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This study looks at the career choices of early adult girls with intellectual disability. Trade of vocation refers to the types of vocational environment and location i.e., open employment, sheltered employment and home-based employment. The present study aims to investigate the preferred trade of vocation for early adulthood girls with intellectual disability (mild & moderate). Survey method is used in the study. 28 early adulthood girls with intellectual disability (n=16 mild, n=12 moderate) between the age range of 18-25 years taken as a sample for the study. The researcher designed a questionnaire to identify preferred trade of vocation of early adulthood girls with Intellectual Disabilities. An unpaired t-test was utilized to perform statistical analysis on the data. The findings of the study shows that there is no significant difference between the preferred occupation for early adult girls with intellectual disability in relation to age and there is a significant difference in relation to the severity of the disability. And sheltered employment was preferred by most of the girls over open employment and home-based employment. In conclusion, it can be said that knowing the preferred vocation of occupation for early adult girls with intellectual disability can help them in better placement in employment.

This study explores the perceptions of academic and labor market adaptation among graduates with high-functioning Autism Spectrum Disorder (ASD), in comparison to neurotypical counterparts. Contrary to the expected significant differences attributed to the unique challenges associated with ASD, the findings did not indicate major disparities in perceptions of adaptation to both academic settings and labor market entry. The investigation encompassed 134 participants, divided between individuals diagnosed with high-functioning ASD and a control group from the general population, employing self-administered questionnaires to evaluate adaptability perceptions. The absence of anticipated differences suggests that the existing supports within educational and employment contexts may be effectively facilitating the transition for graduates with ASD. The study highlights the importance of inclusive career guidance and job placement services, demonstrating a positive correlation between academic adaptation and labor market preparedness. These results challenge pre-existing notions regarding the ASD experience during critical transitions from higher education to employment, advocating for enhanced policies and practices that accommodate the diverse needs of all graduates.

Many autistic people are unemployed. Of those who are employed, many are in roles that do not reflect their skills, qualifications and/or capabilities, and little is known about how autistic people progress throughout their careers. This study aimed to review and synthesise the existing evidence about career progression for autistic people. In total, 33 studies met the criteria for inclusion, though no study directly aimed to explore the topic. Our findings suggest that underemployment is common within the autistic population. Indirectly, we identified several potential barriers and facilitators of career progression for autistic people. Possible barriers included personal (e.g. gaps in education and employment history), relational (e.g. disclosing an autism diagnosis) and organisational factors (e.g. inadequate employment support). Adequate employment support was the most frequently discussed facilitator. Future research should seek to identify the most successful employment supports for autistic people over the long term to ensure that all autistic people are able to live -- and work -- in ways that are meaningful to them.

Supported employment initiatives have been shown to increase employment rates for autistic people who want to enter the workforce. Despite the success of supported employment initiatives in increasing employment rates, little is known about the first-hand experiences and views of those involved. In the current study, we examined the experiences and views of autistic young adults without intellectual disability ('interns'), employers and parents regarding a previously unevaluated paid internship scheme that offers tailored support for interns and employers before, during and after the internship, the "Employ Autism network." In total, 51 participants (19 interns, 22 employers, 10 parents), across eight internships, engaged in semi-structured interviews. Reflexive thematic analysis was used to identify three themes, shared across participant groups: (1) the internship was 'an invaluable experience', (2) the internship helped break down autism-specific barriers to employment and (3) stakeholder groups had some unmet expectations. Drawing on this multi-informant qualitative evaluation of a novel supported employment scheme, we derive recommendations of best practice for supported employment initiatives for autistic young adults without intellectual disability.

