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THE 2000 VERSION OF
THE MADISON VOCATIONAL EVALUATION STRATEGY
Lou Brown, Joanne Suomi, Kim Farrington, Tracy Knight & Michele Ziegler
Date _____
Name of Worker
Evaluators
School - Service Agency ________________________
This manual was printed in February, 2000.
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CONTENTS
Page
PREFACE.......................................................................................................................................... 4
INTRODUCTION............................................................................................................................... 6
THE WORKER PROFILE .............................................................................................................. 19
WORKER PREFERENCES............................................................................................................ 29
FAMILY INVOLVEMENT................................................................................................................ 37
AN INTEGRATED WORK ENVIRONMENT............................................................................... 42
HEALTH - SAFETY.......................................................................................................................... 49
INDIVIDUALIZED ADAPTATIONS................................................................................................ 52
PERSONAL MAINTENANCE........................................................................................................ 66
TRAVEL.............................................................................................................................................. 70
ARTIFICIAL - NATURAL SUPERVISION..................................................................................... 77
LUNCH - BREAKTIME FUNCTIONING........................................................................................ 87
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Page
INTERFERING ACTIONS................................................................................................................... 96
AN INTEGRATED WORKER............................................................................................................. 104
PRODUCTIVITY.................................................................................................................................... 110
WAGES.................................................................................................................................................. 118
HORIZONTAL - VERTICAL ENHANCEMENT................................................................................ 138
SERVICE INTEGRATION................................................................................................................... 142
THE COSTS......................................................................................................................................... 145
OVERVIEW............................................................................................................................................. 162
REFERENCES....................................................................................................................................... 179
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PREFACE
In 1981 the United States Department of Education, Office of Special Education and Rehabilitation Services, Office of Special
Education Programs - USDOE -OSERS - OSEP - awarded a grant to Lou Brown and his colleagues at the University of
Wisconsin and the Madison Metropolitan School District. The primary purpose was to develop strategies that could be used to
prepare individuals with significant disabilities to produce real work in integrated settings. One of the products that resulted was
the Madison Vocational Evaluation Strategy. A version was published by TASH - The Association for Persons with Severe
Handicaps (Brown et al.,1991). In 1996 the USDOE - OSERS - OSEP awarded another grant to Lou Brown at the University
of Wisconsin and his colleagues at the Madison Metropolitan School District. The basic purpose was to develop and-or adapt
materials, strategies and other information to assist professionals in the Public Schools of Milwaukee, Atlanta and Chicago
enhance the success of students with disabilities in Regular Education classrooms in home schools and in integrated nonschool
vocational and related environments and activities. In 1997 the USDOE-OSERS-OSEP awarded a grant to Ian Pumpian and
Nic Certo at San Diego and San Francisco State Universities respectively. The basic purpose was to validate several versions
of integrated school to postschool transition plans for students with disabilities. A portion of the resources of this Service
Integration Project was assigned to Lou Brown and his colleagues at the University of Wisconsin and the Chicago Public
Schools.
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In the process of attempting to provide vocational and school to postschool transition related technical assistance to
professionals in many parts of the United States, it was decided that an updated version of the Madison Vocational Evaluation
Strategy was in order. Thus, Lou Brown and his colleagues in Madison, Chicago and California decided to generate this 1998
Version. Sincere attempts were made to make it more user friendly than its predecessors.
_________________
The production of this version of the Madison Vocational Evaluation Strategy was supported in part by Grants
H086J30028 and H086U60006 from the USDOE-OSERS-OSEP to the University of Wisconsin and by
USDOE-OSERS-OSEP Grant H158Q70009 to San Diego and San Francisco State Universities.
