In the school to work transition process, school personnel collaborate with community employment and vocational rehabilitation to establish an employment plan for Individual(s) with Disabilities (IWDs). Development of the Individualized Education Transition Plan (IETP) is often haphazard and not evaluated for effectiveness, resulting in poor…

Individuals with intellectual and developmental disabilities (IDD) experience difficulty with transitioning to competitive integrated employment following high school. Addressing this disparity in transitioning to competitive integrated employment can be supported through a high school transition program with community-based work experiences for…

Background: Supported Employment has been advocated for by successive governments and policymakers alike as the "best" approach to employment inclusion for people with an intellectual disability who are in receipt of social care. Yet only 5.2% of this demographic are in any form of work and these numbers have been persistently stagnant…

Employment for individuals with intellectual and developmental disabilities (IDD) has gained increased attention through legislation, policies, advocacy, and practice. For transition-age youth, this focus aims to set a trajectory of increased competitive employment outcomes and a lower reliance on facility-based and subminimum wage jobs. Using a…

Background: Research on supported employment for individuals with intellectual disabilities has focused mainly on its effect on employees. Scant research has assessed the influence on employers and on the work setting. This study focused on a unique program to foster the employment of individuals with intellectual disabilities in the Israeli…

In the United States, employment outcomes for young adults with an autism spectrum disorder (ASD) are poor, with many unemployed, underemployed, or otherwise unable to achieve their potential regardless of cognitive ability. To explore employment expectations and experiences, qualitative interviews were conducted with 12 young adults with ASD and…

This research examined in-depth the employment experiences of autistic performing arts professionals and the attitudes and adjustments of performing arts employers. We interviewed 18 autistic performing arts professionals and 19 performing arts employers. Autistic performing arts professionals described facing challenges in the workplace. Some…

This study investigated the effects of a method to support higher levels of independent performance and generalization of skills using a structured work system with a visual schedule when teaching online task completion skills to high school students with ASD and intellectual disabilities. Students with ASD and intellectual disabilities are…

Background: Employment rates for Australians with an intellectual disability remain low. Effective evidence-based strategies are required to guide future interventions, to enable people with intellectual disability achieve better employment outcomes. Methods: A literature search of peer-reviewed articles published between 2001 and 2015 was…

Evidence-based supported employment has become a core community mental health service in much of the U.S. Although a national learning community has facilitated progress in about half of the states, other states have tried to implement evidence-based supported employment on their own. Many studies have examined site-level factors influencing…

Job coaches are not typically trained to implement systematic instructional strategies to teach vocational skills to students with intellectual and developmental disabilities (IDD). This study replicated and expanded the evaluation of a job coach behavioral skills training program designed by Brock et al. (2016) to teach participants to implement…

Individuals with disabilities, including individuals with an autism spectrum disorder (ASD), are underrepresented in science, technology, engineering, and mathematics (STEM) fields. With the importance of STEM skills in future employment and other disciplines, effective instructional strategies must be identified to enhance early and sustained…

This study examined the effects of rigid/ritualistic behaviors on special education teachers' perception of students with autism spectrum disorder (ASD) and their readiness for supported employment using vignettes featuring students with varying rigid/ritualistic behavioral profiles in vocational activity settings. Using a mixed-method design, the…

What are the barriers to employment for young people who are not in education, employment or training (NEET) or who have experience of care? What works best to support them? In partnership with the Employment Related Services Association (ERSA), our latest report draws conclusions from a survey of practitioners and young people to understand the…

There is a growing population of young people with autism entering higher education and successfully completing qualifications, however, their postgraduate outcomes are often some of the poorest. This study responds to the gap in research regarding the transition out of higher education and into the labour market for this group. It outlines a…