Employment can be a powerful gateway to independence, dignity and belonging. Yet for individuals with intellectual and developmental disabilities (IDD), that gateway remains limited. Although work supports better health, social connection and a sense of purpose, only about 15% of individuals with IDD are employed in competitive, integrated work settings.
This disparity persists despite federal programs like supported employment, which offers ongoing job coaching to help people with significant disabilities find and keep competitive jobs, and customized employment, which adapts job roles to match the strengths and needs of both employees and employers. This highlights a critical gap in research and practice. High turnover among job coaches, inconsistent support and ongoing social and environmental challenges, such as navigating workplace expectations and interacting with coworkers, continue to limit long-term job retention and success.
To address these barriers, Florida Atlantic University researchers explored the potential of using augmented reality (AR) as a job coaching tool to improve job training and workforce opportunities for individuals with IDD. The study examined a novel AR-based application designed to function as a job coach, delivering real-time, context-specific guidance to support the completion of complex job tasks.
The study tested how well an AR-based job coach could help people with IDD improve their performance and work more independently. For the study, participants worked as library assistants and practiced shelving books. Researchers specifically chose this job because it demands complex skills like reading, listening and critical thinking – abilities that are often viewed as challenging for individuals with IDD when performing job tasks. The research aimed to see if AR technology could help individuals perform these complex tasks.
The results were striking. During the baseline phase, participants demonstrated consistently low performance, completing an average of just 14% of task steps correctly, highlighting the difficulty of the vocational task without additional support. When the AR intervention was introduced, performance improved immediately and dramatically. Average task accuracy increased to 93%, with some participants reaching 100%, and all met mastery criteria by completing at least 90% of task steps correctly and independently across four consecutive sessions.
Published in the journal Focus on Autism and Other Developmental Disabilities , the findings underscore the transformative potential of AR as a job coach. By delivering real-time, context-specific guidance, the AR application enabled participants to perform complex job tasks with minimal external support, significantly increasing training efficiency.
Notably, participants reached at least 75% accuracy and independence after just a 15-minute AR-supported training session – a process that typically takes two to four months with traditional job coaching.
"Our findings show that augmented reality can dramatically accelerate job training for individuals with intellectual and developmental disabilities by breaking complex tasks into manageable, real-time supports," said Ayse Torres , Ph.D., senior author and an associate professor in counselor education in FAU's College of Education , and an associate professor, Department of Biomedical Engineering within FAU's College of Engineering and Computer Science . "While technology is rapidly reshaping the workforce, AR offers a promising way to ensure individuals with disabilities are not left behind – but instead are empowered to succeed in meaningful, competitive employment."
The study suggests that AR could offer a cost-effective, scalable alternative to traditional job coaching in supported employment programs for individuals with IDD. While AR requires an initial investment, its ability to deliver real-time guidance, reduce ongoing one-on-one support, and scale to many users with minimal added cost positions it as a financially sustainable solution.
"What makes this approach especially exciting is its sustainability," said Torres. "If we can use technology to help people work more independently while allowing programs to stretch their resources further, we create a system that benefits individuals, employers and service providers alike."
Study co-authors are Kelly B. Kearney , Ed.D., an assistant professor in the Department of Special Education, FAU College of Education; Alexandro Galvez-Vega, a graduate assistant in FAU's College of Engineering and Computer Science; Dariush Hassan, a software engineer in FAU's Sensing Institute (ISENSE) ; Mahesh Neelakanta , director of information technology services, FAU University Libraries; and Hari Kalva , Ph.D., chair and professor, FAU Department of Electrical Engineering and Computer Science .
This research was supported by the Switzer Research Fellowship awarded to Torres by the National Institute on Disability, Independent Living, and Rehabilitation Research. Additional support for this research was provided by the Shirley Ryan AbilityLab, Northwestern University, through the C-STAR Collaborative Mentorship Funding.
- FAU -
About the College of Education:
In 1964, Florida Atlantic University's College of Education became South Florida's first provider of education professionals. Dedicated to advancing research and educational excellence, the College is nationally recognized for its innovative programs, evidence-based training, and professional practice. The College spans five departments: Curriculum and Instruction, Educational Leadership and Research Methodology, Special Education, Counselor Education, and Communication Sciences and Disorders, to prepare highly skilled teachers, school leaders, counselors, and speech pathologists. Faculty engage in cutting-edge research supported by prestigious organizations, including the National Science Foundation, the U.S. Department of Education, and the State of Florida.
About Florida Atlantic University:
Florida Atlantic University serves more than 32,000 undergraduate and graduate students across six campuses along Florida's Southeast coast. Recognized as one of only 13 institutions nationwide to achieve three Carnegie Foundation designations - R1: Very High Research Spending and Doctorate Production ," " Opportunity College and University ," and Carnegie Community Engagement Classification - FAU stands at the intersection of academic excellence and social mobility. Ranked among the Top 100 Public Universities by U.S. News & World Report, FAU is also nationally recognized as a Top 25 Best-In-Class College and cited by Washington Monthly as "one of the country's most effective engines of upward mobility." To learn more, visit www.fau.edu .
