Research Database: Article Details
| Citation: | Condon, E., and Callahan, M. (2008). Individualized Career Planning for students with significant support needs utilizing the Discovery and Vocational Profile process, cross-agency collaborative funding and Social Security Work Incentives. Journal of Vocational Rehabilitation, 28 (2), 85-96. |
| Title: | Individualized Career Planning for students with significant support needs utilizing the Discovery and Vocational Profile process, cross-agency collaborative funding and Social Security Work Incentives |
| Authors: | Condon, E., and Callahan, M. |
| Year: | 2008 |
| Journal/Publication: | Journal of Vocational Rehabilitation |
| Publisher: | IOS Press |
| Full text: | http://content.iospress.com/articles/journal-of-vocational-rehabili... |
| Peer-reviewed? | Yes |
| NIDILRR-funded? | No |
Structured abstract:
| Background: | Nationally, less than 8% of students with a disability exit school with a job, enrollment in post-secondary education, involvement in community recreation and leisure activities, or independent living arrangements. Those students most likely to leave school without skills and supports necessary to work in the community are those with the most significant disabilities. The Individualized Career Planning Model provides a transition planning template for these students. The process includes conducting Discovery, writing a Vocational Profile, facilitating a Customized Employment Planning Meeting, and creating a Representational Portfolio. Using the model, students obtain Customized Employment/self-employment, are linked to collaboratively funded supports, and are assisted to access Social Security work incentives such as Plans for Achieving Self Support. |
| Conclusions: | Components of the Individualized Career Planning Model, such as the Vocational Profile, Employment Planning meeting, and Representational Portfolio have proven to be effective tools in creating employment and self-employment opportunities for students with significant disabilities. When utilized in transition planning, these components enable schools to increase their compliance with Individuals with Disabilities Education Act of 1997 (IDEA) legislation. These tools identify students’ interests and preferences; define current levels of performance in relation to real life activities at home, work, school, and in the community; establish a plan for developing one post-school outcome–employment; identify accommodations and supports that enhance student success; and highlight areas where further instruction is needed in the context of the person’s environment. |
| Disabilities served: |
Multiple disabilities |
| Populations served: |
Transition-age youth (14 - 24) |
| Interventions: |
Supported employment Vocational rehabilitation |
| Outcomes: |
Employment acquisition Self-employment |