Supported Employment Outcomes Across a Decade: Is There Evidence of Improvement in the Quality of Implementation?

Mank, David; Cioffi, Andrea; Yovanoff, Paul

doi:10.1352/0047-6765(2003)41<188:seoaad>2.0.co;2

Cited by 37 publications

(26 citation statements)

References 14 publications

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“…This is consistent with previous research indicating that women tended to work significantly fewer hours than men and that incomes were less for women, although not significantly so (Olson et al, 2000). Hours per week worked and wages earned for participants in this study were comparable with findings reported by Mank et al (2003). In the current study, participants experienced both voluntary and involuntary job terminations.…”

Section: Discussionsupporting

confidence: 91%

“…A 1996-1998 South Carolina study of 7,750 individuals with DD demonstrated an employment rate of only 16.9% and a job loss rate of 28% during the 2-year study period (Moran, McDermott, & Butkus, 2001). Reports have suggested that job losses occur more often in certain employment categories (janitor/laundry/ cleaning, dishwasher/bus person, hostess/cashier, food preparation, and lawn maintenance), positions into which persons with DDs tend to be placed most often (Mank, Cioffi, & Yovanoff, 2003;Olson et al, 2001). Gender appears to significantly influence tenure in supported employment, although it did not influence income for persons with DD.…”

Section: Barriers To Obtaining and Maintaining Employmentmentioning

confidence: 99%

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Barriers to Supported Employment for Persons With Developmental Disabilities

Lemaire¹,

Mallik²

2008

Archives of Psychiatric Nursing

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Section: Discussionsupporting

confidence: 91%

Section: Barriers To Obtaining and Maintaining Employmentmentioning

confidence: 99%

Barriers to Supported Employment for Persons With Developmental Disabilities

Lemaire¹,

Mallik²

2008

Archives of Psychiatric Nursing

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“…200,000 people with different disabilities were thus employed in the general labour market in 2005 through 'supported employment' (Lawhead 2005). The survey by Mank, Cioffi, and Yovanoff (2003) with 656 participants showed that disabled persons who were integrated in the workplace earned the same wages for the same working hours as non-disabled part-time employees. The most common areas of employment are gastronomy, maintenance work, janitorial work, and in office environments (Mank, Cioffi, and Yovanoff 2003).…”

Section: Integrative or Direct Vocational Integration Schemesmentioning

confidence: 99%

The transition from school to the workplace for students with learning disabilities: status quo and the efficiency of pre-vocational and vocational training schemes

Gebhardt

Tretter

Schwab

et al. 2011

European Journal of Special Needs Education

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This article is concerned with the transition from school to the workplace for pupils with special educational needs in Germany. First, an outline of the standard system of professional training in Germany shall be given. Then, the initial conditions that adolescents are confronted with at the end of their time in school shall be examined. This review will then focus on studies and surveys of students with special educational needs who have graduated from school in Germany. It quickly becomes apparent that, after school, adolescents with special educational needs (SEN) most times visited a one-year school-based pre-vocational programme, and afterwards a state-funded school-based vocational programme; therefore the standard German dual-educational apprenticeship system generally doesn't apply. Looking at segregated schoolbased vocational training for students with SEN, it can be observed that the placement rate into the general labour market is not sufficient. Inclusive models play a minor role here, even if the analyses at hand suggest promising perspectives.

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“…Individuals with ID working in competitive or SE are most likely to find jobs in food service, custodial work, manufacturing, clerical work and, in rural settings, agriculture. [31][32][33] On average, they work approximately 20 to 28 hours per week. 23,31,34 In SE, the mean hourly wage is usually close to or slightly above the federal minimum wage.…”

Section: Employment Outcomesmentioning

confidence: 99%

Developmental and Behavioral Disorders Grown-Up—Intellectual Disability

Huang

Blum²

2010

Journal of Developmental &Amp; Behavioral Pediatrics

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John was diagnosed with mild intellectual disability (ID) in kindergarten when he was having trouble learning letters and numbers and was engaging in disruptive behaviors. He had a psycho-educational assessment that demonstrated a full scale IQ score of 58 and an Adaptive Behavior Composite standard score of 63 on the Vineland Adaptive Behavior Scales. He was initially educated in a regular classroom with special education support, but as he fell further behind his classmates' academic skills, he spent increasing time in special education classrooms while going to mainstream classrooms for art and music. His parents attempted to arrange activities with typically developing peers but have found this to be increasingly difficult as he has gotten older. He is now 16 and entering his second year of high school. His parents have multiple concerns. Do they need to plan for John to live with them? Will John be able to be employed? John says he does not like school and he wants to work, but is this a good idea? If it is a good idea, how does one help him get a job? What is John's adult life going to be like?John's parents' questions are often placed to professionals involved in the care of a child or youth with an ID. No professional will be able to precisely predict John's adult activities as these activities will be influenced by a complex interaction between his strengths, weaknesses, interests, and experiences and the opportunities provided by his family, community, and society. Yet as a professional advising John and his family, having an accurate view of the range of possible outcomes for John is critical. An overly pessimistic view may discourage a family from seeking opportunities and services that could dramatically increase John's autonomy as an adult. On the other hand, an overly optimistic view might also interfere with appropriate planning and lead to frustration for John and his family.As we present a picture of the range of possible outcomes for John and others with ID, it is important to recognize that over the past 50 years, there has been a dramatic transformation in the opportunities and supports available to individuals with ID in the United States and many industrialized societies. Changes in the name and definition of ID as well as in public policy and legislation have altered where individuals with cognitive limitations live, how they are educated, and their opportunities for employment. After discussing the definition of ID, we will briefly review these changes in order to place what we know about the outcomes for individuals with ID in the context of this shifting environment. Further complicating the picture must be the recognition that there is great variability in the implementation of these policies and innovations. For many adults with ID, the promise of these changes to improve the functional status and quality of life is greater than the current reality. Thus, in discussing these outcomes, we will highlight disparities between what is currently achieved and the evidence for outcomes that a...

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Supported Employment Outcomes Across a Decade: Is There Evidence of Improvement in the Quality of Implementation?

Cited by 37 publications

References 14 publications

Barriers to Supported Employment for Persons With Developmental Disabilities

Barriers to Supported Employment for Persons With Developmental Disabilities

The transition from school to the workplace for students with learning disabilities: status quo and the efficiency of pre-vocational and vocational training schemes

Developmental and Behavioral Disorders Grown-Up—Intellectual Disability

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