Generating integrated work sites for individuals with significant intellectual disabilities

Abstract

In the past, when the vast majority of individuals with significant intellectual disabilities exited school, they were restricted to segregated workshops and activity centers or were confined to their homes. Each year increasing numbers receive the instruction and extra supports needed to perform real work in the real world for extended periods of time. Why do some have real jobs and the vast majority does not? Little is due to intellectual capabilities. Much is due to poorly trained professionals, inadequate and irrelevant instruction, low expectations, the lack or paucity of opportunities and the absence of long term extra supports. We know how to produce integrated employment realities for some. It is time to change our ways and produce them for the many thousands of others who so desperately need them.

A logical, cost efficient and empirically validated 8 step sequence that has been used to arrange for individuals with significant intellectual disabilities to produce real work in integrated environments when they exit schools and segregated post school settings or when confinement to homes is ended is presented.

Step # 1. Generate a Comprehensive Integrated Work Site Inventory

Step # 2. Generate a Comprehensive Work Task Inventory

Step # 3. Generate Integrated Work Sites

Step # 4. Conduct a Work Skill Analysis

Step # 5. Make a Personalized Worker to Work Site Match

Step # 6. Provide Authentic Assessment and Instruction

Step # 7. Maximize Natural Supervision

Step # 8. Arrange For Long Term Supports

As the individuals of concern are not able to arrange their own access to integrated work sites, others must do so. Seven of many possible strategies that have been used to generate such access are exemplified (Step 3). Rudimentary information pertaining to the other 7 steps will be afforded to provide context.