Practice 5: Individual Education Program (IEP) Goals Directly Related to Securing Competitive Employment
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Students with intellectual and developmental disabilities who have a specific IEP objective related to competitive employment have a higher likelihood of becoming competitively employed after high school. LoBianco & Kleinert have also found a similar relationship between the IEP and later employment for students with disabilities in Kentucky. Creating IEP goals directly related to competitive employment:
Establishes a common vision for competitive employment for the student within the entire team, and especially for the student and his or her family.
Provides a mechanism for measuring progress to that goal, and for aligning transition services to that goal.
Interestingly, for student with disabilities in Kentucky, students stating their own plans for work was an even more important predictor – students need to set the goal for competitive, integrated employment for themselves!
Students with intellectual and developmental disabilities
who have a specific IEP objective related to competitive employment have
a higher likelihood of becoming competitively employed after high school (Bouck
& Joshi, 2012).
LoBianco & Kleinert (2013) found a similar relationship
between the IEP and later employment for students with disabilities in
Kentucky.
Creating IEP goals directly related to competitive employment:
Establishes a common vision for competitive
employment for the student within the entire team, and especially for the student
and his or her family.
Provides a mechanism for measuring progress to that
goal, and for aligning transition services to that goal.
And for student with disabilities in Kentucky, LoBianco
& Kleinert (2013) found that students stating their own plans for
work was an even more important predictor – students need to set the goal for
competitive, integrated employment for themselves!