Transitioning Students with Physical and Multiple Disabilities to Supported Employment

Abstract

Until recent years the primary responsibility for the vocational preparation and employment of persons with significant disabilities rested with the adult service system. After leaving school, these students typically entered a rehabilitation facility which provided them with skill training intended to prepare them for competitive employment. Today, the supported employment model of service delivery for people with significant disabilities is being adopted by rehabilitation programs. Using this approach, these agencies have shifted their focus from preparation to the establishment of employment opportunities for persons given the skills and abilities with which they come to the program. 1,2 Within the supported employment model, school programs are expected to playa much greater role in both the vocational preparation and employment of students. 3,4 Schools must assume major responsibility for teaching students those joband job-related skills that will permit them to work as independently and productively as possible. In addition, the school program is responsible for ensuring that a student is employed before or soon after departing school and that the supports the student will require to maintain the job are in place. Much attention has been given to identifying effective vocational preparation and employment strategies for individuals with disabilities. However, the focus of these efforts has been on students who experience cognitive disabilities; little attention has been given to the unique vocational preparation and employment challenges posed by students who experience physical and multiple disabilities, such as Angel and Kelly. 5,6 Angel experiences cerebral palsy and moderate cognitive disabilities (i.e., mental retardation). She is unable to read and has only limited number skills (counting and number recognition). She has no functional use of her left hand, but some use of her right hand. She uses a power wheelchair to drive long distances and a manual chair for short distances. She is able to speak, although in a slow and labored fashion. Angel has been employed as a clerical assistant at a credit union for approximately two years, beginning the job in her last year of school. Kelly also experiences cerebral palsy, moderate cognitive disabilities, and very limited academic skills. He has little functional use of both hands and uses a power chair for mobility. He is able to speak, but is difficult to understand. Kelly has been employed by a deli as a sandwich delivery person for three years, ajob created for him before he completed school. Angel and Kelly are two students who participated in a project called the Oregon Transition to Employment Project (OTEP), the purpose of which was to identify and put into practice strategies that districts can use to assist