Search

Participation in competitive, integrated employment contexts is chronically low for adults with extensive support needs (ESN). Prior research indicates that adults with ESN face pervasive hardships in accessing employment opportunities that promote meaning, well-being, and dignity in their career trajectories. Experiencing dignity is a fundamental part of feeling included and valued in the workplace. This article provides recommendations for vocational practitioners and educators for how to advance dignity for people with ESN when working in or preparing to work in inclusive employment settings. These recommendations are aligned with the Elements of Dignity and voiced by people with intellectual and developmental disabilities who have lived experiences in competitive, integrated employment. [ABSTRACT FROM AUTHOR]

The inclusion of persons with intellectual disabilities (ID) through integrated employment is essential for achieving the United Nations Sustainable Development Goals. This research study examines how organizational contextual factors facilitate or hinder the inclusion and positive contributions of workers with ID in their workplaces, as well as organizational practices that satisfy their basic needs (autonomy, competence, and relatedness), thus promoting their well-being. Semi-structured interviews were conducted with experts in integrated employment, workers with ID, and supervisors. Content analysis was then performed using the grounded theory methodology. Data analysis revealed three main categories: (1) organizational contextual factors that favor inclusion and positive contributions of workers with ID; (2) organizational contextual factors that hinder inclusion and positive contributions of workers with ID; and (3) organizational practices that satisfy basic needs of workers with ID. These findings underscore the importance of creating work environments that promote inclusion, positive contributions, and satisfaction of the basic needs of workers with ID, thus fostering their well-being and professional development. [ABSTRACT FROM AUTHOR]

The current study sought to address the lack of tools for defining and measuring the quality of day services and supports through the development of a statistically valid tool—the Community Life Engagement (CLE) Guideposts Fidelity Scale (GFS). A Delphi panel composed of 27 experts in the field of CLE reviewed and validated statements on the GFS. This review resulted in a 72-statement scale. All 72 statements demonstrate content validity ratio of.5 or higher. Findings showed that the panel eliminated statements that took focus away from the individual, statements that promoted specific practices, and statements that relied too heavily on the job-readiness aspects of CLE. Implications for the field as well as further testing and refinement of the GFS are also discussed. [ABSTRACT FROM AUTHOR]

This article summarizes data collected from key informants in Iowa, Maryland, and Oklahoma regarding efforts to support integrated employment for people with intellectual and developmental disabilities (IDD). We highlight features that contribute to the effectiveness of collaborative structures that have resulted in each state's success in achieving integrated employment outcomes for individuals with IDD across three state systems: IDD, vocational rehabilitation, and education. We present these features using the seven elements of the High-Performing States Employment Model. These elements have been found to be important in achieving higher rates of competitive integrated employment outcomes for people with IDD. [ABSTRACT FROM AUTHOR]

The road to employment is not often easy for individuals with intellectual and developmental disabilities (IDD). Families know firsthand the complexities and challenges of obtaining employment for their members with extensive support needs. The purpose of this qualitative study was to identify the critical barriers they encounter in this important pursuit. We interviewed 60 parents (and other caregivers) whose family members with intellectual disability and/or autism had sought and/or obtained paid work. The difficulties they described were extensive and multifaceted. Specifically, participants identified 64 different barriers attributed to six primary areas: individuals, families, schools, service systems, workplaces, and communities. Their unique insights amplify the need for new approaches for promoting integrated employment. We offer recommendations for research and practice aimed at better understanding and ameliorating barriers to meaningful work for adults with IDD. [ABSTRACT FROM AUTHOR]

Increasing employment outcomes for individuals with intellectual and developmental disabilities (IDD) remains an enduring emphasis of research, policy, and practice. Parents are often primary partners in the pursuit of meaningful work for their family members with IDD. This qualitative study examined the views of 55 parents regarding the importance of this pursuit and the features of employment that matter most to them. Participants discussed a range of reasons they valued employment for their family members with IDD, including factors that extended beyond a paycheck. Likewise, they described an array of features that they considered to be important to their family member thriving in the workplace (e.g., inclusivity, match with interests, opportunities for growth). We offer recommendations for promoting integrated employment among families and conceptualizing employment outcomes within future research. [ABSTRACT FROM AUTHOR]

