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The purpose of this study was to investigate the views of special education directors toward communitybased vocational instruction (CBVI). Participants included a non-proportional random sample of 47 directors from one state who completed an online or paper-based survey. Independent variables were directors' years of experience, geographic location, whether the district provided CBVI in the summer, and the curriculum of students who participated in CBVI. Data were analyzed using descriptive and inferential statistics along with a content analysis of open-ended questions. Results indicate that respondents support the use of CBVI and experience few barriers to implementation. Insufficient staff and inadequate public transportation were the highest rated barriers. Views regarding the intensity with which CBVI should be provided and the age and types of students who should receive CBVI differed from practices recommended in the field. Significant group findings were evident for the variables of years of experience and curriculum of students who participated in CBVI.

Purpose: This study examined the impact of using a collaborative process with person-centered teams and a functional assessment of problems in the workplace to design individualized goals and self-management interventions to support young adults with disabilities. These young adults had achieved employment through a customized employment process but were beginning to face challenges maintaining and advancing in their job roles.Method: A single subject, multiple baseline study was conducted with three individuals ages 22–29 years with autism and/or intellectual disability to determine the impact of the intervention on on-task behavior and job task completion.Results: The results suggest that the process can lead to meaningful change in the on-task and job completion behavior of young adults with disabilities in inclusive employment settings, although there were limitations.Conclusion: The findings, outcomes, and implications confirm and extend our understanding of the impact of person-centered teams, goal setting, functional assessment, and self-management after young adults with disabilities are employed in community-based settings.

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BACKGROUND: The Workforce Innovation and Opportunity Act was designed, in part, to ensure all students with disabilities have access to pre-employment transition services and are provided the opportunity to try competitive integrated employment. However, access to employment services continues to be limited for students with severe intellectual disability. OBJECTIVE: The purpose of this study was to examine the types of skills and experiences rehabilitation services providers believe impact the ability of students with severe intellectual disability to obtain employment services. METHODS: Qualitative semi-structured interviews were conducted with 16 rehabilitation service providers. Providers reflected on three students with severe intellectual disability whom they previously denied employment services and the skills/experiences they felt these students needed to obtain employment services. RESULTS: Service providers’ perceptions of the employability of students with severe intellectual disability were influenced by the student’s ability to understand work, display work-related skills, and demonstrate work behaviors. Prior work experience was deemed essential to obtaining employment services. CONCLUSIONS: Recent legislative factors have led to an increased focus on ensuring greater access to needed work skills and experiences; however, there remains a need for all stakeholders to work together to ensure students with severe intellectual disability access these skills and experiences.