OBJECTIVE: The primary purpose is to share information about 50 individuals with significant intellectual disabilities, the lowest intellectually functioning 1% of those who exited schools, from 1981 to 2003. RESULTS: The 47 who attended the Madison Metropolitan School District (MMSD) received instruction in integrated nonschool work and related environments as part of their school experiences. After exiting school, the 50 functioned in integrated work settings for over 36 years. Information pertaining to the work environments in which they functioned, the work tasks performed, the reasons for changes in environments and tasks, the hours worked per week, the wages earned, the travel modes used, the lunch supports provided, the extra supports provided by Job Coaches, involvement in Community and Recreation activities and where each resided is presented. Social relationships with coworkers and others without disabilities, the mortality of the 50 workers and their parents and guardianship are also addressed. CONCLUSION: The authors are not aware of any other postschool follow up study of so many workers with significant intellectual disabilities who functioned in integrated work settings for such long periods of time.
School experiences in relation to emotional and conduct problems in adolescence: a 3-year follow up study