The Performance Diagnostic Checklist-Human Services (PDC-HS) is an informant-based tool used to assess performance issues in human service settings by identifying performance barriers and suggest matched interventions. There are few applications of the PDC-HS assessing performance in populations with intellectual disabilities. We used the PDC-HS to assess inaccurate book-shelf cleaning by three participants with intellectual disabilities in supported employment services at a library. We identified insufficient training and prompting as barriers to accurate and timely performance. We evaluated behavioral skills training, video modeling with voice-over instruction, and prompting on accuracy for all participants and timeliness for one participant. All participants exhibited increased accuracy on the shelf-cleaning task. One participant showed an increase in timeliness of completion, and one participant maintained and generalized performance after the training phase. Participants indicated positive experiences with the intervention. We discuss limitations and future directions of using the performance diagnostic checklists with individuals with intellectual disabilities. [ABSTRACT FROM AUTHOR]

Recent national and state-level policy changes have created an imperative for service providers to transform from sheltered work to competitive integrated employment. The current study sought to understand the impact of participation in a 1-year, comprehensive technical assistance pilot designed to support service providers to transform away from sheltered workshops towards encouraging competitive integrated employment and delivering job development supports. Findings showed competitive integrated employment is attainable if given the appropriate organizational emphasis and when effective job development practices are implemented to a strategically identified group. Implications highlight the values of slowly preparing individuals for competitive integrated employment; facilitating an active, person-centered job placement process; engaging key stakeholders in job development; and focusing on individual job placement in the context of organizational transformation. [ABSTRACT FROM AUTHOR]

The road to employment begins in high school. However, few youth with severe disabilities currently participate in paid employment before graduation. The purpose of this study was to map the breadth of barriers that can hinder youth from accessing this influential transition experience. We held individual (n = 8) and focus group (n = 16) interviews with 74 transition stakeholders, including parents, educators, adult agency staff, school district leaders, and local employers. Collectively, they identified 47 barriers falling within eight broad categories of challenges: school, student, family, workplace, service system, partnership, transportation, and community. Although there were areas of clear consensus, noticeable differences were evident in the concerns raised by each of these five stakeholder groups. We present recommendations for research and practice aimed at connecting more youth with severe disabilities to early work experiences that can change their post-school employment trajectories. [ABSTRACT FROM AUTHOR]

Academic Reader - Individuals with disabilities are employed at a rate approximately 40% lower than their counterparts without disabilities (Erickson et al., 2022). Research shows that there are significant benefits, for the individual and the business, to the hiring of individuals with disabilities (Lindsay et al., 2018). Despite the documented benefits, individuals with disabilities continue to be underemployed. Using a case study design, the authors interviewed a young man who participated in the Project SEARCH employment training program for individuals with disabilities to get his perspective on the journey to competitive, integrated employment. The exploratory, qualitative case study was designed as a series of virtual interviews targeting the transition from a Project SEARCH intern to a full-time skills trainer working with new Project SEARCH interns (Yin, 2017). The authors identified four themes through the data analysis process which are described in detail as they relate to this young man's journey and the employability of people with disabilities. General Public - People with disabilities are employed at a rate much lower than people without disabilities (Erickson et al., 2022). People with disabilities can be excellent employees who bring a wide range of skills and abilities to their work. Businesses may experience increased productivity and positive publicity as benefits to hiring people with disabilities (Lindsay et al., 2018). Still, people with disabilities are underemployed in the workforce. The authors of this study spoke to one young man who participated in the Project SEARCH employment training program for people with disabilities. The young man shared the story of how he transitioned from being an intern to a full-time employee (Yin, 2017). The authors listened to recordings of the interviews to search for themes throughout. This paper highlights the story of one man's journey to employment in the hopes that it will shed light on the importance of this transition for other people with disabilities. [ABSTRACT FROM AUTHOR]

Copyright of ALTER: European Journal of Disability Research, Journal Europeen de Erche sur le Handicap is the property of European Society for Disability Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study reports on state-level data in Rhode Island on employment and non-work activities of adults with intellectual and developmental disabilities receiving services between 2011 and 2017. The goal was to examine the complex patterns of change over time in individual-level employment outcomes and the potential short-term impacts of a consent decree entered into by the state of Rhode Island to address integrated employment outcomes. Findings suggest that policy initiatives such as the consent decree can lead to reductions in reliance on facility-based work, but also highlight the importance of planning for the transition to competitive, integrated employment and not simply a shift toward non-work activities. Further, the data support the notion that the best predictor of integrated employment over time is previous experiences in integrated employment (not facility-based or other work or non-work activities), suggesting the role of ongoing supported employment and transition services that create and support the maintenance of integrated employment. [ABSTRACT FROM AUTHOR]

