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Title:Identification of model transition to employment program outcomes and activities for persons with disabilities
Author(s):Enchelmaier, John Fredrick
Doctoral Committee Chair(s):Henderson, Robert A.
Department / Program:Education
Degree Granting Institution:University of Illinois at Urbana-Champaign
Subject(s):Education, Special
Education, Secondary
Education, Vocational
Abstract:This research sought to identify the most important legislatively implied outcomes and the activities contributing to their realization associated with model transition to employment programs funded through the Office of Special Education and Rehabilitative Services (OSERS) on behalf of the United States Department of Education from 1984 to 1990. In October 1990, the Congress of the United States passed into law the Individuals with Disabilities Education Act (P.L.101-476). This act defined, inter alia, the expected outcomes of transition to include activities such as post secondary education, vocational training, integrated employment, (including supported employment), continuing and adult education, adult services, independent living, or community participation. This research defined those outcomes and associated activities which were in addition to or implied by legislation. This research occupied three phases of activity. Firstly, existing data bases generated by completed model transition to employment projects were analyzed to determine the range of outcomes and activities of these projects. Secondly, a comprehensive questionnaire was developed based upon this existing project documentation and then validated through the input of a selected panel of experts. Thirdly, project directors were surveyed to validate outcomes and contributing activities. A two round Delphi process was used to build consensus as to those additional outcomes considered to be most important. This research identified 22 outcomes and associated activities considered to be the most important in addition to those now mandated in legislation. All 22 of the outcomes and the supporting 64 activities were clustered according to whether the impact was at the individual/family level, the project level, the organization level or the community level. The five most important outcome statements were (a) using individual transition plans, (b) demonstration of improved work opportunities, (c) continuation of the project beyond the federal funding period, (d) placement into competitive, integrated employment and the necessity of ensuring education and (e) training for students with disabilities along side of non disabled peers.
Issue Date:1992
Rights Information:Copyright 1992 Enchelmaier, John Fredrick
Date Available in IDEALS:2011-05-07
Identifier in Online Catalog:AAI9305515
OCLC Identifier:(UMI)AAI9305515

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