A recent study of the destinations of graduates found that of all disabled graduates, autistic individuals are least likely to be employed (AGCAS, 2022). These outcomes for autistic people in the UK are widely recognised in literature (Remington and Pellicano, 2019, Vincent, 2020,) and highlight the way in which these individuals are marginalised. This article outlines the participatory action research project conducted at a UK university over the past two years that explored how to provide effective careers and employability support for autistic students. Understanding that it would be important to involve individuals whom this employability support would seek to benefit, a careers practitioner recruited autistic volunteers to act as consultants. With the exception of the final analysis, these autistic student consultants were engaged in all stages of the project, from analysing an initial survey of all autistic students in the university, to co-designing the careers-related programme and evaluating the effectiveness of these activities. This participatory methodology not only provided the careers practitioner with a deeper appreciation of the lived experience of being autistic and real insights into what provision to include in the future, but was also perceived to have an emancipatory impact on some of participants involved, with signs of a 'ripple effect' within the university. This article concludes with recommendations for careers practitioners and researchers who are eager to bring about change at their own educational institutions, resulting in more positive employment outcomes for autistic individuals.

Scholarship of Teaching and Learning (SoTL) is a fast-maturing field of study within many research-intensive universities. SoTL improves the quality of teaching, the professional development of teachers, and the recognition and appreciation of education. To encourage SoTL, it is important to know how to support teachers. This study describes two pilot initiatives with the goal to encourage and support teachers at a research-intensive university with their first SoTL project. In both pilots, a community of practice (CoP) approach was used. The experiences with the pilots were investigated with questionnaires and interviews. Based on the feedback of participants, albeit with some caution because of the relatively small sample size of this study, suggestions for future initiatives that support teachers new to SoTL at research-intensive institutes are: 1) the use of a combination of a CoP and individual guidance by experienced SoTL facilitators; 2) the creation of opportunities for formal and informal interaction to strengthen the CoP; 3) encouraging participants to work together on (shared) aligned projects; 4) the provision of structured course elements with guided discussions; 5) the provision of theoretical support regarding the principles of SoTL, for example, finding and interpreting literature, formulating a research question, and choosing the research methodology; 6) structure the inclusion of students' participations, perspectives, and roles in SoTL; 7) some form of obligation, such as an official status of the initiative; and 8) institutional support, such as providing recognition, time, and financial support. The lessons learned in this study have relevance for all universities seeking to embrace, encourage, and support SoTL, especially for those initiating their first SoTL-supporting activities.

Industry-led employment programmes have emerged to transition autistic people into employment and meet industry labour needs. However, theoretical research is limited in this area, often failing to appreciate the influence of the broader employment ecosystem. In this study, we interviewed 33 autistic employees (n = 29 males, M[subscript age] = 29.00 years) from two industry-led employment programmes regarding their experience of the programme's supports, relationships and impact. We used qualitative content analysis to identify five themes: (1) working involves multiple job tasks that evolve as the employment context changes; (2) workplace relations are diverse and shaped by the type of work and the work environment; (3) workplace needs evolve as autistic individuals navigate the work environment; (4) developing a professional identity in the workplace through mastery and integration; and (5) recommendations for the development of supportive workplace environments for autistic individuals. We describe the way that factors within (e.g. training) and outside the two employment programmes changed and interacted over time to contribute to the participant's work experience and professional identity. Building on ecological systems theory, our unique contribution to the literature is a new model capturing individual and workplace factors that contribute to the work experience of autistic people who participate in industry employment programmes.

Background: Paid employment represents a challenge for people with an intellectual disability and/or autism. This paper analyses the quality of jobs offered by the Engage to Change project and their relationship to the 'typicalness' of the employment offered. Method: Data on the quality of 384 paid jobs were collected, including hours worked and wages earned, and reported social integration at work. The typicalness of the employment experience was assessed for 141 young people, using the Index of Typicalness of Placement Questionnaire. Results: The Engage to Change project offered a wide range of jobs. There is no difference in the typicalness of the employment experience in relation to the interactions in the workplace, but there are some differences in the recruitment process for men and women. Conclusion: Job coaches should make sure that, despite the procedures being 'atypical' for the workplace, the outcome is 'a typical employment experience' for each employee.