Researchers have found that enhanced self-determination can contribute to integrated employment and social inclusion outcomes for adults with disabilities. This chapter will provide an overview of the Self-determined Career Design Model (SDCDM) and research on its implementation. The SDCDM is an evidence-based career design model implemented by a facilitator (e.g. school professional, community service provider, or any supporter) to enable young people with disabilities to design their career trajectory. The SDCDM has the three phases: (1) set a goal, (2) take action and (3) adjust goal or plan. The SDCDM promotes social inclusion by enabling young people with developmental disabilities to leverage their strengths, interests and resources available to reach self-selected career-related goals. The chapter will specifically consider factors (e.g. culture, family background) that influence the development and expression of self-determination and goal-directed behaviour across the lifespan. A case study of the implementation of the SDCDM with two young women with developmental disabilities who participated in a larger study examining the impact of the SDCDM on employment outcomes will be used to demonstrate the use and impact of the model. [ABSTRACT FROM AUTHOR]

BACKGROUND: Nearly every state has adopted Employment First as a set of guiding principles and practices that target employment in typical work settings as the priority for state-funded services and supports for individuals with disabilities. However, naming employment as the state's first priority is only one step to ensuring that every individual who wants a job has a job. OBJECTIVE: Stakeholders in Florida have worked towards improving employment opportunities for all Floridians with disabilities. Using the High-Performing States Model to structure systems change actions, state agencies and organizations developed and implemented a state-level interagency coalition, interagency cooperative agreement, and interagency plan to ensure the long-term commitment to employment across key state agencies. CONCLUSION: Working together to identify challenges and gaps in both disability employment services and between available workers and labor market needs, Florida built upon its existing disability and employment infrastructure to develop joint plans of action that address both inter-and intra-agency goals to ensure that any Floridian with a disability who wants a job is able to become economically self-sufficient. [ABSTRACT FROM AUTHOR]

BACKGROUND: More people with disabilities are living and working in the community than ever before, including many who receive support from provider organizations and state agencies. These organizations play an important role in facilitating community living and employment. Organizational change is necessary as our system continues to shift away from segregating people with disabilities to a society in which people with disabilities are fully engaged and contributing their strengths and talents in their communities. However, there are well-established patterns of thinking, practice, and policy that make organizational change difficult to implement. OBJECTIVE: This paper will describe lessons learned when working with a large agency to implement organization-wide adoption of person-centered practices (PCPs) using a model of episodic and continuous change (Quinn, 1996). This includes an overview of the episodic/continuous model of organizational change, with detailed information about how to implement each type of change. CONCLUSIONS: Implementing well-balanced organizational change activities and strategies, including elements of episodic and continuous change, is an effective way to work toward lasting change within agencies that support people with disabilities in fully inclusive setting. This can be a useful tool to support increased competitive, integrated employment for people with disabilities. [ABSTRACT FROM AUTHOR]

BACKGROUND: Recent national and state-level policy changes have created an imperative for providers to change their organizational structures and service delivery models from providing primarily sheltered work to integrated employment. As a result, many providers have been challenged with how to transform their services in order to make this shift. Findings from a Delphi panel of experts in the field of organizational transformation revealed ten elements necessary for successful change away from segregated work options (Lyons, Timmons, Hall & Leblois, 2018). OBJECTIVE: The current manuscript extends the Delphi results through the implementation of four case studies conducted with providers serving primarily individuals with intellectual and developmental disabilities (IDD) that successfully transformed away from sheltered employment in the last ten years. CONCLUSION: Findings showed a plethora of implementation strategies. This manuscript shares provider transformation approaches according to each of the ten Delphi panel elements. Considerations are offered for others seeking to evolve towards integrated employment supports for individuals with IDD. [ABSTRACT FROM AUTHOR]

