Abstract
The initial phase of supported employment is structured by a framework that guides the provision of assessment, job development, job placement, and intensive training services. After fading, the job coach is left with little or no structure for providing long-term follow up services. This article describes how the implementation of a leisure education program can support both the goal of employment, as well as the broader purpose of community participation. Key elements of the leisure education program are described, with examples of how the elements were incorporated in two supported employment programs. Preliminary research findings are offered for generalization of skills such as decision-making.
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