Objectives: In the process of transition services, the active participation of teachers and parents is an important key to the successful employment and independent living of students with intellectual disabilities after leaving school. Methods: This study adopted a case study method, taking a high school in Taiwan that has a good transition service as an example. The research participants included four special education teachers and four parents. Data were collected through semi-structured interviews, archival documents and research diaries. Results: The results showed that parents' active participation in transition activities, employment-oriented vocational curriculum planning, building parent-teacher partnerships, understanding students' strengths and abilities, and support from social resources were the key factors for the successful post-school transition. Conclusions: This study also showed that early participation in transition planning, joint participation in transition planning by parents and their children and the development of independent living skills were the transition service needs for students with intellectual disabilities.

Purpose: This study aims to explore the relationships between employees' training orientation, organizational support for training and employees' training satisfaction. It also investigates the mediating role of perceived value of training in the relationships. Design/methodology/approach: Based on a literature review on training, the study proposes a theoretical model that links employees' training orientation and organizational support for training to training satisfaction directly and indirectly via perceived value of training, while employees' training satisfaction may influence affective commitment. The model was tested using responses from 364 Chinese employees in Macao. Findings: Results of partial least square-structural equation modeling showed that employees' training orientation influenced training satisfaction directly and indirectly through perceived value of training, while organizational support for training also influenced employees' training satisfaction indirectly through perceived value of training. Training satisfaction had a positive effect on affective commitment. Research limitations/implications: The study's limitations include a cross-sectional design and the characteristics of Macao's economic structure. Although the causality of relationships was grounded in prior studies, reverse relationships might exist between some selected variables. It is suggested that a longitudinal study shall be carried out to confirm the causality of relationships. Additionally, Macao's economy is dominated by its service sector. Future research can be carried out in other cities that have the manufacturing and high-technology sectors. Originality/value: The study unveiled that employees' training orientation including their general attitude towards training and training goal orientation and organizational support for training are key antecedents of training satisfaction. Human resources professionals in organizations must develop innovative ways, such as simulation games and competitions, to enhance the awareness of the importance of training to their employees. Additionally, they must advocate and demonstrate organizations providing supportive environments for training.

The purpose of this study was to examine the social validity of five different evidence-based and emerging pathways to employment (i.e., supported employment, customized employment, internships, apprenticeships, and postsecondary education) from the perspective of multiple stakeholders. A Delphi method was used to determine whether stakeholders are in consensus regarding the accessibility, affordability, acceptability, efficacy, and the cost-benefit ratio of these interventions. Findings indicated that all pathways were deemed socially valid via stakeholder consensus except for apprenticeships, which could not be determined as a result of limited stakeholder knowledge and experience with the pathway. Future efforts to improve employment outcomes for people with intellectual and developmental disabilities (IDD) should focus on better training for service providers and increased access to services.

Background: The study reports the impact of the COVID-19 pandemic and lockdowns on jobs for people with intellectual disabilities and autism. The study focuses on the impact of the first and the fire-break lockdowns and the actions taken to support young people. Method: Data was collected from the cohort of young people currently working in Wales, and that received job coach support from the Engage to Change Project, on furlough arrangements, job retainment and job losses. Innovative initiatives to support young people are described. Results: Review of the working situation during the pandemic was conducted for 184 jobs, evaluating the proportion of young people being furloughed or working remotely and compared with the general population in Wales. Conclusions: Supported employment agencies adapted their practice during the COVID-19 pandemic, offering new and innovative ways to support young people and facilitate their return to work.

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.

Many studies have found that supported employment (SE) has effectively helped people with severe mental illness obtain and maintain competitive employment. However, most SE studies have asked "What works?" rather than discerning what works for whom, in what circumstances, in what respects and how. It is important to understand the outcomes of SE and identify the impact factors (contexts and mechanisms) that can trigger them. Four literature databases were searched for studies that analyzed counseling settings. Overall, 104 publications met the inclusion criteria. The review showed that most of the research on SE programs were one-dimensional, looking at either the effects of SE programs, the client or the professional, or the relationship between clients and professionals. The model reveals that impact factors are interconnected and can have a cumulative impact on the client, professionals, and the environment.

