Little is known about the factors that shape the employment-related decisions of individuals with intellectual and/or developmental disabilities. Findings from qualitative interviews with individuals, their family members, and employment-support professionals from four community rehabilitation providers throughout Massachusetts were reported. Recognizing the value of participatory action research, we also included a co-researcher with intellectual disability who participated in all facets of the research process. Findings revealed a collection of people and factors considered influential in employment-related decision-making. The family in the formative years, school-based staff and early employment experiences, the culture of the community rehabilitation providers, the job developer, and personal preferences all influenced participants' decisions. Through understanding these persuasive elements, we offer recommendations to those in the intellectual and developmental disabilities field to optimize employment choices and outcomes.

More than three decades have passed since the passage of the Individuals With Disabilities Education Act (IDEA), which promised students in the United States a "free and appropriate public education." A critical component of this endeavor was transition planning for the student's life beyond high school, including postsecondary education and employment. In spite of these promises, research shows that the majority of adults with intellectual and/or developmental disabilities are being served in either facility-based work or community-based nonwork programs (Butterworth et al., 2011;Taylor & Seltzer, 2011). For the minority who work in community businesses, employment entails part-time positions in entry-level jobs. This results in low income, limited access to benefits such as health care, and dependence on public welfare (Boeltzig, Timmons, & Butterworth, 2008).Another area of concern is postsecondary education attainment. Students with disabilities and their families increasingly plan for participation in postsecondary education because of its potential as an intermediate step toward employment (Camarena, 2009;Newman, Wagner, Cameto, & Knokey, 2009). In response to this need, more colleges and universities are offering services specifically designed to assist students with disabilities. According to a recent national survey, more than 150 such programs operate in the nation (Grigal & Hart, 2010). The importance of postsecondary education for youth with disabilities is also demonstrated by the several regulations introduced in the past decades to meet the support needs of this group of students (Stodden & Mruzek, 2010). Despite this effort, the availability of programs and participation of youth with intellectual disabilities in postsecondary education remains an issue (Grigal & Hart, 2010;Newman et al., 2009). Employment and postsecondary education outcomes of youth with autism are also a concern because they are weaker than those of youth with other disabilities (Barnhill, 2007;Howlin, Goode, Hutton, & Rutter, 2004). Although transition outcomes of this group remain bleak, the demand for services, especially vocational rehabilitation (VR) services, is increasing (Cimera & Cowan, 2009). Within the group of people with developmental disabilities, the percentage of people with autism seeking VR services tripled from 1% to 3% between 1995(Migliore & Butterworth, 2008.This increase in the number of youth with autism seeking rehabilitation services has prompted an increased interest in research about predictors of transition outcomes for this 43R CB55310.

This study used a qualitative methodology to examine the work needs and experiences of 29 individuals with HIV/AIDS. Findings revealed the value and significance of employment, concerns related to social security benefits and discrimination, informal and formal supports and barriers, and the needs of unemployed compared with employed individuals. Implications consider the best methods of helping individuals with HIV/AIDS obtain or maintain employment.

This paper provides a current snapshot of employment outcomes for individuals with developmental disabilities who had recently entered integrated employment (individual and group supported jobs) with the support of a community rehabilitation provider. Individual outcomes are based on an analysis of the National Survey of Community Rehabilitation Providers conducted between 2004 and 2005 by the Institute for Community Inclusion at the University of Massachusetts in Boston. Survey results show that the majority of respondents with developmental disabilities worked part-time in individual jobs, predominantly in the entry-level service industry; earned above federal minimum wage; and received paid time off. Differences in employment outcomes by type of integrated employment model are discussed. The paper concludes with a discussion of the implications of the findings.