scholarly journals Toward Competitive Employment for Persons with Intellectual and Developmental Disabilities: What Progress Have We Made and Where Do We Need to Go

2018 ◽  
Vol 43 (3) ◽  
pp. 131-144 ◽  
Author(s):  
Paul Wehman ◽  
Joshua Taylor ◽  
Valerie Brooke ◽  
Lauren Avellone ◽  
Holly Whittenburg ◽  
...  
Keyword(s):  
Developmental Disabilities ◽  
Postsecondary Education ◽  
Supported Employment ◽  
Future Research ◽  
Intellectual And Developmental Disabilities ◽  
Competitive Employment ◽  
Integrated Employment ◽  
Working Age ◽  
Workforce Innovation ◽  
Research And Policy

Progress toward competitive integrated employment (CIE) for people with intellectual and developmental disabilities (IDD) over the last 40 years has been mixed. Despite evidence showing that supported employment interventions can enable adults with IDD to effectively get and keep jobs, national rates of integrated employment remain below a third of the working-age population. Progress is being made to improve these outcomes. Pathways have been identified that lead to CIE through supported employment, customized employment, internship experiences, and postsecondary education. The recent passage of the Workforce Innovation and Opportunity Act (WIOA) has created fresh momentum and increased the onus on interagency collaboration. This article examines what is known about promoting CIE through these pathways and highlights recommendations for future research and policy change. Recommendations for the future provide direction toward positive change for CIE into the 21st century.

scholarly journals Experiences That Predict Employment for Students With Intellectual and Developmental Disabilities in Federally Funded Higher Education Programs

2018 ◽  
Vol 42 (1) ◽  
pp. 17-28 ◽  
Author(s):  
Meg Grigal ◽  
Clare Papay ◽  
Frank Smith ◽  
Debra Hart ◽  
Rayna Verbeck
Keyword(s):  
Higher Education ◽  
Developmental Disabilities ◽  
Postsecondary Education ◽  
Future Research ◽  
Intellectual And Developmental Disabilities ◽  
Institutions Of Higher Education ◽  
Federally Funded ◽  
Demonstration Program ◽  
Gainful Employment ◽  
Postsecondary Program

The Transition and Postsecondary Program for Students with Intellectual Disabilities (TPSID) model demonstration program, funded by the U.S. Department of Education’s Office of Postsecondary Education was implemented initially from 2010 to 2015. During this time, 27 institutions of higher education were awarded grants to develop programs for students with intellectual and developmental disabilities (IDD) to access higher education. TPSID programs were charged with developing model demonstration programs that would lead to gainful employment. In this article, we identify predictors of employment while in the program and at exit for students who completed a TPSID program between 2010 and 2015. Results identified several predictors of employment for students with IDD. Authors share implications for future research and practice gleaned from the analysis.

Employment: Renewed Investments

Inclusion ◽  
2013 ◽  
Vol 1 (1) ◽  
pp. 7-16 ◽  
Author(s):  
David M. Mank ◽  
Teresa A. Grossi
Keyword(s):  
United States ◽  
Developmental Disabilities ◽  
Supported Employment ◽  
The United States ◽  
Intellectual And Developmental Disabilities ◽  
Integrated Employment ◽  
Fair Pay

Abstract Supported employment for people with intellectual and developmental disabilities emerged in the 1980s, clearly showing the untapped potential of people to work productively in integrated jobs. Expanding across the United States and other countries, supported employment was shown to be an effective approach to employment across communities and cultures. While supported employment has expanded little in the last decade, there is a renewed investment nationwide and in some other countries. The renewed developments include improvements in supported employment methods, interest in funding based on outcomes rather than services, concern about the persistence of segregated workshops, the need for qualified supported employment personnel, investment in Employment First policies in states, the emergence of litigation promoting integrated employment over segregation, renewed investment in transition, investments in other countries, and the increasingly clear voice of self-advocates with intellectual and developmental disabilities calling for community jobs and fair pay. While there is renewed interest in supported employment, threats remain to further improvement and expansion that must also be addressed.

Teaching the Calendar Application on a Mobile Device to Young Adults With Intellectual and Developmental Disabilities

2020 ◽  
pp. 016264342093357
Author(s):  
Kinga Balint-Langel ◽  
Chengan Yuan ◽  
Youjia Hua
Keyword(s):  
Young Adults ◽  
Developmental Disabilities ◽  
Postsecondary Education ◽  
Constant Time Delay ◽  
Self Management ◽  
Future Research ◽  
Intellectual And Developmental Disabilities ◽  
Management Skills ◽  
Multiple Probe ◽  
Practical Implications

Individuals with intellectual and developmental disabilities (IDD) often have difficulties with self-management skills such as scheduling daily tasks for educational, vocational, and leisure purposes. In this study, we used a multiple probe across participant design to evaluate the effects of constant time delay in teaching young adults with IDD the necessary steps to schedule events and set reminders using the Calendar application (app). Three students with IDD in a postsecondary education setting participated in this study and acquired the steps required for programming events and their reminders in the Calendar app. In addition, two participants independently attended the scheduled events without additional reminders from adults. Limitations, future research, and practical implications are discussed.