Supported employment (SE) and customized employment (CE) are vocational rehabilitation services designed to assist job seekers with significant disabilities to find meaningful competitive integrated employment. We conducted an analysis of Rehabilitation Service Administration (RSA-911) data for fiscal years 2017-2020 to determine the outcomes at the exit for individuals receiving SE and CE services. Specifically, we examined (a) what occupations, according to the Standard Occupational Classification (SOC) system, are individuals obtaining after exiting from state vocational rehabilitation SE and CE services, (b) if there is a difference in occupational types at the exit for individuals who receive SE and CE services, (c) if there is a difference in hourly wages and hours worked at the exit for individuals who receive SE and CE services, and (d) if there are differences in wages, after controlling for sex and race at exit for SE and CE service recipients. Results indicated most individuals receiving SE and CE services exit into three broad SOC code categories: "Food preparation and servicing related," "office and administrative support," and "building grounds cleaning and maintenance" occupations. Proportional differences suggest that individuals receiving CE are exploring a wider range of occupations compared with SE. There was a significant difference in wages between SE and CE but no difference in hours worked between SE and CE service recipients.

This study examined the effects of rigid/ritualistic behaviors on special education teachers' perception of students with autism spectrum disorder (ASD) and their readiness for supported employment using vignettes featuring students with varying rigid/ritualistic behavioral profiles in vocational activity settings. Using a mixed-method design, the authors randomly assigned the sample of 111 teachers to one of three conditions, where they were told that the student has (a) a major negative reaction, (b) some negative reaction, or (c) no negative reaction. The teachers then rated whether the students would be ready for supported employment. Results indicated that teachers perceived students with major negative reaction to be less ready for supported employment and that the student's age influenced their perception. Teachers' qualitative feedback was also obtained. Implications are discussed.

Background: People with an intellectual disability and/or autism experience low employment rates compared to the general population. This study shows what the determinants of success are in getting this group of young people into paid employment. Method: The research is based on data collected on 1008 young people, aged 16-25, participating in the Engage to Change project across Wales, to support young people to achieve employment. A real-time data collection system was used from their engagement and throughout their journey to employment. Results: This research indicates an overall employment rate of 23% for the project to date, based on total referral. Young people who engaged in 'significant work experience', such as paid placement or supported internship, had a greater employment rate of 37%. Conclusion: Previous and current real work experiences increased the chances of young people of becoming employed, above the effect of supported employment and job coach support.

We present a cost-benefit analysis of an Australian Government sponsored 3-year supported employment program for autistic adults--the DXC Dandelion Program--in the information and communications technology sector. We explored the range of direct costs associated with running the program, benefits to participants, and avoided costs to the government. Estimates were based on data from 56 (86% men; M[subscript age] = 25.28, standard deviation [SD] = 8.36 years) autistic participants in the program. The program generated a high benefit ratio for government, mainly driven by increases in wage rates and hours worked and avoiding welfare and unemployment benefit payments. Participants received the largest benefit through wages and access to the labor market, with most participants transitioning into productive, open employment following program completion. The results from the model are robust; the benefit ratio remained above 1.0 even when higher discount rates were applied. In sum, our analysis identifies potential economic savings associated with supported employment programs that provide pathways for otherwise unemployed or under-employed autistic adults to enter the workforce.

