Affiliations: [a] Institute of Education, University College London, London, UK | [b] Early Childhood and Special Needs Education Academic Group, National Institute of Education, Singapore, Singapore
| [c] Department of Exceptional Education, University of Central Florida, Orlando, FL, USA
Correspondence:
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Address for correspondence: Zachary Walker, PhD, Department of Psychology and Human Development, University College London, Institute of Education, 25 Woburn Square, London WC1A 0AA, UK. Tel.: +44 75 3838 0915; E-mail: [email protected].
Abstract: BACKGROUND:There is substantial evidence that a lack of social skills and social competence is the primary barrier to gaining and maintaining employment for individuals with IDD. Data on employment outcomes along with scholarly literature on social skills education provide evidence that current programming is unsuccessful for individuals with IDD transitioning into the workplace. OBJECTIVE:This literature review provides a broad overview of innovative media and technology offering educators novel practices and strategies to improve interview performance and employment preparation for individuals with intellectual and developmental disorder (IDD). RESULTS:The literature shows that multiple currently available technologies, including virtual reality and mixed reality, can improve the social skills required for successful interpersonal interactions and interviewing in individuals with IDD. CONCLUSIONS:Transition educators should be encouraged to consider how innovative technologies can be used to support the development of social skills for students with IDD in employment preparation.
Keywords: Interviewing, technology, employment, virtual reality, social skills, intellectual disability
