The article describes the implementation and results of a developmentally sequenced language program for 21 severely, profoundly, and multihandicapped students (mean CA=10 years, mean MA=20 months). (SBH)

Defines and discusses 10 program-development, research, and policy-analysis needs that are crucial for the continued success of the supported-employment program for individuals with disabilities. These include the following: consumer choice and self-determination, meaningful employment outcomes, employer needs and perceptions, natural supports,…

Challenges to supported employment programs for people with disabilities include conversion of day programs to integrated work options, expansion of program capacity, the need to ensure consumer choice and self-determination, and the achievement of meaningful employment outcomes. Specific recommendations are offered for each challenge. (Author/DB)

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…

Key concepts in designing an individualized plan for transition include interagency cooperation and outcome-oriented plans. Examples of two mentally retarded workers illustrate the benefits of a supported work approach. (CL)

Critical elements and best practices in school-to-work transition programs for disabled youth are identified. Noted are local factors, individual student choice, shared resources, vocational rehabilitation counselors in the schools, and school-business linkages. Best practices include individualized transition planning, community-based…