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"For more than two decades, the trusted Life Beyond the Classroom text has shaped the practices of thousands of professionals helping students make a smooth transition from school to adulthood. Now this landmark textbook is in a NEW fifth edition-updated with the cutting-edge information professionals need in today's changing world, as young people with disabilities face unprecedented financial, family, employment, and educational challenges. A definitive compendium of up-to-date, evidence-based transition research, this expanded new edition takes Life Beyond the Classroom to the next level. Future professionals will get all the latest best practices and timely research on the full spectrum of transition topics, from assessment and assistive technology to social skills and self-determination. And with the unparalleled new package of multimedia instructor materials online (see below), instructors will enhance their teaching with videos, activities, PowerPoint slides, and a convenient test bank. With this comprehensive revision of a pioneering text, the next generation of professionals will be fully prepared to give young people with disabilities appropriate, effective, and individualized support as they navigate our increasingly complex society. What's New: New chapters on critical topics; working with families; multicultural transition planning; teaching social skills; secondary curriculum options; Multimedia instructor materials online; Fresh contributions by highly regarded early career professionals; All chapters completely revised and updated; The very latest research, statistics, and legislation; More practical strategies, case studies, and photos; Updated annotated lists of helpful online resources; Improved, more user-friendly design"--Provided by publisher

Machine generated contents note: I. CLINICAL FOUNDATIONS -- Chapter One -- Supported Employment: New Directions for the New Millennium3 -- PaulWehman and John Bricout -- ChapterTwo -- Greater Success through New Partnerships: -- The Business Connection23 -- James Howard Green andValerie Brooke -- Chapter Three -- Situational Assessment:Toward Career Planning35 -- Pam Targett -- Chapter Four -- Creating Business Alliances for Supported Employment47 -- John Bricout and PaulWehman -- Chapter Five -- A Business Approach to Finding and Restructuring -- Supported Employment Opportunities59 -- John A. Nietupski and Susan Hamre-Nietupski -- Chapter Six -- Facilitating Job SiteTraining and Supports: -- The Evolving Role of the Job Coach75 -- Teresa Grossi, Becky Banks, and Debra Pinnyei -- Chapter Seven -- Supported Employment and Natural Supports93 -- Wendy Parent, Paul Wehman, and John Bricout -- II.APPLICATIONS OF SUPPORTED EMPLOYMENT: MAKING ITWORK -- Chapter Eight -- Corporate Supports and Mentoring in theWorkplace -- for Persons with Severe Disabilities1 15 -- Pamela Targett, Michael West, and Newton Anglin -- Chapter Nine -- Supported Employment for People with Psychiatric Disabilities 133 -- Laurie Ford -- ChapterTen -- Supported Employment for Individuals with Physical Disabilities153 -- Katherine Inge -- Chapter Eleven -- Traumatic Brain Injury and Return toWork181 -- Paul Wehman, John Bricout, Pam Targett, and Jeff Johns -- III. CRITICAL ISSUES IN SUPPORTED EMPLOYMENT IMPLEMENTATION -- Chapter Twelve -- Organizational Change from Sheltered to Integrated -- Employment for Adults with Disabilities195 -- Pat Rogan, Mary Held, and Susan Rinne -- Chapter Thirteen -- Systemic Change for Supported Employment: -- Old Lessons and New Possibilities215 -- David Mank and Grant Revell -- Chapter Fourteen -- Social SecurityWork Incentives: Issues in Implementation227 -- Valerie Brooke and Susan O'Mara -- Chapter Fifteen -- Supporting the Transition from School to Work and Adult Life239 -- Carolyn Hughes and Erik Carter -- Chapter Sixteen -- Self-Employment as the Logical Descendant -- of Supported Employment25 -- Cary Griffin and Dave Hammis -- Chapter Seventeen -- Funding Supported Employment269 -- Jeanne Novak, David Mank, Grant Revell, and Dan O'Brien -- Chapter Eighteen -- The Economics of Running Supported Employment Programs 287 -- Robert Cimera -- Chapter Nineteen -- Federal Employment Programs for Persons with Disabilities 299 -- John Kregel

This article identifies play problems that are typically encountered in severely and profoundly handicapped children. Play problems are primarily limited to the difficulties involved in appropriate interaction with toys and peers. For each problem, several instructional strategies are described as possible solutions for parents and teachers. The problems identified are refusal to play, inappropriate play, lack of sustained play, limited range in use of play materials, isolate play, refusal to initiate social interactions, throwing toys, and inappropriate materials. The strategies suggested for alleviating these problems are developed from a review of relevant research literature.

Supported employment has grown rapidly within the past decade, fueled by the consumer empowerment and inclusion movements. The program has resulted in thousands of people with severe disabilities entering the labor force for the first time. Many consumers have expanded their vocational expectations, and employers have developed a new appreciation of the potential contribution individuals with disabilities can make to the workforce. Unfortunately, despite these dramatic gains, the supported employment movement appears to have lost much of its early momentum and is increasingly at a crossroads. This article addresses major challenges that consumers and professionals alike must face. Conversion of day programs to integrated work options, expansion of program capacity, the need to insure consumer choice and self-determination, and the achievement of meaningful employment outcomes in a highly competitive economy are among the challenges that those dedicated to the supported employment movement must solve in the years ahead. Specific recommendations are offered to meet each challenge. Ultimately, the way to expand and reenergize the supported employment initiative will be to educate and empower more consumers and families.

The extent of supported employment participation by individuals with severe or profound disabilities was investigated through an analysis of the employment histories and functional characteristics of 1,411 individuals involved in supported employment programs in eight states. Results indicated that individuals currently participating in supported employment possessed very limited previous employment experience, yet did not possess functional characteristics indicative of individuals with severe or profound disabilities. Persons with severe or profound disabilities were found to be minimally represented in current supported employment efforts, representing less than 8% of all individuals investigated. Based upon the results of the study, recommendations are offered to enhance the opportunities of individuals with severe or profound disabilities to benefit from the national supported employment initiative, including the need for further research and demonstration activities and the necessity of immediate modification of federal and state supported employment policies.

This article describes the key features of a supported work approach to providing vocational placement and support to persons with moderate and severe handicaps in competitive employment settings. This approach is based on an ongoing longitudinal study of persons with mental retardation who are competitively employed through the Rehabilitation Research and Training Center at Virginia Commonwealth University. The importance of competitive employment is emphasized and the four major components of the supported work approach (job placement, job-site training, ongoing monitoring, and follow-up) are outlined in detail. Specific proposals are made for integrating a supported work approach into community-based adult services and secondary special education programs.