Current Activity at the Federal Level and the Need for Service Integration
In: The future of children: a publication of The Woodrow Wilson School of Public and International Affairs at Princeton University, Band 2, Heft 1, S. 118
ISSN: 1550-1558
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In: The future of children: a publication of The Woodrow Wilson School of Public and International Affairs at Princeton University, Band 2, Heft 1, S. 118
ISSN: 1550-1558
In: The journal of the Association for Persons with Severe Handicaps: JASH, Band 23, Heft 2, S. 155-159
In: Research and Practice for Persons with Severe Disabilities, Band 33, Heft 3, S. 85-95
ISSN: 2169-2408
The amendments to the Individuals with Disabilities Education Improvement Act (IDEIA) in 2004 reiterate the significance of producing real postsecondary education, employment, and independent living outcomes. However, current employment data continue to show widespread unemployment and very limited access to inclusive community environments and services for adults with severe intellectual disabilities. On the contrary, data from the Transition Service Integration Model (N. J. Certo et al., 2003) demonstrate that these recalcitrant problems could be attenuated if two changes are implemented: The transition from school to adulthood components of IDEIA be strengthened to explicitly authorize school districts to subcontract with appropriate private agencies at the point of transition to produce direct-hire, individualized employment and adult living outcomes and that the federal government amend the Developmental Disabilities Assistance and Bill of Rights Act to provide an entitlement to long-term support, creating a service system which parallels the functions of IDEIA after school exit.