Individuals with disabilities, including individuals with an autism spectrum disorder (ASD), are underrepresented in science, technology, engineering, and mathematics (STEM) fields. With the importance of STEM skills in future employment and other disciplines, effective instructional strategies must be identified to enhance early and sustained access to STEM for students with ASD. However, the literature identifying effective STEM-specific supports and practices for this population of students is sparse and regarding engineering, there are no empirical studies that focus on teaching engineering skills to students with ASD. Therefore, the article aims to provide an overview of the available literature on the perspectives of engineering educators and suggested strategies aimed at supporting students with ASD in K-12 instruction and higher education. Additionally, recommendations regarding employment preparation and shifting the workplace environment to support individuals with ASD are presented. The available literature reveals limitations and implications for future research including the presentation of the voices of individuals with ASD across the spectrum. Furthermore, there continues to be work that must be done to prepare educators, employers, peers, and colleagues to better understand the disability and support individuals with ASD in all contexts.

Having a job, or being employed, is associated with a number of positive effects. Although policies in Sweden support the right of people with disabilities to work and highlight access to employment as a priority, this group of people continues to lose out in employment against other citizens. However, little is known about actions or initiatives implemented to enhance labor market participation among people with disabilities. This study contributes useful findings on a promising implementation of a school-to-work transition initiative, workplace based learning (WBL), in special needs upper-secondary schools in Sweden. The aim of the study was to identify how teachers, having a key role in the implementation process, view and experience WBL and its actual functioning to enhance school-to-work transitions for students with intellectual disabilities. Drawing on 13 interviews with teachers working as supervisors and coordinators in the WBL training, our findings lead to three main conclusions. First, the teachers had significant reliance on WBL and its potential to prepare students for the labor market. Second, the teachers hesitated with regard to whether and to what extent WBL actually enhances school-to-work transitions. Third, the WBL reform has had significant negative effects on the working conditions of the supervising teachers involved. Our study uncovers a number of barriers for WBL to function as an actual bridge to work for students with intellectual disabilities, which we argue have important messages to bring for both policy and practice.

College-based transition programs offer students with intellectual disability and autism (ID/A) the opportunity to navigate adult learning experiences with similar-aged peers, accessing college coursework and employment experiences while continuing to receive support from or coordinated by their local school system. The present study used data from college-based transition programs included in the Transition and Postsecondary Programs for Students with Intellectual Disability (TPSID) model demonstration program to examine the composition of employment preparation activities including paid employment and the association with having paid employment upon exiting from the program. The findings suggest that college-based transition programs hold promise as a model for supporting the transition to paid employment for students with ID/A. Implications for research and practice are discussed.

Background: To improve employment outcome, systematic research that is based on demandside needs is needed to clarify how employer practice factors can affect customized training efforts. Objective: The purpose of this study is to report the results of a scoping review to identify the best employer practices that are used to improve customized training efforts and results for people with disabilities in the workplace. Method: A scoping review of demand-side employment literature was conducted. Five databases were searched for articles published between 1985 and 2017. After filtering articles based on the search criteria, the final number of articles included in the analysis was 27. Findings: We identified three key themes related to customized training efforts. These include: (a) employment support, (b) work values, and (c) employment temperature. Conclusion: The findings of this scoping review provide valuable information for disability employment professionals and rehabilitation counselors to engage and assist employers in relation to customized training efforts.

The current study examined how employment conditions (competitive employment, work center employment, unemployment) are associated with the quality of life (QoL) for individuals with intellectual or developmental disabilities. Using the Comprehensive Quality of Life Scale -- Intellectual/Cognitive Disability (5th Edition; ComQoL-I5; Cummins, 1997a) to measure objective QoL factors, and the PWI-ID (Personal Wellbeing Index -- Intellectual Disability, 3rd Edition; Cummins & Lau, 2005b) to measure subjective well-being, participants answered self-reporting questions regarding the seven QoL domains. Kruskal-Wallis H for Oneway Analysis of Variance was used to determine statistical significance between comparison work conditions. Results indicate significant findings in the objective QoL domains of Material Well-Being, Productivity, and Safety between the work conditions for individuals with intellectual and developmental disabilities, with participants in the competitive-employment group reporting the highest QoL objective scores in these areas. Implications of these findings for practice and research are discussed.

