Multiple part assignment concerning transferable marketable skills for individuals with intellectual disabilities. Completed assignment must be less than 10% plagiarized, and use the references posted with the assignment. This assignment accompanies work that I'm doing myself and these are the references being used in the other work. The first part needs to be completed by 7/24/18. The rest isn't needed until I complete my part, 07/30/18

Part One: Imagine that you are asked to consult with a leadership team within an organization that is committed to addressing the need for programs assisting the intellectually disabled. They want you to help them build in a primary prevention component to their work for next year. There is also a desire to find employment opportunities for them as well. Discuss the approach you would take as an organizational consultant. What is your conceptualization of a primary prevention goal for this organization? Fill in details about this organization as you wish. Specify three activities you would include in a consulting contract with this organization and explain why each is important in moving them toward their primary prevention goal. Analyze cultural and ethical issues that may be involved in this consultation work as a social and behavioral sciences professional. Part Two Introduce the practical problem in society that drives the research on transferrable skills for the intellectually disabled, the populations affected, confirming that it is a world-wide issue—not just an issue experienced in the US. Identify important facets about the issue that have been explored in the research based on both quantitative and qualitative methodologies. Identify theoretical perspectives researchers have used to explain or predict the phenomena. Identify and explain various levels of prevention addressed in the literature in relation to transferrable marketable skills available to the intellectually disabled—including becoming direct care professionals, assisting nursing staff within residential long-term care facilities. Summarize the key findings of current research on your topic or issue. Synthesize the practical recommendations made related to early intervention, prevention, and advocacy. Analyze ethical issues (including social justice and cultural relevancy) in relation to the intellectually disabled. Compose a presentation of the problem in the community, related to intellectually disabled and finding transferrable employment skills, supported by current scholarly research, between 6–8 pages in length. A description of the three individuals at three different organizations you selected for a more in-depth assessment. This section should present a summary and discussion of the responses you received during your interviews. (Reminder: the interview questions were developed in the Unit 3 discussion) and should be designed to gain a sense of the depth and breadth of the organization's involvement with early intervention, prevention, and advocacy around your topic or issue locally, state-wide, regionally, or even nationally, depending on the organization's mission. This section of the project should be between 6–9 pages in length. A summary of assessment, with recommendations for adding or strengthening the prevention and advocacy activities and services in the context of a diverse, multicultural society; approximately 3 pages in length. References for material from GoogleScholar: https://scholar.google.com/scholar?as_ylo=2017&q=transferrable+skills+for+intellectually+disabled&hl=en&as_sdt=0,5 transferable skills for intellectually disabled Let's Get to Work Wisconsin: Launching youth with intellectual and developmental disabilities into the workforce NF Molfenter, E Hartman, J Neugart… - Journal of Vocational …, 2017 - content.iospress.com … In this way, the tool fosters collaboration and asks teams to consider transferrable skills the student can bring to the workplace when setting an employment goal … Self determination skills and opportunities of adolescents with severe intellectual and developmental … Cited by 1 Related articles Factors associated with sustained community employment among adults with autism and co-occurring intellectual disability W Chan, LE Smith, J Hong, JS Greenberg… - …, 2017 - journals.sagepub.com Sustaining community employment is a challenge for adults with autism spectrum disorders, especially for those who have co-occurring intellectual disability, bu... Cited by 6 Related articles All 3 versions [PDF] kingston.ac.uk [PDF] The benefits of gaining research experience through a secondment T Rose, I Tuffrey-Wijne - Learning Disability Practice, 2017 - eprints.kingston.ac.uk … reflect on the strengthening of my transferrable skills. The research topic required me to interview support care staff on how to communicate death … with the right skill and knowledge mix to work across the range of settings … to enhance skills, research and improve practice … Related articles All 2 versions [PDF] ucl.ac.uk [PDF] Are trainee clinical psychologists fit for delivering positive behavioural support on qualification? K Scior, FJ Brown, N Gore, J Morris… - Clinical Psychology …, 2017 - discovery.ucl.ac.uk … Without relevant clinical placement experience trainees are unlikely to complete training with a skill set that makes them fit to implement, and more so lead in the … Page 9. training and beyond. As many PBS skills are relevant and transferrable across a range of … Related articles The practicalities and pedagogies of adult learning co-operatives: the case study of Leicester Vaughan College R Hall, M Noble - 2018 - dora.dmu.ac.uk … JavaScript is disabled for your … how to co-operate and so building skills for society rather than careers, the analogue of transferrable skills (Neary and … within existing universities (Hall and Smyth, 2016); 4. unseating dominant narratives, drawing on richer intellectual traditions of … All 2 versions Noncognitive proponents' conflation of “cognitive skills” and “cognition” and its implications HJ Kell - Personality and Individual Differences, 2018 - Elsevier … Spearman, 1927). Consequently, definitions of psychometric intelligence are broadly transferrable to cognitive skills. Realizing that … experience. It is not merely book learning, a narrow academic skill, or test-taking smarts. Rather … Related articles Poetry as an engagement strategy: A novice teacher experience of its use within lectures D Healy, S Smyth - Nurse education in practice, 2017 - Elsevier … have embraced creativity such as poetry which is an essential skill for finding … delivered to Bachelor Nursing Science (BNSc) (n = 40) General and Intellectual Disability Year 3 … These transferrable skills are essential when delivering care and working with other professionals in … Cited by 2 Related articles All 7 versions The subjective experiences of women with intellectual disabilities and offending behaviour: exploring their experiences of 'home' EM Williams, S Thrift, J Rose - … of Developmental Disabilities, 2018 - Taylor & Francis … Women with intellectual disability in secure settings and their mental health needs … Therefore, research conducted with men who have intellectual disabilities and offending behavior may not be directly transferrable … Cited by 1 Related articles [PDF] ksu.edu Assessment Evaluation D Lee, N DITCHMAN - Certified Rehabilitation Counselor …, 2017 - books.google.com … achievement via conformance, achievement via inde- pendence, and intellectual efficiency) • Thinking … between the client's aptitudes and abilities and the skill demands of … VIII. Transferrable Skills Analysis and Computer-Based Matching Systems Transferrable skills analysis is a … Related articles All 4 versions