6
INTRODUCTION
From Segregated to Integrated Work
Far too many adults with intellectual disabilities are confined to segregated sheltered workshops and activity centers (Davis,
1987; Rusch, Chadsey Rusch, White & Gifford, 1985; Van Deventer et al., 1981; Wehman, Kregel & Seyfarth, 1985). Hayden
and DePaepe (1994) report that in the USA in 1994 at least 714,000 such individuals functioned in segregated settings and
that about 34,000 exit public schools each year. The ARC reported that over 218,000 were on waiting lists for daytime support
services, some for as long as eighteen years. Indeed, in many communities there are just as many individuals on waiting lists
for segregated settings as there are confined to them. Tragically, far too many are waiting for services they do not want. That
is, they are capable of and would rather be producing real work in real work settings beside coworkers who are not disabled, but
they are not being afforded the opportunities and extra support necessary to do so.
Recently, there have been important shifts from segregated to integrated assumptions, ideologies, goals and practices. In fact,
each year more individuals with intellectual disabilities are given the training and related resources necessary to function in the
real world of work (Bellamy, Rhodes, Mank, Albin, 1987; Brown et al., 1987; Brown et al., 1986; Piuma, 1988; Wehman &
Kregel, 1985; Wehman & Moon, 1988; Will, 1984). However, if meaningful functioning in integrated vocational environments is
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to be realized by increasing numbers of such persons, substantial changes in resource distribution strategies, preparatory
experiences, instructional methods, personnel training models, attitudes about ultimate functioning, evaluation strategies, etc.
are in order.
For purposes here, a work environment refers a place in which real work is produced. Real work refers to that which a worker
without disabilities would be paid to produce, if a worker with disabilities did not do so. Confining evaluative attention to
productivity and other factors that are specific to a work environment is necessary, but not sufficient, when most individuals with
disabilities are of concern. Many additional phenomena are critical for successful functioning. Personal care,
lunch-breaktime and transportation skills, the nature and cost of extra support, attitudes of coworkers who are not disabled,
individualized adaptations and continuous instruction are examples. For purposes here, these and related phenomena
constitute a “vocational milieu.”
Learning and Performance Characteristics
Earlier versions of this strategy were concerned with individuals with severe intellectual disabilities - the lowest intellectually
functioning 1% of a naturally distributed population. The workers of primary concern in this version here are those who
function, or who are perceived to be functioning, intellectually within the lowest 3% of a naturally distributed population.
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Historically, IQ scores of approximately 70-75 and below and labels such as autistic, multiply handicapped, cognitively disabled,
psychotic, dual sensory impaired and mildly, moderately, severely and profoundly mentally retarded-developmentally delayed
have been used to describe most of them. Chances are great that each experiences communication, intellectual, social,
physical, behavioral, sensorimotor and-or other difficulties in kinds and degrees reasonable persons consider disabling.
If the label intellectually disabled is validly assigned, it is interpreted to mean that at least the learning and performance
characteristics presented below are operative and relevant. While obviously limiting, they cannot be used to exclude those who
manifest them from an integrated life - one of the most important components of which is producing real work in an integrated
workplace. Specifically, the individuals of concern:
are likely to learn fewer skills than approximately 97% of all others of the same chronological age. Thus, it is extremely
important that a major portion of this relatively small set of skills be directly relevant to functioning effectively in integrated
vocational and related environments and activities;
will need more instructional opportunities in order to learn than almost all others. Thus, when providing direct instruction,
individually appropriate increases in the number and kinds of learning opportunities must be arranged;
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will experience more difficulties transferring-generalizing that learned under one set of conditions to others than almost
everyone else. Indeed, the more intellectually disabled the worker, the less confidence one can have that skills acquired
under one set of conditions will be performed acceptably under others. Thus, the direct instruction in an actual work
place of that necessary for success is critical;
will be among the lowest 3% of all those rated on any measure of adaptive behavior and will be significantly delayed -
behind in all academic subjects;
can learn and do much, but only that in the lowest difficulty-complexity ranges. There are thousands of complex skills
that can be acquired by others that either cannot be acquired by persons with intellectual disabilities or are extremely cost
inefficient when the return for instructional investment is considered. Thus, strategies that foster the cost efficient
development of important skills that are in the difficulty-complexity range of an individual and that are appropriately
balanced in relation to the demands of a wide variety of integrated environments and activities are endorsed;
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are likely to forget more than all others if individually meaningful practice is not arranged. Forgetting refers to
decrements in the performance of an acquired skill after time passes during which it is not utilized. Recoupment refers
to the time and other resources needed to relearn that skill to previously acceptable performance criteria. In general,
individuals with intellectual disabilities forget more than their more able peers and require substantially more time -
instruction - etc. to return to previously acceptable performance criteria;
do not synthesize well. A person who is not intellectually disabled may learn one skill as a result of math instruction,
another from reading instruction and a third from language instruction. He-she is then capable of synthesizing and
applying these different skills to make a purchase in a grocery store - to repair a car - to add a room to a house, etc. It
is rare for an individual with intellectual disabilities to synthesize skills learned in three different contexts and apply them
meaningfully in a fourth. Difficulties in the ability to synthesize make it necessary to provide cohesive instruction in the
actual environments and activities in which the skills of concern are needed; and,
will need individually determined kinds and amounts of extra support as long as they live. Extra support refers to the
personnel, training-information, individualized adaptations, money and other phenomena an individual with disabilities
needs in order to function acceptably, that would not be needed if she-he was not disabled.
