Although entry into the world of work is a prominent marker of postschool success in the United States, students with severe disabilities often leave high school without the skills, experiences, and supports that lead to meaningful employment. The authors examined the extent to which an array of student, family, and school factors was associated with employment during the 2 years following high school. Having held a paid, community-based job while still in high school was strongly correlated with postschool employment success. In addition, being male and having more independence in self-care, higher social skills, more household responsibilities during adolescence, and higher parent expectations related to future work were all associated with increased odds of employment after school for young adults with severe disabilities. Implications for transition policy and practice are presented along with recommendations for future research addressing the career development of youth with intellectual disabilities...

http://journals.sagepub.com/doi/pdf/10.1177/1044207311414680

Predictors of Postschool Employment Outcomes for Young Adults With Severe Disabilities

This article describes a secondary analysis of variables from the National Longitudinal Transition Survey 2 (NLTS-2) database. Specifically, students with intellectual disability (ID) were compared to students with other disabilities regarding post-school transition goals listed on their IEPs/Transition Plans, contacts/referrals made to outside agencies during transition planning, participation of other agencies/organizations in transition planning (e.g., vocational rehabilitation and higher education representatives), and students’ postsecondary education and employment outcomes. Students with ID were less likely to have postsecondary education or competitive employment goals and outcomes and more likely to have sheltered and supported employment goals and outcomes compared to students with other disabilities. Contacts with and participation of external professionals in IEP/Transition Plan meetings also differed between the two groups of students.

http://functionalassessment.pbworks.com/w/file/fetch/89803301/grigal et al 2011. transition planning.pdf

Comparing the Transition Planning, Postsecondary Education, and Employment Outcomes of Students With Intellectual and Other Disabilities

/pdf/statedata-the-national-report-on-employment-services-and-3mdnbefcch.pdf

StateData: The National Report on Employment Services and Outcomes, 2012

Little is known about the factors that shape the employment-related decisions of individuals with intellectual and/or developmental disabilities. Findings from qualitative interviews with individuals, their family members, and employment-support professionals from four community rehabilitation providers throughout Massachusetts were reported. Recognizing the value of participatory action research, we also included a co-researcher with intellectual disability who participated in all facets of the research process. Findings revealed a collection of people and factors considered influential in employment-related decision-making. The family in the formative years, school-based staff and early employment experiences, the culture of the community rehabilitation providers, the job developer, and personal preferences all influenced participants' decisions. Through understanding these persuasive elements, we offer recommendations to those in the intellectual and developmental disabilities field to optimize employment choices and outcomes.

Choosing Employment: Factors That Impact Employment Decisions for Individuals With Intellectual Disability

There is a lack of information concerning adults with autism spectrum disorder (ASD), especially with regards to their access to health care. A paper and electronic survey was sent to 1,580 primary care physicians in Connecticut. 346 respondents returned a survey and provided care to adults with an ASD. This physician survey provides data on adults with ASD such as: reasons for physician visits, living arrangements, employment status, and any services they are receiving. Responses revealed inadequate training in the care of adults with an ASD and physicians interest in obtaining additional training. The ability to provide a medical home for adults with autism will need to address effective strategies to train current and future physicians.

Brief report: the medical care of adults with autism spectrum disorders: identifying the needs.

Findings from an analysis of the characteristics and services of community rehabilitation providers (CRPs) in the early years of the 21st century are presented. Services provided by CRPs can be categorized along two dimensions: purpose (work, nonwork) and setting (facility-based, community). The number of individuals with disabilities present provides a third perspective for analysis. The majority of CRPs provided both work and nonwork services, and the majority of those that provide employment services offered both integrated and facility-based employment. Individuals with developmental disabilities were most likely to be supported in facility-based work (41%), followed by nonwork services (33%), and integrated employment (26%). Despite some changes in CRP characteristics, the goal of community membership has not yet been widely achieved.

Achieving community membership through community rehabilitation provider services: are we there yet?

This article presents findings on community-based nonwork (CBNW; activities that do not involve paid employment but take place in the community) from a 2001 survey of state intellectual disabilities/developmental disabilities agency directors. Survey responses indicated that CBNW is a considerable and growing part of the day services mix but that it is loosely defined with respect to requirements, activities, populations served, and goals. Although CBNW has the potential to enhance the lives of people with disabilities, these findings raise some concerns, including how quality can be assured when supports are loosely defined, how CBNW can be provided without taking resources away from supported employment, and whether community connections can be made when people are supported in groups.

Community-Based Nonwork Supports: Findings from the National Survey of Day and Employment Programs for People with Developmental Disabilities.

As of 2004, more than 114,000 individuals with intellectual/developmental disabilities in the United States were identified as receiving supports for community-based nonwork (CBNW), that is, activities that do not involve paid employment but do take place in the community rather than that in a facility (Institute for Community Inclusion, 2007). Little is known, however, about the nature of CBNW as implemented by provider agencies and experienced by people with intellectual/developmental disabilities. This manuscript reports the findings of case studies of CBNW in two states with well-established CBNW supports. Success of CBNW in meeting goals such as individualization, integration, choice, and independence varied from state to state and from site to site. This variability suggests a need for clearer standards and best practices for CBNW.

In Search of Meaningful Daytimes: Case Studies of Community-Based Nonwork Supports:

This paper reports on the experiences of 47 young disabled artists and the interaction between disability, impairment and the arts in their educational and career pathways. The artists were finalists in the VSA arts/Volkswagen of America Inc. Program, an arts‐based program intended to showcase the talents and accomplishments of young disabled artists aged 16–25. A few artists found their impairment to be a barrier to making art. Many, however, did not think their impairment affected their ability to make art, and a few thought it actually enhanced their artistic ability. These finalists often cited art as a tool for overcoming impairment‐related, disability‐related and other barriers. In this paper we identify effective strategies that these young artists used to further their arts careers. It concludes with a discussion of the implications of the findings and provides recommendations to support young disabled artists in their educational and career efforts.

Jennifer Sullivan Sulewski

Papers

StateData: The National Report on Employment Services and Outcomes, 2012

Achieving community membership through community rehabilitation provider services: are we there yet?

Community-Based Nonwork Supports: Findings from the National Survey of Day and Employment Programs for People with Developmental Disabilities.

In Search of Meaningful Daytimes: Case Studies of Community-Based Nonwork Supports:

Career development among young disabled artists