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Employment and Post-Secondary Educational Activities for Young Adults with Autism Spectrum Disorders during the Transition to Adulthood
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Taylor, Julie Lounds; Seltzer, Marsha Mailick – Journal of Autism and Developmental Disorders, 2011
This report describes the post-high school educational and occupational activities for 66 young adults with autism spectrum disorders who had recently exited the secondary school system. Analyses indicated low rates of employment in the community, with the majority of young adults (56%) spending time in sheltered workshops or day activity centers.…
Descriptors: Mental Retardation, Autism, Young Adults, Sheltered Workshops
Comparing the Transition Planning, Postsecondary Education, and Employment Outcomes of Students with Intellectual and Other Disabilities
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Grigal, Meg; Hart, Debra; Migliore, Alberto – Career Development for Exceptional Individuals, 2011
This article describes a secondary analysis of variables from the National Longitudinal Transition Survey 2 (NLTS-2) database. Specifically, students with intellectual disability (ID) were compared to students with other disabilities regarding post-school transition goals listed on their IEPs/Transition Plans, contacts/referrals made to outside…
Descriptors: Postsecondary Education, Supported Employment, Mental Retardation, Vocational Rehabilitation
Person-Centered Situational Assessment: A New Direction for Vocational Rehabilitation Services.
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Abrams, Karen; And Others – Journal for Vocational Special Needs Education, 1994
Concerns about situational assessment--proper setting and inappropriate use with severely disabled persons--prompted the following changes in its use in vocational rehabilitation: (1) recognition of differences between sheltered and actual work settings; (2) questioning of vocational assessment measures; and (3) focus on a person-centered…
Descriptors: Observation, Postsecondary Education, Severe Disabilities, Sheltered Workshops
Adult Day Programs versus Supported Employment (1988-2002): Spending and Service Practices of Mental Retardation and Developmental Disabilities State Agencies
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Rusch, Frank R.; Braddock, David – Research and Practice for Persons with Severe Disabilities (RPSD), 2004
While supported employment has made significant gains since its formal introduction in 1984 (P. L. 98-527), segregated services continue to outpace the growth of supported employment. We discuss these and other important trends in this article, and conclude with recommendations that include (1) ensuring that all young adults leave high school…
Descriptors: Young Adults, State Agencies, Sheltered Workshops, Postsecondary Education
Have Sheltered Workshops a Future?
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Kirby, Neil – Australia and New Zealand Journal of Developmental Disabilities, 1986
A review of problems faced by sheltered workshops for disabled persons (low placement rates in open employment, nonconsideration of individual needs, poor financial rewards) includes an outline of a habilitation model featuring improved staff training, production and wages, vocational and nonvocational options, organization of training, and…
Descriptors: Disabilities, Educational Needs, Futures (of Society), Job Training
A Study of the Social and Vocational Adjustment of Young Adults with Mental Retardation.
Haring, Kathryn; Lovett, David – Education and Training in Mental Retardation, 1990
The follow-up study of 58 persons with severe mental retardation who had exited self-contained special education programs from 1983 to 1985 found 57 percent were placed in sheltered workshops or day activity centers, 15 percent received formal postsecondary training, 62 percent resided in their family homes, and 26 percent lived in group homes.…
Descriptors: Employment, Followup Studies, Graduate Surveys, Group Homes
"Functioning" from the Perspective of Production Supervisors.
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Anderson-Levitt, Kathryn M.; Moerman, Daniel E. – Mental Retardation, 1989
Ethnographic research at 2 work activity centers for mentally retarded clients revealed that 16 production supervisors and 9 adult basic education teachers differed in their connotations of the term "functioning." Teachers defined functioning in narrowly academic terms, whereas supervisors defined it as a set of mental, physical, and moral traits…
Descriptors: Academic Achievement, Adults, Communication Problems, Definitions