11
The workers of secondary concern are those who have been determined eligible for Special Education and Vocational
Rehabilitation services or who are otherwise considered disabled by responsible persons. This includes, but is not limited to,
those who have been referred to as having Learning Disabilities, Visual and-or Hearing Impairments,
Emotional-Social-Behavioral Disorders, Pervasive Developmental Delays, Physical-Orthopedic and other health impairment.
Evaluation Strategies and Workers with Intellectual Disabilities
There are five major reasons why many extant vocational evaluation strategies are considered problematic when used with
workers with intellectual disabilities.
First, most strategies were designed for individuals without, or with relatively mild, disabilities. Unfortunately, they
either incorrectly assume competencies that a worker with intellectual disabilities does not have - that necessary
to get from home to work and back, or they do not address factors critical for success in integrated work and
related settings - personal waste management - break and lunchtime social skills.
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Second, many strategies include components that are designed to evaluate complex cognitive abilities. Many
workers with intellectual disabilities do not process complex verbal or printed information well and do not have the
skills necessary to communicate via complex verbal or written responses. Thus, little meaningful information is
gathered.
Third, many strategies use norm referenced constructs. The Philadelphia Jewish Employment and Vocational
Service Work Sample System, the Vocational Information and Evaluation Work Samples and the Singer
Vocational Evaluation System are examples (Botterbusch, 1982). When norm referenced constructs are used,
the performance of the evaluate is compared with that of those who were used to generate the norms. This
presents inherent difficulties for workers with intellectual disabilities because they were almost always
categorically excluded from the samples used to generate the norms. Further, reasonable representations of
their actual or potential vocational and related repertoires are rarely gathered and they almost always score
lower than anyone in the normative sample. Thus, conclusions that they will not be able to produce as well as
workers who are not disabled and therefore cannot function meaningfully in integrated workplaces abound.
Fourth, most strategies are predictive or inferential in nature. This is problematic for workers with intellectual
disabilities because the actions emitted during inferential testing sessions rarely represent actual abilities or those
13
that could be developed with appropriate instruction and related support. Furthermore, most work samples are
gathered in relatively short time periods, usually in one to two hours. Workers with intellectual disabilities typically
are unable to provide adequate representations of their actual or potential repertoires in short periods of time.
Finally, some strategies are designed to assess that which is necessary for functioning in segregated rather than in
integrated environments. The Pre Vocational Readiness Battery and the Wide Range Employability Sample Test
are examples. (Botterbusch, 1982). Strategies that presume segregation are not acceptable because factors
critical for success in the integrated world of work are not addressed. Dress codes, career enhancement
opportunities, relationships with coworkers who are not disabled and shifting from artificial to natural supervision
are examples. In addition, many actions that are tolerated or accepted in segregated work and related
environments are inappropriate in integrated workplaces.1
Utilization Suggestions
1
“Worker” refers to an individual with disabilities. “Coworker” refers to a work peer of a person with disabilities who is not disabled. “Parent” and
“guardian” are considered synonymous.
