Effective collaboration among schools and agencies is critical to the success of pre-employment transition services (pre-ETS). We examined the views of 596 middle and high school educators regarding pre-ETS and the employment prospects of their students with disabilities. Educators overwhelmingly affirmed that youth with disabilities needed better preparation for employment, but they were more mixed in their familiarity with pre-ETS and its associated practices. Prevailing partnerships among schools and vocational rehabilitation agencies were described as uneven and fairly limited. Educators sometimes differed in their views based on school level (i.e., middle versus high school) and community type (i.e., rural versus non-rural). We offer suggestions for research and practice aimed at enhancing the employment preparation and outcomes of youth with disabilities.

Amidst decades of attention directed toward improving employment outcomes for people with intellectual and developmental disabilities (IDD), few efforts have been made to engage communities in identifying local solutions for expanding integrated employment opportunities. We examined the implementation and outcomes of "community conversation" events held in 6 geographically and economically diverse locales. Each event used an asset-based dialogue approach called the World Café ( Brown & Isaacs, 2005 ) to solicit ideas from a broad cross-section of community members on improving integrated employment that reflect local priorities and possibilities. Six key themes encapsulated the 1,556 strategies generated by the almost 400 attendees. Although considerable consistency was found among the categories of strategies raised across events, the manner in which those individual strategies would be implemented locally reflected the unique accent of each community. Attendees also viewed these events as promising and productive pathways for identifying next steps for their community. We offer recommendations for community-level intervention efforts and suggest directions for future research.

Although inclusive postsecondary education programs are increasingly available, little is known about the attitudes of matriculating college students toward the inclusion of students with intellectual disabilities in their classes. To assess these attitudes, the authors surveyed 256 college students about their attitudes toward students with intellectual disabilities and their inclusion in college classes. Overall, the college students reported positive attitudes. They noted that female students and those with higher comfort levels perceived the abilities of people with intellectual disabilities as higher, thought more benefits were associated with their inclusion, and were more willing to interact with them on campus. The authors concluded that these findings offer evidence of the social acceptability of inclusive postsecondary education programs among the general population of college students and the viability of such programs as an inclusive transition option for students with intellectual disabilities.