"Integrated employment (including supported employment)"

One of the most important outcomes for students with disabilities is that of integrated employment.  That is, employment which is as integrated as is possible.  Most students will be able to engage in competitive employment.  Others will need the increased support offered by supported employment.  Still others do to various skill deficits will be placed in sheltered workshops, with the most severely disabled receiving services through day programs or adult day care.  Click on a button at left to see a discussion of each of the employment types.

In planning for transition to adult work settings, it is important for the teacher to recognize the prerequisite skills for each setting.  This series of prerequisite skills result in somewhat of a continuum of services.  For example, most sheltered workshops will require that their clients are habit trained.  So as a teacher, you can facilitate your student's moving to a more integrated employment setting by assisting him to toilet as independently as possible.  Movement from a sheltered workshop to a supported employment setting may be facilitated by developing a student's social skills as well as his production.  For many students the jump from a sheltered workshop to a group supported employment setting is not very difficult on the disabled individual other than the issues related to transportation and the generalization of skills.  Similarly, the move from an individual supported employment placement to competitive employment is largely an issue of the fading of external supports/turning over supports to those indigenous to the employment setting.  Critical skills in moving from supported employment to competitive employment would include independence, social skills, and production.

Finally, one must remember that there are a variety of benefits which individuals receive through participation in employment.  Obviously, there are financial benefits, however, these benefits do not entirely motivate people.  Teachers, for example, make much less money than many other professions.  Why do teachers teach?  Probably because they feel like they are making a difference in the lives of children.  Probably because they enjoy the company of other teachers.  They probably also like the educational setting and the fact that they get the summer off.  So there are many benefits to employment other than just the money.

We want to be sure we allow individuals with disabilities access to these other benefits even though they may not have the ability to produce sufficient work to receive minimum wage.  

People define themselves and are defined by what they do.  

We want to assist individuals with disabilities to experience the self-esteem which comes from being a worker.

You can email Dr. McNair at jmcnair@calbaptist.edu

Copyright Jeff McNair/jeffmcnair.com