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Andrew Joyce; Perri Campbell; Jenny Crosbie; Erin Wilson – Journal of Applied Research in Intellectual Disabilities, 2025
Background: Social enterprises have the potential to address some of the current barriers that people with an intellectual disability experience in transitioning to open employment opportunities. However, it is unknown in detail how social enterprises are able to facilitate this transition, which limits ability to scale-up these organisational…
Descriptors: Intellectual Disability, Organizational Communication, Institutional Characteristics, Business
Jody Schimmel Hyde; Sarah Croake; Alex Bauer; Jonathan Willing; Yuri Feliciano – Administration for Children & Families, 2024
This report discusses findings from a descriptive and cost study of the Bridges from School to Work (Bridges) program. The program helps young adults with disabilities find and maintain competitive employment. It is part of the Next Generation of Enhanced Employment Strategies (NextGen) Project, which seeks to rigorously evaluate employment…
Descriptors: Young Adults, Special Education, Labor Market, Program Implementation
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Chin-Wen Liao; Shun-Ning Juan; Wei-Sho Ho; Shu-Jou Sun; Yu-Jung Hsieh – International Journal of Developmental Disabilities, 2024
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…
Descriptors: Foreign Countries, Students with Disabilities, Parent Participation, Transitional Programs
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Almalki, Saeed – International Journal of Developmental Disabilities, 2021
Project SEARCH is a unique program for young adults with intellectual disabilities to transition from high school to work. This program teaches individuals with intellectual disabilities (interns) job skills in an inclusive work environment, such as a hospital. The purpose of the study is to understand the involvement and perceptions of supported…
Descriptors: Young Adults, Intellectual Disability, Supported Employment, Job Skills
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Hall, Julie; Morgan, Robert L.; Salzberg, Charles L. – Education and Training in Autism and Developmental Disabilities, 2014
We investigated the effects of preference and degree of match on job performance of four 19 to 20-year-old young adults with developmental disabilities placed in community-based job conditions. We identified high-preference, high-matched and low-preference, low-matched job tasks using a video web-based assessment program. The job matching…
Descriptors: Job Satisfaction, Job Skills, Job Performance, Young Adults
Simonsen, Monica Lynn – ProQuest LLC, 2010
The Individuals with Disabilities Education Act of 2004 requires school systems to plan systematically for the transition from school to post-secondary education and/or employment and include measurable post-school goals in students' IEPs. Schools are required to coordinate activities, such as work experiences, to assist students in meeting their…
Descriptors: Supported Employment, Employment Level, Developmental Disabilities, Predictor Variables
Unger, Karen V. – Substance Abuse and Mental Health Services Administration, 2011
Supported Employment is an evidence-based practice that helps people with mental illness find and keep meaningful jobs in the community. Given these outcomes the challenge for Supported Employment programs is to rethink the emphasis on immediate work for everyone and help consumers utilize appropriate education and training opportunities available…
Descriptors: Educational Opportunities, Evidence, Stakeholders, Mental Disorders
Gaylord, Vicki, Ed. – Institute on Community Integration (NJ1), 2008
This issue of "Impact" focuses on employment and women with disabilities. An editorial introduction notes that work is important to women with disabilities for numerous reasons. Among them are feeling successful and important, earning money, being independent, having a reason to get up in the morning, making a meaningful difference in the lives of…
Descriptors: Employment, Mentors, Females, Fetal Alcohol Syndrome
San Diego State Univ., CA. – 1992
Project WORK was developed by San Diego State University and San Diego City Schools in California to prepare young people with disabilities for work and life after high school. The program teaches employment skills; supports students in their first work experience; works with students and their families to plan for the student's work and life…
Descriptors: Agency Cooperation, Cooperative Programs, Disabilities, Education Work Relationship
Erin, Jane N.; Wolffe, Karen E. – 1999
Part of a series that provides practical resources to transition personnel on topics essential to the process of preparing individuals with disabilities for adulthood, this manual focuses on transition issues related to students with visual impairments. Chapter 1 discusses the nature of visual impairment and reactions to visual impairment. Chapter…
Descriptors: Adolescents, Career Education, Education Work Relationship, Employment Potential
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Martin, James E.; And Others – Rural Special Education Quarterly, 1994
Describes a transitional program that empowers special education students to make informed decisions about their vocational preferences and skills relative to the local job market. Focuses on self-directed assessment, job placement, development of self-management skills, long-term followup, and career development. Stresses the importance of…
Descriptors: Career Development, Education Work Relationship, High School Students, Job Skills
Peterson, Patricia; Ellsworth, J'Anne; Penny, Dave – 2003
The Continental Project is a school-to-work transition program for students with disabilities. The 6-year old program, which is located at a country club and golf course, serves more than 20 students per year and has successfully transitioned 45 young adults with moderate to severe handicaps into the workforce. The program is a cooperative effort…
Descriptors: Building Operation, Community Based Instruction (Disabilities), Daily Living Skills, Demonstration Programs