At the moment, in front of high school Methodists raised the question of activization of informative activity of students, overcoming contradictions artificial dissection in teaching disciplines of the curriculum in terms of subject lines. As a result of this separation does not take a student holistically neither the training material or formed in the process of learning a picture of the world and future careers in it. This leads to the vigorous pursuit of interdisciplinary connections, opportunities in their differentiated teaching students. Relevance of the research topic related to the procedure for organizing and conducting integrated lessons on subjects direction 42.03.02 "Journalism", consists in the fact that currently overdue questions about the use of integrative approach in teaching students communication training areas, as well as a special technique integrated organization classes. The purpose of this article is to develop guidelines for the integrated training in the disciplines of direction 42.03.02 "Journalism" (for example, B1.B.16 discipline "Fundamentals of creative activity of journalists"). The article postulates the following situation: the main objectives in the use of integrated training in educational process are: the creation of undergraduate students a holistic view of the world and to gauge where in the world their future professional activity; improving the quality of the educational process; the formation of a future bachelor, increasing its professional competence. In addition, as a result of the introduction in the educational process of integrated training is differentiated features of the teaching staff in the approaches to the construction of an optimal model training program Bachelor direction. [ABSTRACT FROM AUTHOR]

BACKGROUND: Federal legislation has called for the phasing out of sheltered workshops and the transition to integrated employment, causing providers to struggle with how to adapt their model towards providing community integration services. OBJECTIVE: Our purpose was to identify the essential characteristics of successful organizational transformation for providers serving individuals with intellectual and developmental disabilities. METHODS: A Delphi panel consisting of 36 experts in the field of organizational transformation underwent an iterative process to respond to previously identified characteristics of successful organizational transformation, develop new characteristics, and then rank the final characteristics in order of importance. RESULTS: The identified essential characteristics to successful organizational transformation in ranked order were: clear and consistent goals; an agency culture that values inclusion; an active, person-centered job placement process; a strong internal and external communication plan; reallocated and restructured resources; an ongoing investment in professional staff development; a focus on customer engagement; effective employment performance measurement, quality assurance, and program oversight; a holistic approach; and multiple and diverse community partnerships. CONCLUSIONS:The Delphi panel confirmed the six characteristics identified in previous research, and added four newcharacteristics that reflected recent changes in the field of employment and the understanding of what creates lasting organizational change. [ABSTRACT FROM AUTHOR]

This study examined the differential impact of implementing the Self-Determined Learning Model of Instruction (SDLMI) alone with implementing the SDLMI combined with Whose Future Is It? with transition aged students with intellectual disability in a cluster randomized trial in the state of Rhode Island. The state of Rhode Island is implementing systemic change in transition services and supports under the auspices of a Consent Decree entered into by the state with the U.S. Department of Justice. One area of focus is promoting self-determination during transition planning in the school context as a means to affect employment trajectories. This study focused on the impact of self-determination instruction on self-determination outcomes while youth were still in school, given research establishing a relationship between self-determination and employment outcomes. Latent mediation models suggested that students in the SDLMI-only group reported significant increases in their self-determination scores from baseline to the end of the year, and teachers of students in the SDLMI-only group saw students' goal attainment as predicting change in self-determination over the course of the year. Teachers reported significant changes in student self-determination in the SDLMI + Whose Future Is It? group. Implications for individualizing interventions to teach skills associated with self-determination in the context of planning and setting goals for the transition to integrated employment are discussed. [ABSTRACT FROM AUTHOR]

BACKGROUND: The New York State Partnerships in Employment Systems Change project (NYS PIE) was a statewide initiative aimed at developing and sustaining systemic activities and policies that improve opportunities for competitive, integrated employment for transition-aged youth and young adults with intellectual and/or developmental disabilities (IDD). Specifically, the goal of NYS PIE was to promote an Employment First platform in NYS making competitive, integrated employment the first choice in coordinating service delivery for young people with IDD. OBJECTIVE: This articles describes the characteristics and impact of NYS PIE on the state of New York. CONCLUSION: The NYS PIE project utilized a cross-systems approach, grounded in the principles of the Collective Impact model, to bring together systems that have not traditionally, nor consistently, collaborated or communicated with one another. Focusing on the shared goals of improving quality of life and independence of New Yorkers with disabilities, the project aimed to increase the level of communication and collaboration between education, vocational rehabilitation and the state DD agency at state, regional and local levels. Project activities focused on building capacity around sustainable models that ensure employment preparation begins early in a student's high school career, that students have opportunities to work in the community prior to graduation, and that young adults in segregated work environments are encouraged and supported to transition to work and careers in the community. [ABSTRACT FROM AUTHOR]