14
This strategy is not designed to determine if a worker is intellectually or otherwise disabled. It assumes that others have been
used to do so. It is offered as an alternative to typically used vocational evaluation strategies:
To help ensure that a person with disabilities experiences an individually appropriate and integrated vocational
milieu;
To determine the phenomena needed for successful functioning in an actual integrated workplace so that
ideologically, economically and programmatically effective extra supports can be generated;
To determine the actual competencies, attitudes, values, materials, instructional practices, etc., needed by
professionals and coworkers to arrange for a person with disabilities to function effectively in integrated vocational
and related environments and activities;
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To verify that an individual has been, is being or will be taught the street crossing, money management, dressing,
grooming, communication, social and other skills needed to thrive in specific integrated vocational and related settings;
and,
To address factors critical to success before a work environment is selected, while training is being provided and after
a placement has been made.
In addition, it is intended for use over extended periods of time. Thus, it requires continuously updating so the most appropriate
decisions can be made throughout a career. However, professionals often are asked to make episodic judgments about an
operative or proposed vocational arrangement. In such instances it should provide one way an expert witness in a court case,
an independent evaluator in an educational due process procedure or someone in another single instance evaluative role can
gather information and make judgments about the appropriateness of an actual or proposed work setting, a component of an
educational program, a career plan, etc.
If good cumulative records are available and if cooperative relationships with the significant persons in the life of a worker are
operative, an experienced user should anticipate completing the strategy in five to seven hours. If the information required is
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not available or if it is difficult to convene or communicate with significant persons, more time will be necessary. However, as
cooperative relationships are built, as record keeping improves and as direct experiences accumulate, implementation time
should decrease for three reasons. First, gathering and organizing a large amount of historical information is necessary in order
to implement the strategy the first time. Second, if the strategy is implemented on the same worker across time, the most
important factors can be focused upon. Third, most users become more proficient across implementations.
Finally, it is designed to be used by almost anyone concerned with the vocational and related well being of a worker, not as a
tool of a particular discipline. In fact, most of the information required can be obtained most easily from the worker and by
family members, teachers, coworkers and job coaches. The belief is that the worker and those directly involved in arranging
her-his integrated vocational and related experiences will be more likely to attend to the individualized complex of factors critical
for successful functioning as a result of implementing the strategy.
An outline of the 1998 version of the Madison Vocational Evaluation Strategy is provided below.
Step 1: Factors
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Sixteen of many important factors related to the successful functioning of a worker with disabilities in integrated work
and related environments and activities are delineated. Users of the strategy are encouraged to modify those presented
and-or add others as necessary.
Worker Preferences
Family Involvement
An Integrated Work Environment
Health - Safety
Individualized Adaptations
Personal Maintenance
Travel
Artificial - Natural Supervision
Lunch - Breaktime Functioning
Interfering Actions
An Integrated Worker
Productivity
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Wages
Horizontal - Vertical Enhancement
Service Integration
Costs
Step 2: Values
Ideological, instructional and economic values related to each factor are offered. They are intended to be used as
guides in the information gathering process; as foundations for information analysis and synthesis; as criteria for
determining objectives and intervention procedures; and, to determine whether a worker experiences a vocational milieu
that is integrated, safe, enhancing, varied and productive.
Step 3: Information Gathering
Forms that can assist in the information gathering process are included. Any form provided should be copied, adapted or
supplemented until all the information necessary to make valid judgements is considered.
Step 4: Comparing Values to Realities
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Once a sufficient amount of information has been gathered, the criteria imbedded in the associated values should be
compared to the realities of a worker’s life.
Step 5: Minimizing Discrepancies Between Realities and Values
The information gathered and analyzed may indicate that the realities of a worker’s life are too far removed from
accordance with a relevant value. Under such circumstances, Action Plans that are designed to minimize discrepancies
between the realities of a worker’s life and the phenomena embodied in relevant values are in order.