Implementing supported and customized employment in all their components is essential for supporting job seekers with disabilities to achieve their career goals. We asked 42 employment consultants in nine employment programs to respond daily to three quick questions about their employment support activities, for 6 months. Through monthly coaching, we helped the managers of these organizations engage their teams of employment consultants to interpret the data, reflect, set goals, and take action for quality improvement. Based on the positive results of this pilot, we recommend that employment consultants be provided with data-enabled feedback that supports decision making and helps them fully implement supported and customized employment as a necessary step toward improving job seekers' employment outcomes.

This research identifies the soft (employability) skills that key stakeholders view as essential for young people with intellectual disability (ID) to gain and maintain open employment. The study subsequently examined the work experience opportunities for young people with ID to develop these soft skills during their school years. Qualitative data from 89 participants (questionnaires and interviews) and a review of the current literature informed the development of a set of soft skills for open employment and a proposed model for work exposure programmes from the commencement to the conclusion of high school.

Supported work internship programmes for young adults with disability are an evidence-based model, leading to greater employment outcomes. This mixed methods pilot study evaluated the experiences of students, supervisors and a project coordinator, who participated in an Integrated Practical Placement (IPP) programme for students with disability in Australia. Intervention students (n = 10) completed 3, 9-week rotations, and accessed personal placement support and employment coaches. Comparison students (n = 38) completed 3, 2-week placements without additional support. Intervention students perceived significantly greater initial changes in work skills (p < 0.01) and work readiness (p < 0.05). Intervention students reported development of communication and self-organisational skills and stressed the value of staff support. Post programme 70% of intervention students gained employment, compared with 15.4% of comparison students. The findings suggest an evidence-based supported employment programme emphasising personalised assessment and training, could provide individuals with disability the required skills to enable successful employment.

Aim(s): This participatory research project gathered the views of young people (YP) with an education, health and care plan (EHCP), enrolled in a supported internship programme (SIP) at a further education (FE) college. Rationale: There is little published researched exploring the experience of FE for YP with special educational needs and disabilities (SEND). Furthermore, this group have had minimal opportunities to shape the research agenda through participatory involvement. Methods: A participatory design involved four YP with SEND enrolled in a SIP, who acted as co-researchers and participants. Data gathering, chosen by co-researchers, comprised of photo-voice and interview techniques. The primary researcher assisted the co-researchers via facilitating sessions and analysing data using inductive thematic analysis. Findings: Developing friendships, independence, work skills and travel skills were valued by co-researchers, although opportunities were limited by the COVID-19 lockdown. Co-researchers indicated specific inequalities and were critical of national policy. Implications: SIPs are a positive experience for YP with SEND, widening opportunities for independence and social connections. Lockdown had a negative impact by limiting such opportunities. Limitations: This project draws on the views of a small sample of YP. Conducting the project remotely posed limitations on supporting YP with communication difficulties. Time limitations hampered opportunities to support co-researchers to develop their ideas for projects and to collaborate extensively in data analysis or discussion of the findings. Conclusions: Involving YP with SEND in the design of research enhances opportunities for YP to share views on what really matters to them and shape regular and policy planning.

Employment specialists play an integral role in supporting individuals with disabilities to access competitive integrated employment; their skill or lack thereof has the potential to influence employment outcomes. A scoping review was conducted to identify the status of the empirical literature on employment specialist competencies and training to provide employment services to individuals with intellectual and development disabilities. Additionally, researchers evaluated what methods have been used to address competencies and training. Eight articles were identified that met the inclusion criteria. Of those, four articles identified or suggested competencies for employment specialists and four articles described or implemented training procedures. Results indicated that the existing peer-reviewed research on competencies and training is insufficient to address the needs of the profession.