BACKGROUND: The Show-Me-Careers initiative focused on scaling-up and sustaining evidence-based practices that support seamless transitions to integrated employment for youth with intellectual and developmental disabilities (IDD). A Leadership Consortium of systems partners and stakeholders developed six Guiding Principles grounded in current research and best practices regarding transition to integrated employment which provided a framework to identify, expand, and share effective school to work practices. OBJECTIVE: This article discusses the characteristics and impact of the Show-Me-Careers initiative in Missouri. CONCLUSION: The principles also allowed the Consortium to review and identify policy, practice, and other changes that were necessary to support the expansion of these practices statewide. The project sought to improve cross-systems strategies to transition within local communities which could be replicated throughout Missouri. In support of this, the Consortium selected eight communities who received funding, technical assistance, and mentoring to scale-up practices related to the Guiding Principles in their communities. The overall approach of the project to address both state and community level systems change was informed by a "Practice Informing Policy-Policy Enabling Practice" framework. The policies and strategies related to the Guiding Principles, implemented by the communities, informed and supported state level change related to transition. Likewise, state level policies and strategies related to the Guiding Principles enabled the implementation of effective community level practice. [ABSTRACT FROM AUTHOR]

BACKGROUND: With recent legislative and funding support from the Higher Education Opportunity Act (2008) and Higher Education Reform and Opportunity Act (2015), many colleges and universities are expanding to serve a wider range of students, including individuals with intellectual disability (ID). OBJECTIVE: This practice brief shares how one fully inclusive postsecondary (PSE) program in the southeastern United States provides PSE and vocational training to successfully connect 80% of their program graduates to integrated employment outcomes after graduation with reported long-term success. CONCLUSION: Details are shared on how the PSE program established more than 40 internships and collaborated with various employers, family members, natural supports, coworkers and community members to achieve successful employment opportunities both during and after college experiences. Finally, specific innovative practices used in this PSE program related to a) career interests/assessments, b) person centered planning practices to determine support needs, c) advising and college course planning, d) setting up internships and paid work experiences, e) evaluation and observation of work performance and f) connecting back to the community with video resumes are also shared. [ABSTRACT FROM AUTHOR]

BACKGROUND: States have moved toward defunding sheltered workshops and supporting the transformation towards integrated competitive employment and inclusive day services. As a result, many local service providers have been challenged to consider how they will transform their services in order to provide fully inclusive work and community life engagement opportunities. OBJECTIVE: Findings from a Delphi panel of experts in the field of organizational transformation offer ten elements necessary for successful change away from segregated work options. Findings from expert interviews on community life engagement indicate four guideposts for the provision of high-quality non-work day supports. CONCLUSION: Combining findings across these two projects, in addition to a reflection from a provider that has undergone transformation, this manuscript offers guidance for providers of day and employment services in their efforts to support competitive integrated employment and meaningful community life engagement for individuals with intellectual and developmental disabilities. [ABSTRACT FROM AUTHOR]

BACKGROUND: In an ever-evolving landscape, states are working to achieve new levels of integrated employment outcomes. While states have been building supports for more than five decades to meet the needs of their constituents, a different playing field has emerged in recent years. This is a result of new regulations, requests from advocates and families, shifting expectations and fluctuating state budgets. OBJECTIVE: How are states managing the range of large and small changes needed to update the employment and employment-related service definitions that are offered? How can we ensure connection between employment and other full life outcomes? And most importantly, how can stakeholders establish individual integrated employment as a priority goal? CONCLUSION: This article describes state's efforts towards employment first goals and outlines more changes that need to be made. [ABSTRACT FROM AUTHOR]

While conversations around the inclusion of individuals with disabilities often focus on the educational rights and needs of children with disabilities during their school years, there is a growing recognition that the period of transition from secondary school to adult roles is a critical time in the lives of individuals with disabilities. For young people, gaining meaningful employment in a typical community job is an important step towards realising full community membership. The present article examines how contemporary U.S. federal disability policy has heightened expectations that youth with disabilities – including those with significant disabilities – can and should be prepared to work in integrated workplaces. The article begins with a consideration of how evolving assumptions about the nature of disability and the employment potential of individuals with significant disabilities have influenced the development of federal disability policy in the U.S. This is followed by an overview of key legislative and policy developments in the areas of civil rights and workforce development that have the potential to dramatically impact the employment outlook for young people with disabilities. The article concludes with a discussion of challenges in translating the legislative intent of federal disability policy into noticeable improvements in employment outcomes, along with recommendations for aligning legislation, funding priorities and service delivery systems to achieve policy goals.

