Supported Employment Trends: Implications for Transition-Age Youth

Autor/in	Johnson, David R.
Titel	Supported Employment Trends: Implications for Transition-Age Youth
Quelle	In: Research and Practice for Persons with Severe Disabilities (RPSD), 29 (2004) 4, S.243-247 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-7969
Schlagwörter	Stellungnahme; Employment Programs; Young Adults; Postsecondary Education; Mental Retardation; Employment Services; Developmental Disabilities; Supported Employment; Trend Analysis; Transitional Programs; Access to Education; Developmental Studies Programs; Vocational Followup; United States + Suchen Sie Ihr Suchwort? Employment program; Employment programme; Employment programmes; Beschäftigungsprogramm; Young adult; Junger Erwachsener; Post-secondary education; Tertiäre Bildung; Geistige Behinderung; Employment service; Arbeitsvermittlung; Entwicklungsstörung; Arbeitsförderungsmaßnahme; Trendanalyse; Education; Access; Bildung; Zugang; Bildungszugang; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; USA
Abstract	The emergence of supported employment programs in the United States has substantially raised expectations concerning the viability of employment in promoting the integration, productivity, and independence of persons with severe disabilities. Frank R. Rusch and David Braddock, in their article "Adult Day Programs Versus Supported Employment (1988-2002): Spending and Service Practices of Mental Retardation and Developmental Disabilities State Agencies (MR/DD)", offer an important analysis of supported employment trends in the United States over the period 1988 through 2002. In this analysis of spending and service practices of state MR/DD agencies, the authors principally assert that despite positive gains made in the expansion of supported employment programs over the past two decades, segregated services continue to outpace the growth of integrated employment. The authors also contend that diverting people and resources at the juncture between high school preparation and their transition to adult roles, such as employment, would be a more realistic plan to promote integrated employment services. Two specific recommendations are offered in relation to this premise: (a) ensuring that all young adults leave high school competitively used or admitted to postsecondary education programs by age 18, and (b) having high schools coordinate post-placement follow-up for 3 years following employment or enrollment in postsecondary education programs. This article discusses the implications of each of these recommendations for transition-age youth and families. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10