Background: Level of electronic assistive technology use by people with intellectual disabilities is lower than for other disability groups. Methods: In this mixed-methods exploratory study during the pandemic, staff (online survey) and executive administration (focus group) from a regional supported employment service provider in the Midwest US were surveyed about use of and barriers to use of electronic assistive technology for their clients with intellectual disabilities. Results: Forty percent of staff reported 'not' using any of the assistive technologies with their clients. Executive administration perceived that they should be providing technology resources to clients and staff. Both groups rated expense, access, and complexity as barriers to assistive technology use at the client's worksite. Conclusions: Identifying the types of assistive technologies that can be most easily accessed and most cost-effective, including lower-cost consumer market devices, as employment supports for people with intellectual disabilities may be a first step in helping to overcome perceived barriers to use.

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.

Job coaches are not typically trained to implement systematic instructional strategies to teach vocational skills to students with intellectual and developmental disabilities (IDD). This study replicated and expanded the evaluation of a job coach behavioral skills training program designed by Brock et al. (2016) to teach participants to implement task analysis, simultaneous prompting, and system of least prompts to teach vocational tasks to students with IDD. We used a multiple probe design with probe conditions across strategies, replicated across three participants, to assess acquisition and generalization. Participants demonstrated mastery of the three instructional strategies in simulated assessments with actors and generalized use of the strategies to teach novel vocational tasks to student interns with IDD. Implications for future research and practice are discussed.

Previous research indicates that postsecondary educational experience (PSE) predicts successful employment outcomes for transition-aged youth with disabilities. Using data on supported employment services from the Rehabilitative Services Administration, this study compared employment rates and outcomes for young adults with Autism Spectrum Disorder (ASD) with different levels of education who received supported employment services. The study also analyzed the cost-effectiveness and cost-efficiency of vocational rehabilitation (VR) services provided to these youth. Findings indicate that young adults with PSE experienced increased rates of employment, earned greater weekly wages, and worked more weekly hours than individuals with ASD with less education. VR services provided to youth with ASD in the PSE group were more cost-effective and were ultimately cost-efficient, provided that individuals maintained employment for 16 months.

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. [For the corresponding grantee submission, see ED585934.]

When we discuss leadership, we often discuss leadership in terms of leadership for the abled bodies; we ordinarily forget or talk less about people being disabled. In this paper, the authors discuss leadership and the disability issues. In essence, they examine the notion of how and in what ways can leaders do for persons with disabilities and for the leaders with disabilities to enable them to develop.

There is a growing population of young people with autism entering higher education and successfully completing qualifications, however, their postgraduate outcomes are often some of the poorest. This study responds to the gap in research regarding the transition out of higher education and into the labour market for this group. It outlines a two-phase qualitative research design to examine barriers and pathways to competitive employment for graduates with autism. Findings report the heterogenous experience of autism, the importance of natural supports such as family, universities, or supported employment for success, and the impact of attitudes regarding autism and inclusive practice expressed by employers and wider society. The study further analyses how people, practices and policies often interact contingently to open up or close down opportunities for graduates with autism within the ecosystem of competitive employment.

Individuals with autism spectrum disorder (ASD) often experience barriers to competitive integrated employment during their transition to adulthood. To better understand potential reasons for these barriers, we interviewed 10 young adults with ASD, ages 18-26, and their parents or guardians. We audio-recorded, transcribed verbatim, and analyzed the interviews using grounded theory methods. Four major themes emerged as barriers to employment: (a) pre-employment challenges, (b) logistics, (c) few on-the-job supports, and (d) a disconnect between interests and job tasks. These findings indicated young adults who desire competitive employment may benefit from autism-specific interventions and employment programming. Suggestions for research and practice related to the competitive integrated employment of individuals with ASD are discussed.

