Social inclusion is an important goal for people with intellectual and developmental disabilities, families, service providers, and policymakers; however, the concept of social inclusion remains unclear, largely due to multiple and conflicting definitions in research and policy. We define social inclusion as the interaction between two major life domains: interpersonal relationships and community participation. We then propose an ecological model of social inclusion that includes individual, interpersonal, organizational, community, and socio-political factors. We identify four areas of research that our ecological model of social inclusion can move forward: (1) organizational implementation of social inclusion; (2) social inclusion of people with intellectual and developmental disabilities living with their families, (3) social inclusion of people along a broader spectrum of disability, and (4) the potential role of self-advocacy organizations in promoting social inclusion.

Employment is fundamental to the well-being of individuals including those with autism spectrum disorder (ASD). The purposes of this review are to provide an overview of employment-related research in individuals with ASD and increase our understanding of the factors that affect the employment situation of this population. Topics explored are employment outcomes revealed from adult outcome studies and national datasets as well as internal and external challenges that people with ASD may face in finding and maintaining employment. Social difficulties, comorbidity, education level, family support, employers' attitudes, access to services, and disability incentives have been implicated as factors that play an important role in predicting employment. Existing research evidence for specific employment training programs and strategies to successful employment are also introduced in regards to supported employment, transition services, assistive technology, and multidisciplinary collaboration. Finally, implications from both clinical practice and research perspective are provided.

The practice of rehabilitation counselors has been affected by significant changes in rehabilitation counseling practice settings and service delivery systems, evolving federal legislative mandates, and the licensure movement in the field of counseling. The purpose of this study was to identify and examine the major knowledge domains and job functions required for rehabilitation counseling practice in today's rapidly changing practice environment. Results revealed seven job functions (vocational counseling and consultation, counseling intervention, community-based rehabilitation service activities, case management, applied research, assessment, and professional advocacy) and six knowledge domains (career counseling, assessment, and consultation; counseling theories, techniques, and applications; rehabilitation services and resources; case and caseload management; health care and disability systems; and medical, functional, and environmental implications of disability). Participants' ratings of the importance of job functions and knowledge domains and implications for practice are also discussed.

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The purpose of this study was to identify and examine the major knowledge domains required for rehabilitation counseling practice across settings in today's rapidly changing practice environment. Data obtained and analyzed from a recent national study by the Commission on Rehabilitation Counselor Certification (CRCC) is reported and reviewed in detail. Specific implications for knowledge translation of the study's finding for practitioner certification and academic program accreditation are identified.