Identification of model transition to employment program outcomes and activities for persons with disabilities
Enchelmaier, John Fredrick
This item is only available for download by members of the University of Illinois community. Students, faculty, and staff at the U of I may log in with your NetID and password to view the item. If you are trying to access an Illinois-restricted dissertation or thesis, you can request a copy through your library's Inter-Library Loan office or purchase a copy directly from ProQuest.
Permalink
https://hdl.handle.net/2142/23404
Description
Title
Identification of model transition to employment program outcomes and activities for persons with disabilities
Author(s)
Enchelmaier, John Fredrick
Issue Date
1992
Doctoral Committee Chair(s)
Henderson, Robert A.
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Special
Education, Secondary
Education, Vocational
Language
eng
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.
Use this login method if you
don't
have an
@illinois.edu
email address.
(Oops, I do have one)
IDEALS migrated to a new platform on June 23, 2022. If you created
your account prior to this date, you will have to reset your password
using the forgot-password link below.
