Influence of least restrictive environment and community based training on integrated employment outcomes for transitioning students with severe disabilities

Abstract

Least restrictive environment and community-based training that includes on the job instruction, were correlated with integrated employment outcomes for 104 transitioning students with severe disabilities. The participants of this three-year study included students with severe disabilities in the Orange County, California, public school system that exited school at 21 or 22 years of age. The variables that predicted successful integrated employment at the time of transition (a paid job with non-disabled co-workers at graduation) were: duration of community-based training (CBT) that included on-the-job training, and age appropriate physical integration with non-disabled peers. Mental ability as measured by intelligence quotient (I.Q.), behavior problems, physical disability and participant demographics did not correlate with integrated employment outcome. Transitioning students in integrated age appropriate school settings, receiving CBT and on-the-job training demonstrated a 69.2% integrated employment rate post-graduation.