Table Of ContentDOCUMENT RESUME
EC 303 294
ED 373 525
Inge, Katherine J., Ed.; Wehman, Paul, Ed.
AUTHOR
Designing Community-Based Vocational Programs for
TITLE
Students with Severe Disabilities. Vocational Options
Project.
Virginia Commonwealth Univ., Richmond. Rehabilitation
INSTITUTION
Research and Training Center.
Department of Education, Washington, DC.
SPONS AGENCY
PUB DATE
93
H158N00051-92
CONTRACT
235p.
NOTE
Virginia Commonwealth University, Rehabilitation
AVAILABLE FROM
Research and Training Center on Supported Employment,
Richmond, VA 23284-2011 ($12.95).
Reports
General (020)
Collected Works
PUB TYPE
Descriptive (141)
MF01/PCIO Plus Postage.
EDRS PRICE
Behavior Problems; Case Studies; *Community Based
DESCRIPTORS
Instruction (Disabilities); Employment Potential;
Federal Legislation; Labor Legislation; Productivity;
*Program Development; Secondary Education; Self
Management; *Severe Disabilities; *Supported
Employment; *Vocational Education
Fair Labor Standards Act
IDENTIFIERS
ABSTRACT
This manual presents six papers on the design of
community-based employment programs for students with severe
disabilities. The first paper is "Community-Based Vocational
Preparation for Students with Severe Disabilities: Designing the
Process" by Katherine J. Inge et al. This paper details a five-step
second paper is also by
process for designing such a program. The
Katherine J. Inge et al. and is titled "Community-Based Vocational
Instruction and the Labor Laws: A 1993 Update." It includes
frequently asked questions about the Fair Labor Standards Act and
the guidelines. The third
case study examples to help interpret
is "Challenging
paper, by Katherine J. Inge and Stacy Dymond,
Behaviors in the Work Place: Increasing One Student's Access to
Community-Based Vocational Instruction Using a Changing Criterion
Design." The fourth paper, "Supported Employment for School-Age
Applications" by Stacy
Students with Severe Disabilities: Issues and
Dymond et al, uses a case study of one student in the Vocational
Options Project to illustrate the movement from community-based
exiting
vocational training to individual supported employment before
school. The fifth paper, "The Application of a Self-Management
Stud
Procedure To Increase Work Productions: .A Community-Based Case
Example" by Katherine J. Inge et al., also uses a case study to
Paul
demonstrate self-management procedures. The final paper is by
Wehman and is titled "A Selective Review of Supported Employment
Literature: Progress Made and Challenges Ahead." A table entitled,
Outside
"Number of Budgeted and Unfilled Positions by Occupation at
Providers of Purchased Services that State Directors Report
Difficulty Obtaining" is appended. Most papers contain references.
(DB)
VOCATIONAL OPTIONS PROJECT
Rehabilitation Research and Training Center on Supported Employment
1993
Virginia Commonwealth University
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EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIO
his document has been reproduced as
received Irom the person or organization
Originating it
Minor changes have been made to improve
reproduction quality
Katherine J. Inge
Edited by:
Points or view or opinions stated in this doge
mont dO not necessarily repreSent official
Paul Wehman
OERI positron or policy
BEST COPY AVAILABLE
Designing Community-Based Vocational Programs
for Students with Severe Disabilities
Edited by:
Katherine J. Inge, M.Ed., O.T.R.
Paul Wehman, Ph.D.
© 1993
Vocational Options Project
Rehabilitation Research and Training Center on Supported Employment
Virginia Commonwealth University
The development and dissemination of this manual was supported by grant #H158N00051-92 from
the U.S. Department of Education. This material may be duplicated for dissemination without profit.)
Table of Contents
Foreword
Paul Wellman
Acknowledgements
iv
Community-Based Vocational Preparation for Students
with Severe Disabilities: Designing the Process
1
Katherine J. Inge, Stacy Dymond, Paul Wellman,
Curtis Sutphin, Christopher Johnston, and Marguerite Faina
Community-Based .Vocational Instruction and the
Labor Laws: A 1993 Update
51
Katherine J. Inge, Marlene Simon,
William Halloran and M. Sherril Moon
Challenging Behaviors in the Work Place: Increasing One
Students Access to Community -Based Vocational
Instruction Using a Changing Criterion Design
81
Katherine J. Inge and Stacy Dymond
Supported Employment for School-Age Students
with Severe Disabilities: Issues and Applications
122
Stacy Dymond, Katherine J. Inge, and Valerie Brooke
The Application of a Self-Management Procedure to
Increase Work Production: A Community-Based
166
Case Study Example
Katherine J. Inge, Christopher Johnston,
and Curtis Sutphin
A Selective Review of Supported Employment.
Literature: Progress Made and Challenges Ahead
191
Paul Wehman
Foreword
Relatively few initiatives can sustain themselves in the human services for more than three
to five years at a time. The energy level, interest, and enthusiasm associated with different
innovations must draw energy from many people, ideally from many disciplines and perspectives,
and must meet a legitimate unmet need. Transition from school to adulthood for young people
with disabilities is perhaps one of the more enduring initiatives of the past decade. In the 1980's
we have seen:
Transition in the 1980's
growth of community-based training experiences
re-emphasis by vocational rehabilitation counselors on planning
transition with special educators
more individual written rehabilitation plans which reflect transition
objectives for youth with disabilities
expanded awareness of the high (25-30%) drop-out rates of youth
with disabilities
published papers about transition, especially in the area of
assessing post-secondary follow-up status
a majority of states promoting interagency agreements between
schools and other local human service agencies
emeigence of detailed individual transition plans for students in
local educational agencies
a change to reflect a specific call for coordinated transition
planning for all youth with disabilities
state system change grants for promoting transition by the U.S.
