Supported Employment Services to Students with Severe Disabilities: Emphasis Patterns Across Stakeholders

1999 ◽  
Vol 22 (1) ◽  
pp. 101-116 ◽  
Author(s):  
Pamela Luft ◽  
Stephen S. Rubin
1987 ◽  
Vol 12 (3) ◽  
pp. 182-189 ◽  
Author(s):  
Mark L. Hill ◽  
Paul H. Wehman ◽  
John Kregel ◽  
P. David Banks ◽  
Helen M. D. Metzler

The efforts of those advocating supported employment have resulted in expansion of the opportunities for people with moderate and severe disabilities in the past several years. Results reported previously on the benefits and costs associated with supported competitive employment have been extended in this article from the 4-year period in the previous analysis to the present 8-year analysis. This is one of the few benefit-cost analyses to be completed on people with mental retardation who have received supported competitive employment services. As in the previous analysis, these figures do not reflect theoretical projections, but direct placement data resulting from a longitudinal program. Our results show a final positive financial consequence accrued to the public of $1,057,000, of which more than $525,000 was a direct benefit of placing consumers with moderate and severe disabilities in supported competitive employment. Since this study extended over 8 years, all figures were corrected for inflation and discounting to 1986 (Quarter 1) dollars. By using individual analyses, it was shown that all consumers served benefited financially from the program. Results showed a substantial savings to taxpayers with the utilization of this model, along with significant financial benefits to all consumers, including those with moderate and severe disabilities.


2000 ◽  
Vol 31 (2) ◽  
pp. 41-47 ◽  
Author(s):  
Charles Edmund Degeneffe

This article reviews the performance of supported employment as a service option for persons with developmental disabilities. In many ways, supported employment has not met its promises as a preferred vocational rehabilitation option, in such areas as choice, empowerment, and addressing the vocational needs of persons with severe disabilities. This article reviews ways in which rehabilitation counselors need to address supported employment’s shortcomings, both in service delivery and social action.


Author(s):  
David W. Test ◽  
Teresa Grossi ◽  
Patricia Keul

There is a need for empirically based studies to support public school on-the-job training programs for students with severe disabilities. This study examined the use of supported employment via the supported jobs model to provide competitive work experience for a 19-year-old student with severe disabilities. The job trained involved a complex set of janitorial skills, including emptying trash cans, detail cleaning, and daily cleaning. Training consisted of a combination of total task presentation and an individualized prompting hierarchy. A multiple baseline across behaviors design was employed across the three sets of behaviors. Results demonstrated the acquisition and maintenance of all skills at 100% accuracy. The use of supported employment as a means of providing competitive work experience for students with severe disabilities and the need for further research on effective community-based vocational training strategies are discussed.


1989 ◽  
Vol 20 (3) ◽  
pp. 65-72 ◽  
Author(s):  
Edna Mora Szymanski ◽  
Randall M. Parker

Supported employment and time-limited, transitional employment training are among the services that can be provided by rehabilitation counselors to facilitate employment and community participation of people with severe disabilities. In this article we describe the provision of supported employment services within the context of the professional practice of rehabilitation counseling. An ecological framework for supported employment in rehabilitation counseling in described, issues affecting supported employment in rehabilitation counseling practice are presented, and the implications of supported employment for the profession of rehabilitation counseling are discussed.


1997 ◽  
Vol 16 (3) ◽  
pp. 3-10
Author(s):  
Daniel E. Steere ◽  
David Ellerd ◽  
Marsha Sampson ◽  
Michelle Barry

Over five years of operation, the Montana Projects with Industry (PWI) program assisted 65 people with severe disabilities to obtain and maintain competitive community employment. In addition, the project supported four existing rehabilitation agencies to establish active Business Advisory Councils to assist them in increasing job placement activities. This article describes the accomplishments of the project over its five years of operation. In addition, strategies that contribute to positive employment outcomes are described. Finally, continuing challenges in enhancing and expanding supported employment services are addressed.


2020 ◽  
Vol 45 (2) ◽  
pp. 98-114
Author(s):  
Morgan E. Herbert ◽  
Matthew E. Brock ◽  
Mary A. Barczak ◽  
Eric J. Anderson

Peer networks are a promising intervention for increasing social interactions between students with severe disabilities and their peers. However, this approach has not been well studied with high school students who have complex communication needs and use augmentative and alternative communication (AAC). In this study, we used a multiple probe across participants design to evaluate the effectiveness of a lunchtime peer-network intervention for three high school students with autism and/or multiple disabilities who had complex communication needs. The intervention involved recruiting peers, sharing practical background information and modeling how to communicate with the student, and then providing support as needed. A functional relation was established between the introduction of the peer-network intervention and both social interactions and social engagement. Interactions increased substantially across communication modalities. This study builds on the peer-network literature by demonstrating how this approach can be tailored for high school students with complex communication needs.


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