Step 6: Prioritizing - Designing - Implementing - Evaluating Action Plans
In many instances several Action Plans for discrepancy reduction will be in order, but it will be impossible to design,
implement and evaluate all concurrently. No formula that can be used to determine which Action Plans should be given
the highest priorities is offered. However, it is recommended that worker and family member preferences and plans that
maximize integration and minimize costs be honored if at all possible. In addition, each Action Plan must include
procedures that can be used to judge the effectiveness of the actions intended to minimize differences between realities
and the requirements of relevant values. If reasonable progress toward minimizing discrepancies is not being made,
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alternate Action Plans should be designed, implemented and evaluated until realities are in acceptable accordance with
relevant values.
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THE WORKER PROFILE
The primary purpose of this component of the strategy is to assist in the recording of important vocational and
related information. That which is not important should not be recorded. If something is important, but is
accessible elsewhere, provide a brief description and-or reference the sources; e.g., SEE 1999 IEP - SEE 1997
INDIVIDUALIZED TRANSITION PLAN.
SOCIAL SECURITY #
GENDER M ____ F _____
HOME ADDRESS __________________________________________________________________
PHONE _______________________ DATE OF BIRTH _________ AGE ___________
YEARS LEFT IN SCHOOL CAREER___________ YEAR THE WORKER EXITED SCHOOL
_____________
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THE WORKER LIVES
HOME OF PARENTS
____ GROUP HOME
____ SUPPORTED APARTMENT
FOSTER HOME
____ _________________
REPORT WHERE THE WORKER WILL MOST LIKELY LIVE IN THE NEAR FUTURE
____________________________________________________________________
____________________________________________________________________
REPORT THOSE WHO ARE SIGNIFICANT IN THE LIFE OF THE WORKER
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____________________________________________________________
____________________________________________________________
____________________________________________________________
REPORT THE INTEGRATED WORK HISTORY OF THE WORKER - INCLUDE ENVIRONMENTS -
ACTIVITIES - DATES
NONE
# 1
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# 2
# 3
# 4
REPORT TAXPAYER AND OTHER BENEFITS - SUBSIDIES THE WORKER RECEIVES
25
NONE
SUPPLEMENTAL SECURITY INCOME AMOUNT PER YEAR
____________
FAMILY TRUST AMOUNT PER YEAR
REPORT RELEVANT HEALTH - MEDICAL INFORMATION
26
NONE
REPORT DIETARY REQUIREMENTS - RESTRICTIONS
NONE
27
REPORT RELEVANT SENSORY INFORMATION
NONE
REPORT RELEVANT MOTOR INFORMATION
NONE
28
_______
REPORT RELEVANT COMMUNICATION INFORMATION
NONE
REPORT RELEVANT LEARNING INFORMATION
NONE
29
REPORT RELEVANT SOCIAL-BEHAVIORAL INFORMATION
NONE
RELEVANT INFORMATION FROM IEP TEAM REPORTS
30
INFORMATION FROM THE REPORTS OF PSYCHOLOGISTS
INFORMATION FROM THE REPORTS OF THERAPISTS
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OTHER RELEVANT INFORMATION
__
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Worker Preferences
Preferences refer to the involvement of the worker in the selection or choice of work and related environments
and activities. It is often difficult for workers with disabilities to communicate verbally. Too often this
adversely affects their ability to express preferences and dislikes. The process of determining personal
preferences should include a careful study of all reasonable indicators, including non verbal language and
social behaviors.
Values
The basic tenets of personal choice - self determination - should be honored as much as
possible. That is, the worker should have reasonable opportunities to participate meaningfully
in all decisions about his life.
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Meaningful choices can best be actualized from direct experiences in a wide range of
integrated vocational and related environments and activities over extended periods of
time.
When individuals are young, work and related environments and activities may be selected
primarily by parents and professionals. As chronological age increases and as direct
experiences in work and related environments and activities accrue, worker preferences
about the settings in which they function and the nature of the activities in which they
engage therein must be obtained and honored.
Access to the same array of work environments and activities available to individuals who
are not disabled must be arranged. These environments and activities should include, but
should not be limited to, libraries, hospitals, restaurants, offices, factories, banks, hotels,
stores and recreational facilities. They should also include a wide array of clerical, janitorial,
manufacturing, food and other service activities.
