The article describes the implementation and results of a developmentally sequenced language program for 21 severely, profoundly, and multihandicapped students (mean CA=10 years, mean MA=20 months). (SBH)

Defines and discusses 10 program-development, research, and policy-analysis needs that are crucial for the continued success of the supported-employment program for individuals with disabilities. These include the following: consumer choice and self-determination, meaningful employment outcomes, employer needs and perceptions, natural supports,…

Challenges to supported employment programs for people with disabilities include conversion of day programs to integrated work options, expansion of program capacity, the need to ensure consumer choice and self-determination, and the achievement of meaningful employment outcomes. Specific recommendations are offered for each challenge. (Author/DB)

Described is an individual-placement supported-employment program for persons with traumatic brain injury. A referral pool of 32 persons is analyzed in terms of demographics, neuropsychological test performance, occupational history, occupational status, etc. Also described are program procedures, data management systems, and the role of…

Key concepts in designing an individualized plan for transition include interagency cooperation and outcome-oriented plans. Examples of two mentally retarded workers illustrate the benefits of a supported work approach. (CL)

Critical elements and best practices in school-to-work transition programs for disabled youth are identified. Noted are local factors, individual student choice, shared resources, vocational rehabilitation counselors in the schools, and school-business linkages. Best practices include individualized transition planning, community-based…

This compilation brings together various conference papers and a working group report on the topic of supported competitive employment for people with deaf-blindness and other profound disabilities. The title paper by Paul Wehman and Janet Hill studies 21 Profoundly/Multiply Handicapped Deaf-Blind Youth, April 7-10, 1986, Washington, DC. The title…

The monograph presents preliminary results from 27 states that received systems change model demonstration funds from the U.S. Rehabilitation Services Administration in 1986 and 1987. These funds were targeted to modify existing adult day programs for persons with severe disabilities and provide supported employment programs as alternative…

This book is a guide to the development of Individual Transition Plans (ITPs) for students with disabilities. It includes 37 sample ITPs for students with a wide variety of disabilities. The first four chapters describe the formatting necessary for designing the transition planning document and then describe each of the 10 goals, which range from…