ERIC Number: ED296550
Record Type: Non-Journal
Publication Date: 1988
Pages: 111
Abstractor: N/A
ISBN: N/A
ISSN: N/A
EISSN: N/A
Available Date: N/A
Opportunity Knocking: The Story of Supported Employment.
Goldberg, Marge; Urbain, Cathleen
Supported employment offers opportunities for severely disabled adults to carry out paid work at regular work sites within their communities and provides a path to normalization. Supported employment differs from traditional programs in that the positions are integrated into the community, skills are taught on the job, and support is need-based and ongoing. Service providers find job openings, identify the skills and abilities needed to do and hold each job, evaluate the skills and support needs of the person to be employed, match the person with a job, do on-the-job training, and provide ongoing evaluation and long-term job support. The three most popular kinds of supported employment positions are work enclaves, individual supported jobs, and mobile crews. This guide answers parents' questions about the kinds of supported employment jobs, who pays for the support services, effects on Supplemental Security Income or Social Security Disability Insurance benefits, and necessary preparation for supported employment. An appendix contains directories of state-supported employment projects, state vocational rehabilitation agencies, and other resources, and outlines federal regulations for supported employment services. (JDD)
Descriptors: Ability Identification, Adult Vocational Education, Adults, Citizen Participation, Community Involvement, Employment Opportunities, Employment Programs, Federal Regulation, Job Placement, Job Skills, Normalization (Handicapped), On the Job Training, Resources, Severe Disabilities, Skill Development, State Programs, Vocational Rehabilitation, Work Environment
PACER Center, Inc., 4826 Chicago Ave. South, Minneapolis, MN 55417-1055 ($6.00).
Publication Type: Guides - Non-Classroom; Reports - Descriptive
Education Level: N/A
Audience: Parents
Language: English
Sponsor: McKnight Foundation, Minneapolis, MN.; Department of Education, Washington, DC.
Authoring Institution: PACER Center, Inc., Minneapolis, MN.
Grant or Contract Numbers: N/A
Author Affiliations: N/A