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====================
Refer to the work history component of the Worker Profile. If the worker is currently functioning in a work
environment, report or consider the primary reasons why it was selected.
Report how the worker communicates that she-he prefers or dislikes his-her current work environment and at the activities
in which she-he engages.
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====================
If the worker is not currently working or has not worked, will she-he participate in the selection of his - her work environment?
Yes ___ No ____
If “Yes”, report how the worker will participate in the selection of her-his work environment.
The worker will touch or point to a type of work environment when presented with
photographs. This will be interpreted as an indication of preference.
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A variety of work environments will be verbally described. The worker will be asked to
verbally state a preference.
Past experiences will be verbally discussed and the worker will be asked to choose one
environment with which he - she is familiar.
Significant individuals in the worker’s life will communicate their understanding of her-his
dislikes and preferences. These will be presumed valid and acted upon.
The worker will be observed in preferred nonwork environments. A work
environment with characteristics similar to clearly preferred nonwork
environments will be selected.
____ The worker will be instructed in a variety of actual work environments.
Actions therein will be interpreted as indications of preference or dislike.
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_____
Will the worker participate in the selection of the work activities in which he-she will engage in the work environment?
Yes ____ No ___
If “Yes”, report the ways the worker will participate.
The worker will touch or point to activities depicted in photographs.
A variety of activity options will be verbally described. The worker will be asked to
verbally state preferences.
Past experiences will be discussed. The worker will be asked to choose activities with
which he - she has had experience.
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Significant individuals in the worker’s life will communicate their understanding of her-his
preferred activities. Their judgments will be presumed valid.
Work activities with characteristics similar to clearly preferred nonwork activities will be
selected.
The worker will be given instruction in a variety of actual work activities.
Actions related to each will be interpreted as indications of
preference or dislike.
Report other information relevant to Worker Preferences.
39
================
Are those involved comfortable that the kinds of participation expressed or arranged represent valid worker environment and
activity preferences? Yes ________ No ________
40
If “No”, report an Action Plan that will better match a work environment and the associated activities to the preferences of
the worker. That is, report an Action Plan that will reduce discrepancies between realities and the values associated with
Worker Preferences.
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Family Involvement
Values
The current and future preferences and dislikes of parents and other family members must
be given serious consideration when decisions about integrated work environments and
activities are being made.
Family members should be given reasonable opportunities to be actively involved in the
evaluation of the worker’s milieu.
The comprehensive and longitudinal involvement of family members should be
engendered and nurtured so as to maximize success.
42
================
Report how family members have been or will be involved in the selection of work environments and activities.
_________ They are not or have not been involved
Record five work environments and associated activities that are highly preferred by parents and other family members -
their “Dream List”.
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Record the work environments and-or activities that are disliked by parents and family members.
Are the work environments and activities operative or being considered on the “Dream List” of parents and relevant family
members?
Yes _______ No _______
44
Other Family Involvement information
==================
Are the realities of the worker’s life in reasonable accordance with the values associated with Family Involvement?
Yes ______ No ______
If “No”, report an Action Plan that will minimize discrepancies between the realities of the worker’s life and the values
associated with Family Involvement.
45
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An Integrated Work Environment
Values
There are three major characteristics of an Integrated Work Environment. First, it must be naturally
proportioned. Assume approximately 3% of the general population is intellectually disabled. Thus, no more
than 3% of those who function in a general work environment can have intellectual disabilities. Rigid
adherence to this natural proportion value may be extremely difficult and-or impossible under some
circumstances. Nevertheless, it is better to err on the side of a natural proportion than it is to accept, tolerate
or attempt to justify overrepresentative violations.