If people with intellectual disability are to become truly self-determined, they must be allowed to express choice throughout their lives, including employment. Expectations for competitive employment tend to be low for this population, if considered at all (Citron et al., 2008). Theoretically, integrated employment options, including customized employment and supported employment, have existed for years; however, there seems to be a disconnection between theory and current practice in employment of people with disabilities (Rusch & Wolfe, 2008). This article presents one rural teacher's efforts for customized employment opportunities through an After School Work Camp and discusses implications for replication. [ABSTRACT FROM AUTHOR]

BACKGROUND: Rates of integrated employment among people with IDD receiving services are low and have remained essentially unchanged for the past ten years. National Core Indicators© (NCI) data provide an important window on the employment and employment outcomes of people with IDD receiving services. OBJECTIVE: To use NCI data to describe the employment status of individuals supported by state IDD agencies, to compare outcomes of those in and those not in integrated employment, and to propose policy suggestions to increase the numbers if individuals with IDD receiving services in integrated employment. METHODS: NCI data from 2012-13 were analyzed to look at the demographics, outcomes and employment status of NCI respondents. RESULTS: The data highlighted in this article illustrate the employment, employment support, employment type, wages, hours and selected employment outcomes of individuals with IDD who receive public services. CONCLUSIONS: Improving the level of participation of people with IDD in integrated employment and the quality of employment outcomes in terms of choice of job, individual or group supports, rate of pay and type of work must continue to be a priority for states. [ABSTRACT FROM AUTHOR]

Copyright of CEPS Journal is the property of University of Ljubljana, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

BACKGROUND: New rules for Rehabilitation Act Section 503 have recently taken effect which could potentially have a significant impact on the employment of people with disabilities. Because the Section 503 new rules cover employers who are federal contractors, the supports and resources around the new rules are mainly directed toward this audience. Yet, these new rules could also have significant impacts on employment service providers (ESPs) who work with individuals with disabilities, offering new opportunities for them to build partnerships, expand services, and create talent pipelines. With the new rules recently taking effect, ESPs have a short window of time to be ready; businesses and employers are now actively seeking to connect with ESP agencies. OBJECTIVE: The purpose of this article is to enable ESPs to prepare for the implementation of the new Section 503 rules by considering how they partner with employers, work with service recipients or, in some cases, function as employers themselves. METHODS: First, we provide a brief overview, focusing on what gave rise to the new rules and how they could impact the work of ESPs. Second, we take a deeper look at some questions and challenges ESPs could have around the new Section 503 rules. Third, we focus on specific ways ESPs can prepare for the new rules and include a checklist for assessing the readiness of ESP organizations or practitioners. Finally, we describe resources for ESPs around implementation of the new Section 503 rules. CONCLUSION: ESPs play a key role in the implementation, effectiveness and outcome of the new regulations. In preparing to play this role, ESPs need to consider their values, messaging, work with service recipients, and outreach to employers. Some ESPs who are covered under the new rules need to assess their own employment practices for compliance. [ABSTRACT FROM AUTHOR]

BACKGROUND: A growing emphasis on government accountability has increased interest in the collection and use of employment outcomes data. At the national level, data on employment for individuals with disabilities are available through multiple data collection systems. However, many disability data systems are fragmented and only loosely coordinated across agencies. OBJECTIVE: Research on states that support a high percentage of individuals in integrated employment suggests that a clear and visible data collection system that provides individual outcome data is critical (Hall, Butterworth, Winsor, Gilmore, & Metzel, 2007). This article offers a qualitative, in-depth look at how employment data is collected and used within four state intellectual/developmental disability agency systems. METHODS: Case study research focused on the development and use of data systems related to integrated employment and their relationship to agency priorities, decision-making, and policy development. RESULTS: Data systems reflected both new and ongoing priorities of state systems. States used their data and data systems to shape relationships with service providers; the frequency and consistency of data collection helped to cement relationships and underscore the importance of data. Research showed the importance of data both at the state and local levels. CONCLUSIONS: Findings suggest that the data collection process, as well as the data it produces, is critical in informing and promoting conversation about employment. [ABSTRACT FROM AUTHOR]

