Existing theories of career development have been criticized in the rehabilitation literature for having questionable applicability to persons with disabilities. Given the diversity of disabilities and of persons with disabilities, the authors doubt that a generally applicable theory can be developed. They propose a viable alternative to guide rehabilitation counseling practice: a framework that posits that the career development of individuals (including those with disabilities) at any given point in their lives can be classified into one or more statuses, each of which calls for different interventions. These statuses form the acronym INCOME: Imagining, informing, Choosing, Obtaining, Maintaining, and Exiting.The purpose of this article is to propose a framework for conceptualizing career development that is applicable to persons with disabilities. Conte (1983) pointed out that no existing theory of career development adequately took into consideration the particular needs of persons with disabilities. Consequently, these theories were of questionable use in describing, predicting, or facilitating the career development of persons with disabilities. Both Conte and Curnow (1989) indicated there were three factors in the lives of persons with disabilities (particularly persons with precareer onset disabilities) that rendered existing theories inapplicable to them: (a) limitations in early career exploratory experiences, (b) limited opportunities to develop decision-making abilities, and (c) a negative self-concept resulting from societal attitudes toward persons with disabilities. Over the past: decade, several attempts have been made to create a process model of career development that would address these issues

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The problems of resource allocation in the school library are analyzed and a practical operations research (O.R.) approach towards accountability is presented. A discussion of the nine-step solution procedure is given, including the use of four planning instruments: inventory of services, preference form, data collection guide, and program costing matrix. The use of cost-benefit analysis is shown to be helpful in determining the "best" allocation strategy. There is a presentation of implementation suggestions, and examples of the use of the methodology in actual school situations are given. Extensions of the work from building level school library media programs to district (system) and regional level learning resource (media) programs are also presented.