Department of Education
Has progress been made? Absolutely! Have most of the obstacles and challenges of
implementing meaningful transition been overcome? Absolutely not. There are consistently high
unemployment rates ranging from 40-90% once youth with disabilities leave school. There is,
unfortunately, an almost overwhelming list of issues, problems, and concerns requiring
concentrated effort. What are these problems? What challenges lie ahead for us to make these
Here is my laundry list which I offer for thought,
youth-to-adult transitions successful?
consideration, and review:
We need to recognize that parents are not yet fully "on board" regarding
1.
transition. Parents have always been the driving force behind change for children
with disabilities. Our efforts here need to be doubled and redoubled.
The reauthorized Rehabilitation Act should reflect tighter connection to transition
2.
planning for young people with disabilities. We must make certain that students
exiting the schools who require rehabilitation services receive them with no break
in service.
Some states have begun to prioritize adult services, supported employment, etc.,
3.
If we have failed or
More states need to do this.
for transition-age youth.
partially failed with older people with disabilities, let us not perpetuate this
problem. Limited resources should be targeted to transition-age youth.
Recent legislation such as the Americans With Disabilities Act and the
4.
Technology Assistance Act of 1988 are critically important and should target
young people.
The whole concept of transition is a dynamic and changing one. Transition is not static.
As the name implies, it is a period of change and evolution. We live in a complex world that is
complicated by the high number of societal problems, difficulties, and challenges which face
everyone on a daily basis. When physical, emotional, intellectual, and/or a learning disability
are added into the equation of progressing toward adult adjustment, it is not difficult to see the
problems that many of these young people face.
In reality, those of us who work in the field of special education, rehabilitation, and
psychology, must directly confront the fact that, in order to help people in the transition process,
we must face the problems as a whole in society and particularly in our respective communities.
Facing transitions by young people with disabilities cannot be done by the school systems alone.
All forces within the community and family must work together. What the school can do is
facilitate the coordination and design plans which will increase the likelihood of successful adult
adjustment.
In the final analysis, we must not lose sight of why we send students with disabilities to
school. These students participate in school for the purpose of learning how to work
ii
independently, how to live in a community, and how to develop a quality of life which will
insure happiness and satisfaction. We must strive to help young people with disabilities become
interdependent. For example, students who are significantly challenged by their disabilities will
need to know how to work with other members of the community in solving the daily problems
and barriers that they face.
Professionals, parents, family members, and advocates have the responsibility to make the
lives of thousands and thousands of young people with disabilities different and better. We must
learn to individualize our professional responses to specific needs; we must learn to individualize
program plans; we must not become bogged down in bureaucratic processing; and we must focus
planning directly on measurable outcomes such as jobs before students leave school. Finally, we
must identify curriculum which directly reflects what students need to successfully adjust in
society. When we pull together as professionals and family members, first at a local level and
then at a state level, we will be able to put all 0: r 'he positive forces to work on behalf of young
people with disabilities.
Paul Wehman, Ph.D.
Director, RRTCNCU
iii
Acknowledgments
We would like to thank the young people and their families who participated in
the Vocational Options Project. Without family support and the enthusiasm of
the students, we would not have been able to develop the material in this
monograph. We would also like to express our appreciation to the teachers and
aides at Virginia Randolph School and in Chesterfield County who were strong
In particular, we would like to recognize the
advocates for our program.
following:
Henrico Public Schools
Jo Ann Marchant
Susie Cumbia
Peggy Homza
Vicky Dowdy
Harold Theakston
Martha Veasy
Betsy Pierce
Chesterfield County
Jo Ann Bush
Dee Baugh
Shannon Ferguson
Mary Ann Huband
Chesterfield Community Services Board
Janet Hill
Deb Rabuck
iv
J
Community-Based Vocational Preparation for
Students with Severe Disabilities:
Designing the Process
Katherine J. Inge
Paul Wehman
Stacy Dymond
Curtis Sutphin
Marguerite Faina
Christopher Johnston
J
Community-Based Vocational Preparation
for Students with Severe Disabilities:
Designing the Process
The most recent reauthorization of The Education for Handicapped Children Act
occurred during the 101st Congress. P.L. 101-476 became law in September of 1990 and is
now known as The Individuals with Disabilities Education Act (IDEA). P.L. 101-476 defined
"transition services" as follows:
"A coordinated set of activities for a student, designed within an outcome
oriented process, which promotes movement from school to post school
activities, includes postsecondary education, vocational training, integrated
employment, (including supported employment), continuing adult education,
adult services, independent living, or community participation. The coordinated
set of activities shall be based upon the individual student's needs taking into
account the student's preferences and interests and shall include instruction,
community experiences, development of employment and other postschool adult
living objectives, and when appropriate acquisition of daily living skills and
functional vocational evaluation" (PL 101, 20 U.S.C. §1401 [a][19]).
Prior to this legislation, transition had been described within the special education
process, but it had never been defined in terms of who should participate, when they should
participate, and who would provide the services. P.L. 101-476 mandated transition services
for students with severe disabilities to include "community experiences, the development of
In addition, a transition plan
employment, and other post-school adult living objectives."
must be developed for a student no later than age 16 and, in some cases, at age 14 or
younger. Interagency responsibilities and linkages also must be included before the student
graduates.
