Since the transition movement in the 1980s, numerous transition practices have been developed. Kohler (1993) provided a comprehensive review and analysis of transition best practices and divided them into substantiated and implied practices based on the existence of empirical evidence. Since that review was published, the field of transition has…

The article presents an interim report on the progress of 39 mentally retarded students in a supported competitive employment training program implemented in 5 school systems and 3 geographical areas of Virginia. Among findings were that 74 percent of the students remained in their jobs longer than 6 months. (DB)

Study of a sample of 93 individuals with disabilities participating in supported employment programs in Connecticut found that monthly wages and levels of integration increased significantly when compared to working situations prior to supported employment placement. (JDD)

Forty-nine job developers were interviewed to identify the techniques and approaches used in successful job development for individuals with developmental disabilities. The interviews addressed such topics as the source and number of employer contacts, "opening lines" to employers, mention of disability, negotiations, interviews with job seekers,…

This study identified potential measures for evaluating 17 multiple outcomes and 51 activities associated with programs designed to promote employment of youths with disabilities. The qualitative and quantitative measures identified were compiled from responses of 30 employment-focused project directors. A table lists all outcomes and indicators.…

Data collected from a 2-round Delphi procedure involving model transition program directors validated the relative importance of a list of 22 employment outcomes and 65 related activities in the transition of individuals with disabilities from school to employment. Educational agencies and service providers can use the list to target areas that…

The Vocational Education to Work model is a system of communication and support between vocational and special educators, designed to train students with disabilities in mainstreamed vocational education. The model's four sequential components include active recruitment, guided placement, continuing support, and job placement followup.…

Forty-four urban young adults with mental retardation participated in an employment training program which assessed trainees' interests and abilities and taught them self-evaluation, negotiation, occupational skills, and employability behaviors. Thirty-five completed training; 94% became competitively employed. Gender, residence, race,…

This article describes the Bay Area Personnel System, a consultative resource program which provides supported employment services for individuals with dual sensory impairments (and often severe mental retardation). A case study details a specific instructional mobility program, focusing on job tasks at a pizza restaurant and instructional…

Important factors in assessing performance of handicapped individuals in transitional, supported employment include secondary school vocational performance, assessment and placement, resources for supported employment, and on-the-job performance, and the social ecology of the workplace. (CB)

The Employment Retention Program is a supported employment program involved in job placement and intensive worksite training of graduating handicapped youth, emphasizing retention strategies that transfer supervision to nonhandicapped co-workers and that promote social interactions between handicapped employees and co-workers. At followup, 60…