Individual Program Plan differentials in segregated and integrated work programs for adults with developmental disabilities

Abstract

Individual Program Plans written for adults with developmental disabilities in integrated and segregated work programs were evaluated on the basis of the degree to which they included components identified as indicators of best practice. Indicators of best practice were materials, tasks, basic skills, critical activities, interaction activities, teaching across settings and materials, and that skills were taught in the natural setting. The results showed a statistically significant difference in the overall quality of Individual Program Plan objectives from the two types of programs with the integrated programs scoring higher in all but one category (basic skills).