Inclusion of Students With Intellectual and Developmental Disabilities and Postsecondary Outcomes: A Systematic Literature Review

Inclusion ◽  
2020 ◽  
Vol 8 (4) ◽  
pp. 303-319
Author(s):  
Joshua P. Taylor ◽  
Magen Rooney-Kron ◽  
Holly N. Whittenburg ◽  
Colleen A. Thoma ◽  
Lauren Avellone ◽  
...  
Keyword(s):  
Developmental Disabilities ◽  
Literature Review ◽  
Postsecondary Education ◽  
Inclusive Education ◽  
Systematic Literature Review ◽  
Future Research ◽  
Intellectual And Developmental Disabilities ◽  
Or Education ◽  
Postsecondary Outcomes ◽  
Positive Effects

Abstract The purpose of this systematic literature review was to examine the association between inclusive education and postsecondary outcomes for individuals with intellectual and developmental disabilities (IDD). Despite decades-long advocacy efforts, most individuals with IDD never achieve meaningful paid employment or enroll in postsecondary education after graduation from high school. Although educational and workforce legislation has emphasized both inclusive education and competitive integrated employment for youth with IDD, no previous reviews have examined the strength of evidence for the former as a pathway to positive postsecondary outcomes. This systematic literature review searched peer-reviewed articles published between 1997 and 2018. A total of nine studies met inclusion criteria. The majority of studies found positive effects for inclusive education on either postsecondary employment or education using correlational designs. Limitations to the included studies as well as implications and recommendations for practice, policy, and future research are discussed.

Building an Evidence-Based, Holistic Approach to Advancing Integrated Employment

2018 ◽  
Vol 43 (3) ◽  
pp. 207-218 ◽  
Author(s):  
Allison Cohen Hall ◽  
John Butterworth ◽  
Jean Winsor ◽  
John Kramer ◽  
Kelly Nye-Lengerman ◽  
...  
Keyword(s):  
Developmental Disabilities ◽  
Supported Employment ◽  
Holistic Approach ◽  
Intellectual And Developmental Disabilities ◽  
Self Employment ◽  
Integrated Employment ◽  
Policy And Strategy ◽  
Employment Supports ◽  
Substantial Investment ◽  
Services And Supports

Since the introduction of supported employment in the Developmental Disabilities Act of 1984 and the Rehabilitation Act Amendments of 1986, there has been continued development and refinement of best practices in employment services and supports. Progress includes creative outcomes for individuals with significant support needs including customized jobs and self-employment, community rehabilitation providers that have shifted emphasis to integrated employment, and states that have made a substantial investment in Employment First policy and strategy. Despite these achievements, the promise of integrated employment remains elusive for the majority of individuals with intellectual and developmental disabilities. The number of individuals supported in integrated employment by state agencies has remained stagnant for the past 15 years, participation in nonwork services has grown rapidly, and individual employment supports have not been implemented with fidelity. This article presents preliminary findings from activities completed by the Rehabilitation Research and Training Center on Advancing Employment for Individuals with Intellectual and Developmental Disabilities and discusses a framework for organizing state and federal investments in research, practice, and systems change.

Postsecondary Education Programs on College Campuses Supporting Adults With Intellectual and Developmental Disabilities in the Literature: A Scoping Review

2020 ◽  
Vol 43 (4) ◽  
pp. 195-208
Author(s):  
Mary L. Whirley ◽  
Carly B. Gilson ◽  
Christina M. Gushanas
Keyword(s):  
Developmental Disabilities ◽  
Postsecondary Education ◽  
Scoping Review ◽  
College Campuses ◽  
Future Research ◽  
Intellectual And Developmental Disabilities ◽  
Inclusion Criteria ◽  
Online Databases ◽  
Increasing Trend ◽  
Education Opportunity

Postsecondary education (PSE) programs for young adults with intellectual and developmental disabilities (IDDs) have increased steadily since the passage of the Higher Education Opportunity Act. The purpose of this scoping review was to explore a decade of research pertaining to PSE programs for students with IDDs on college campuses. Online databases were examined. Hand searches were completed to identify studies released from 2008 to 2018 about PSE programs offered on college campuses. Sixty-eight studies met inclusion criteria: 43 peer-reviewed articles across 26 interdisciplinary journals and 25 dissertations across 20 universities. This review identified an increasing trend in research on PSE programs on college campuses. Suggestions for future research and implications for stakeholders were discussed.

