Intellectual Developmental Disabilities and Pre-vocational Learning Readiness

Our study aims to highlight the existence of factors involved in the relationship between pre-vocational learning readiness (PreVoc_LR) and special education for individuals with Intellectual Developmental Disabilities (IDD). In the working hypotheses, we examine (1) the relationship between learning readiness and entry into the labor market for individuals with IDD, as well as (2) the relationship between pre-vocational skills and employment. The study takes place in the research field of Special Education across all educational levels, with an emphasis on Adult Education for individuals with IDD, including intellectual disabilities and autism. The research tools included observation of pre-vocational training in two case studies: a 30-year-old diagnosed with a pervasive developmental disorder at the Kalamata Art Center (KAC), and a 36-year-old with an intellectual disability engaged in organic farming at the Lysous Garden in Kalamata. The results indicate that the contributing factors coexist continuously throughout the educational trajectory. Furthermore, it is evident that the development of pre-vocational learning readiness skills within the local community context contributes positively to the well-being of individuals with IDD.