Background: Obtaining employment for young people with learning disabilities remains challenging, and people may not be able to experience work that offers them the opportunity for broader and deeper social inclusion. Supported internships (SIs) offer a possible solution to this problem, providing a bespoke, structured study programme designed for students with disabilities. Methods: This paper explores, through an ecological systems approach, the experiences of three graduates, six interns, two job coaches and three colleagues, from a long running SI in a large private-sector organisation that delivers utilities in the midlands in the UK. The organisation has many different departments and interns work in several of these, including the mailroom, reprographics, catering, health and safety, reception, and customer services. The researchers conducted small focus groups and interviews with the participants described above. Findings: Thematic analysis identified three core phenomena of relevance to understanding the relationship between the SI programme and interns' experience of deepened and broadened social inclusion. The first theme illustrated positive changes to interns' and graduates' self-concept (e.g. self-determination) and participation, the second captured accounts of reciprocity in relationships, and the third contained insights into the SI practices that were relevant to improved social inclusion. Conclusions: The SI did lead to the broadening and deepening of social inclusion for interns and graduates. The person-centred ethos of the SI, personalised approaches to workplace adaption and feedback policies were practices that began to emerge as implicated in this impact. Positive developments to self-concept emerged as important in building interns' and graduates' capacities for participation. The study also demonstrated that an ecological systems approach is useful as a basis for conceptualising and investigating changes to the amount and quality of social inclusion, as experienced by people with learning disabilities.

A narrative literature review was conducted with the intention of providing practitioners with foundational knowledge regarding the career development trajectory of persons with disabilities (PWD). The author selected scholarship from various disciplines including rehabilitation, psychology, and special education. In the article, the author provides an overview of career development barriers and facilitators for PWD, provides a review of self-determination theory as a framework that can be used alongside other career development interventions with PWD, discusses career development interventions that have been identified as effective with PWD within vocational rehabilitation, and lastly, provides recommendations for career intervention outcomes and research.

There are a multitude of benefits associated with employment, which many individuals with intellectual and developmental disabilities (IDDs) are not afforded due to their struggles to find and maintain work. These poor employment outcomes are in part being addressed by the over 240 postsecondary education (PSE) programs for students with IDDs that exist on college and university campuses in the U.S., many of which include work experience as a program component. A sequential mixed methods study, featuring a quantitative survey and qualitative interviews, was conducted to explore barriers faced by PSE program staff when facilitating work experience engagements. Findings include the identification of common barriers to facilitating paid work experience for students in PSE programs as being: (a) "transportation issues," (b) "employer perceptions of the abilities of people with disabilities," (c) "inadequate number of staff hours to support students in the workplace," and (d) "finding time in the students' schedule." A discussion about these findings, including implications and recommendations for future research, has also been provided.

Background: Nordic welfare models are characterised by emphasising both social security and labour market participation. Nevertheless, most people with intellectual disability either receive a disability pension or work in sheltered workshops. While transitions into integrated employment have been studied, transitions from school to sheltered employment have received less attention. We therefore explore the views of people with intellectual disabilities, transitioning from school to a sheltered employment programme. Methods: We interviewed nine adults with intellectual disabilities that had made the transition into a service centre that provides both competitive employment with support, and employment in sheltered workshops. The interviews were analysed thematically. Findings: The thematic analysis revealed two main themes: "involvement during the transition" and "adapting to a new role." Most participants described transitions where they had been involved, in varying degrees, in identifying their work preferences, participated in transition activities and made personal choices. Some participants, however, shared experiences where they had not participated in activities, where personal choices were restricted to predefined options, or decisions were made by someone else. The participants further shared experiences of navigating into new contexts, characterised by new situations and new interactions. To navigate successfully in such environment, the support network was important. The participants advised future "transitioners" to be brave and utilise opportunities to find suitable employment even in challenging situations. Conclusions: Our study emphasises the importance of tailoring the transition to individual preferences and perspectives rather than aiming for a uniform, one size fits all type of transition. It is important to build on the positive aspects of sheltered employment as well as to further develop innovative ways of transitioning into integrated employment.