Based on the 2010-2011 National Survey of Community Rehabilitation Providers, findings are presented on people with all disabilities and people with intellectual and developmental disabilities (IDD) who are served in employment and nonwork settings by community rehabilitation providers. Findings suggest little change over the past eight years in participation in integrated employment. Overall, 28% of all individuals and 19% of individuals with IDD were reported to receive individual integrated employment services. The results suggest that 15% of individuals with IDD work in individual integrated jobs for pay. Group supported employment continues to play a smaller but significant role in employment supports, with almost 10% of individuals with IDD participating in enclaves or mobile work crews. Data do reflect a decline in participation in facility-based work for individuals with IDD, from 41% to 27.5% and a concurrent growth in participation in nonwork services to 43% of all purchased services. [ABSTRACT FROM AUTHOR]

For almost forty years, U.S. policy has steadily advanced the idea of presumed employability for all people with disabilities. This includes people with the most significant disabilities employed in integrated jobs with commensurate pay that is at or above minimum wage. This article traces the factors that have contributed to the evolution of policy and practice that have led to improving the likelihood that integrated employment is both desired and achievable for individuals with significant disabilities. It also shares current U.S. Department of Labor, Office of Disability Employment Policy, activities and initiatives that promote and support the achievement of integrated employment for all people with disabilities. [ABSTRACT FROM AUTHOR]

Transition from school to work is a key topic of current social research and public policy in both the United States and Europe. Legislation in the U.S. has proven effective in providing a framework for transitioning youth with disabilities from school to work. In 2008, Portugal passed legislation for transition planning focused on specific curriculum for students who cannot access the typical curriculum. This paper will compare and contrast the two pieces of legislation and the process for transition of youth with disabilities into integrated employment from the perspectives of parents. Specifically, the authors conducted focus groups of parents from each country to identify post-school and in-school opportunities and supports and resources needed to ensure successful transition from school to integrated employment for youth with disabilities. [ABSTRACT FROM AUTHOR]

This article describes a four-year initiative designed to lay the groundwork for building a sustainable training and technical assistance system in supported employment for community rehabilitation providers, individuals with disabilities, and other stakeholders in Florida. The Supported, Competitive, Integrated Employment Training Teams (SCIETT) project has demonstrated the development of Community Action Teams, a major component of the Employment First Movement, and brings lessons learned to assist other states and communities in replicating the process. [ABSTRACT FROM AUTHOR]

Funding is a central tool for improving the quality and range of employment service options. While outcome-based funding models are more common in the Vocational Rehabilitation system, there is a need for funding structures in intellectual and developmental disabilities (IDD) service systems that signal a clear preference for high-quality, cost-effective integrated employment outcomes. In an environment of increasing fiscal demands and limitations, and expansion of self-directed services and individualized budgeting, state IDD systems must engage in rate-setting and funding discussions that are rooted in their priorities and long-term goals. This paper explores rate-setting methodologies, rate structures, and incentives for integrated employment, and the relationship between funding, policies, and priorities. A detailed analysis within five states yields lessons for other state IDD systems as they contend with evolving funding structures that respond to fiscal pressures and demands. Implications include the need for funding to be seamless, goal-focused, and connected to and consistent with larger systems strategies. [ABSTRACT FROM AUTHOR]

The paper presents employment outcomes of men and women with developmental disabilities (DD) who recently entered individual employment with the support of a community rehabilitation provider (CRP). The findings are based on an analysis of the National Survey of Community Rehabilitation Providers, Individual Employment Outcomes Survey, conducted between 2004 and 2005 by the Institute for Community Inclusion at the University of Massachusetts in Boston. Survey results show that while men and women with DD are earning meaningful wages, women with DD are working fewer hours in lower-wage jobs and earn less money, although only the latter was found to be statistically significant. Significant gender differences were found, however, with respect to the types of jobs men and women with DD held in individual employment. Overall, outcome findings suggest consistency with previous research. The paper concludes with a discussion of the implications of these findings and provides directions for future research. [ABSTRACT FROM AUTHOR]