Analysis of the employment histories and functional characteristics of 1,411 individuals involved in supported employment programs in 8 states found less than 8 percent had severe or profound disabilities. Further research and demonstration activities and modification of federal and state supported employment policies are recommended. (Author/DB)

Explains what a job coach is and gives information on how a job coach prepares handicapped students to do many different kinds of work. Describes specific techniques for training job coaches to be effective in teaching adolescents and other students. (RS)

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…

Presents interview with Jack Shingleton, recipient of the College Placement Council's 1987 Outstanding Professional Award. Interview reviews Shingleton's career at Michigan State University, discusses his biggest challenge as placement director, and describes his views on the significant issues facing the field. (ABL)

The employment of bilingual staff was studied to help give language and business educators information needed to advise and train such personnel for employment. Findings address the following: corporate needs, languages, hiring requirements, number of employees, skills performed, titles used, relative pay, and backgrounds. (17 references) (LB)

This article presents case examples that illustrate strategies for promoting natural job supports for employees with disabilities. Strategies include, among others, collaborating with work-site personnel to develop modifications and providing general consultation on person-environment factors that promote the success of the supported employee and…

The Manhattan Transition Center provides supported employment for youth with mild to severe disabilities. Local enclave worksites staffed by teacher/paraprofessional teams place participants in jobs. Under the zero-reject policy, employers and service providers are responsible for participants' personal and work-related growth. (SK)

Examination of cost and job placement data for 428 of 2,958 courses taught in California Regional Occupational Centers and Programs showed few differences among 8 course areas, suggesting that centers invest differing amounts in areas to achieve equivalent placement. Cost-benefit analysis may be of limited usefulness when context cannot be…

Examined impact of grades and student activities involvement on recruiter preferences. Findings from business, education, and engineering employers revealed that employers valued both strong academic achievement and strong out-of-class experiences. To be rated high or very high in likelihood of employment, student profile had to show either high…

Case studies are used to demonstrate several strategies used in the San Francisco Bay area to ensure the inclusion of persons with dual sensory impairments and other multiple disabilities in integrated community employment. Strategies include heterogeneous group placement, job restructuring, use of natural support, volunteerism, and social skills…

An analysis of employment outcomes of 109 persons (mean age 28) with severe/profound mental retardation from over 90 local community programs indicated that 93 percent were competitively employed, with the mean wage being $3.63 per hour and mean hours of weekly employment being 22. Twelve months after placement, 81.5 percent of clients were still…

Presents observations of a U.S. college placement officer who participated in a careers conference in Japan. Describes changing desires of Japanese college students; hospitable treatment U.S. students received; their sightseeing experiences; the placement office at Waseda University; and the conference experience. (ABL)

There is serious confusion in higher education regarding the relationship between learning and experience. Work placements should be seen as opportunities for real learning in the real world, and all work should be conceived as a placement. (SK)

Responses from 141 of 218 cooperative education programs in Canadian universities indicated that only a small number of student placements were in unpaid or entrepreneurial positions; mandatory programs were more likely to allow unpaid and entrepreneurial co-ops; and most programs had policies and controls regarding entrepreneurship. (SK)

Surveys in 1993 and 1995 of German vocational schools found that graduates of both Traditional Dual Vocational Training Programs and Noncompany-Based Dual Vocational Programs were satisfied with program quality and their jobs. Differences in economic outcomes were attributed to the perception that traditional programs were higher in quality.…