family work. From a local perspective, the ways in which they are prepared to face this challenge of school-family-society collaboration are used. From a local perspective, we examine the ways in which students with intellectual disabilities prepare to face this challenge of school-family-society collaboration. The work highlights the key aspects of the participation of students with intellectual disabilities in local development, all that can be done to prepare them, and the employment opportunities available locally for the labor market integration process, with the guidance and support of families. Through descriptive research, we use theoretical and empirical methods to provide an up-to-date approach to the topic and specify actions to prepare families, support them, and ensure their children's ongoing labor market integration.