This literature review discusses supported employment as one aspect of the transitional linkage between school and work that can augment the quality of life for individuals with moderate and severe disabilities. It then focuses on job matching, one aspect of supported employment training programs within public school settings, with an emphasis on related variables that should serve as a foundation for future transitional planning. Active variables, which are those variables supported in the literature as either being research-based or nonresearch-based, include a detailed job analysis, worker productivity, assessment of specific social skills, placement specialist support, employer/supervisor support, positive high school experiences, and client assessment. Implied variables, which refer to factors that have not been specifically mentioned but are implied in the literature as being related to successful employment outcomes, include transportation, support services, and factors that promote job satisfaction. (Contains 30 references.) (JDD)