Interactions With and Between Families and Professionals in College: Perspectives of Young Adults With Intellectual and Developmental Disabilities

Inclusion ◽  
2020 ◽  
Vol 8 (2) ◽  
pp. 163-179
Author(s):  
Grace L. Francis ◽  
Alexandra S. Reed ◽  
Maureen E. Howard
Keyword(s):  
United States ◽  
Young Adults ◽  
Developmental Disabilities ◽  
Postsecondary Education ◽  
The United States ◽  
Future Research ◽  
Positive Interactions ◽  
Intellectual And Developmental Disabilities ◽  
Education Programs ◽  
Transition Outcomes

Abstract Postsecondary education programs (PSEs) are becoming increasingly available for young adults with intellectual and developmental disabilities across the United States. Positive interactions between young adults and their families and professionals, and collaborative family-professional interactions can enhance transition outcomes for people with disabilities, including successful transition into and out of PSEs. However, there is limited research on the perspectives of the young adults who attend PSEs regarding these topics. The purpose of this qualitative study was to examine the retrospective perceptions of 10 PSE graduates regarding (a) interactions with their families, (b) interactions with PSE professionals, and (c) interactions between their families and PSE professionals. Participants reported negative and positive interactions with their families and PSE professionals, described how their families and PSE professionals interacted, and also provided recommendations for families and professionals to support young adults with disabilities. Implications and future research are discussed.

The Role of Community Rehabilitation Providers in Employment for Persons With Intellectual and Developmental Disabilities: Results of the 2010–2011 National Survey

2013 ◽  
Vol 51 (4) ◽  
pp. 215-225 ◽  
Author(s):  
Daria Domin ◽  
John Butterworth
Keyword(s):  
Developmental Disabilities ◽  
National Survey ◽  
Supported Employment ◽  
Intellectual And Developmental Disabilities ◽  
Employment Services ◽  
Integrated Employment ◽  
Community Rehabilitation ◽  
Employment Supports ◽  
To Receive

Abstract Based on the 2010–2011 National Survey of Community Rehabilitation Providers, findings are presented on people with all disabilities and people with intellectual and developmental disabilities (IDD) who are served in employment and nonwork settings by community rehabilitation providers. Findings suggest little change over the past eight years in participation in integrated employment. Overall, 28% of all individuals and 19% of individuals with IDD were reported to receive individual integrated employment services. The results suggest that 15% of individuals with IDD work in individual integrated jobs for pay. Group supported employment continues to play a smaller but significant role in employment supports, with almost 10% of individuals with IDD participating in enclaves or mobile work crews. Data do reflect a decline in participation in facility-based work for individuals with IDD, from 41% to 27.5% and a concurrent growth in participation in nonwork services to 43% of all purchased services.

The Effects of Technology Supports on Community Grocery Shopping Skills for Students With Intellectual and Developmental Disabilities: A Meta-Analysis

2021 ◽  
pp. 016264342198997
Author(s):  
Sojung Jung ◽  
Ciara Ousley ◽  
David McNaughton ◽  
Pamela Wolfe
Keyword(s):  
Developmental Disabilities ◽  
Positive Impact ◽  
Single Case ◽  
Effect Sizes ◽  
Future Research ◽  
Intellectual And Developmental Disabilities ◽  
Positive Effects ◽  
Analytic Review ◽  
Wide Range ◽  
The Impact

In this meta-analytic review, we investigated the effects of technology supports on the acquisition of shopping skills for students with intellectual and developmental disabilities (IDD) between the ages of 5 and 24. Nineteen single-case experimental research studies, presented in 15 research articles, met the current study’s inclusion criteria and the What Works Clearinghouse (WWC) standards. An analysis of potential moderators was conducted, and we calculated effect sizes using Tau-U to examine the impact of age, diagnosis, and type of technology on the reported outcomes for the 56 participants. The results from the included studies provide evidence that a wide range of technology interventions had a positive impact on shopping performance. These positive effects were seen for individuals across a wide range of ages and disability types, and for a wide variety of shopping skills. The strongest effect sizes were observed for technologies that provided visual supports rather than just auditory support. We provide an interpretation of the findings, implications of the results, and recommended areas for future research.

Implementation of Pre–Employment Transition Services: A Content Analysis of Workforce Innovation and Opportunity Act State Plans

2021 ◽  
pp. 216514342199302
Author(s):  
Joshua P. Taylor ◽  
Holly N. Whittenburg ◽  
Magen Rooney-Kron ◽  
Tonya Gokita ◽  
Stephanie J. Lau ◽  
...  
Keyword(s):  
Content Analysis ◽  
Research Policy ◽  
Transition Services ◽  
Future Research ◽  
Policy And Practice ◽  
Youth With Disabilities ◽  
Individuals With Disabilities ◽  
Integrated Employment ◽  
Employment Transition ◽  
Workforce Innovation

Many youth with disabilities experience persistently low rates of competitive integrated employment (CIE) and participation in higher education. In 2014, the Workforce Innovation and Opportunity Act (WIOA) established a policy focus on CIE as the goal of vocational services for youth and individuals with disabilities. In addition, WIOA created provision for Pre–Employment Transition Services (Pre-ETS) to ensure that state vocational rehabilitation (VR) agencies focused sufficient resources toward transition-age youth. This study examined a sample of WIOA State Implementation Plans in depth using content analysis to identify how state VR agencies prioritized the provision of Pre-ETS services to youth with disabilities. Analysis of state plans resulted in three emergent themes: (a) instructional priorities, (b) instructional contexts, and (c) networks of stakeholders. We discuss the implications of these themes for future research, policy, and practice related to the employment of individuals with disabilities.

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