Second, no more than two individuals with intellectual disabilities of any kind can function in an immediate work
environment. Consider a factory, which in this context is considered a general work environment, that employs
500 persons. Fifteen or 3% of the 500 are intellectually disabled. A superficial analysis might allow the
judgment that because the general work environment is naturally proportioned, it is thereby acceptable. A
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more careful analysis may reveal that the fifteen individuals with intellectual disabilities are: confined to a
mobile work crew or an enclave; supervised 100% of the time by paid professionals; allowed only segregated
lunches and breaks; and, restricted to situations in which meaningful social interactions with individuals who
are not disabled are impossible. Thus, although the factory may be naturally proportioned, immediate work
and related environments are overpopulated with workers with disabilities. Each immediate work and related
subenvironment must be redesigned so that no more than two individuals with disabilities function therein.
Third, a worker with disabilities must function within sight, sound and reasonable distance of coworkers who are
not disabled.
If the three characteristics delineated above are operative, a work environment is considered integrated.
However, an integrated work environment is a necessary, but not a sufficient, condition for a worker to be
considered integrated into the social fabric of a workplace. Social integration is addressed in the Integrated
Worker component of this strategy.
=================
48
Consider or record GENERAL WORK ENVIRONMENT A
The approximate number of workers without disabilities who function in General Work Environment A is _________
The ratio of workers with to without disabilities who function, or who will function, in General Work Environment A if the
worker is placed therein is __________ to _____ ___
Is General Work Environment A naturally proportioned? Yes ____ No ____
The approximate number of coworkers without disabilities who function in Immediate Work Environment A is ___
The ratio of workers with to without disabilities who function, or who will function, in Immediate Work Environment A if
the worker is placed therein is ___ to ____ ____.
Do, or will, more or than two persons with disabilities function in Immediate Work Environment A?
Yes _____ No _____
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Can, or will, the worker see and be seen by coworkers without disabilities in Immediate Work Environment A?
Yes ____ No ____
Are, or will, coworkers without disabilities be within hearing distance of the worker in Immediate Work Environment A ?
Yes ____ No ____
Does, or will, the worker function as close to coworkers without disabilities as do others in Immediate Work Environment
A? Yes _____ No _____
In some instances a worker with disabilities functions, or might function, in more than one general work environment. If
so, provide the relevant information below.
Consider or record GENERAL WORK ENVIRONMENT B ___________________________________
The approximate number of workers without disabilities who function in General Work Environment B is ________.
50
The ratio of workers with to without disabilities who function, or who will function, in General Work Environment B if the
worker is placed therein is _________ to __________.
Is General Work Environment B naturally proportioned? Yes ____ No ____
The approximate number of coworkers without disabilities who function in Immediate Work Environment B is _______
The ratio of workers with to without disabilities who function, or who will function, in Immediate Work Environment B if
the worker is placed therein is ___ to ____ ____.
Do, or will, more than two persons with disabilities function in Immediate Work Environment B? Yes ____ No
____
Can, or will, the worker see and be seen by coworkers without disabilities in Immediate Work Environment B ?
Yes ____ No ____
51
Are, or will, coworkers without disabilities be within hearing distance of the worker in Immediate Work Environment B ?
Yes ____ No ____
Does or will the worker function as close to workers without disabilities as do others in Immediate Work Environment B?
Yes ____ No ____
Report other information relevant to an Integrated Work Environment.
================
Is the worker functioning, or will she-he function, in an Integrated Work Environment?
52
Yes ______ No ______
If “No”, report an Action Plan that will reduce discrepancies between realities and the values associated with an
Integrated Work Environment.
53
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Health - Safety
Health and Safety refer to factors that affect the general well-being of the worker in integrated work and
related environments and activities.
Values
Before entering a work environment, physical characteristics, acute and chronic health
conditions and other phenomena relevant to the health and safety of the worker must be
delineated, considered carefully and addressed constructively.
Factors in a work environment that are likely to negatively affect the health and safety of
the worker should be changed, neutralized or circumvented.
55
Only work environments and activities that are reasonably safe and healthy should be
considered.
When considering phenomena along a safe - dangerous continuum, it is sometimes
acceptable to risk danger.
===============
Are phenomena operative in the work environment in which the worker functions or in the one being considered that
present unreasonable health - safety risks ?
Yes ____ No ____
56
If “Yes”, report an Action Plan that will minimize discrepancies between the values associated with health - safety
and the realities of the work experience. If a reasonable Action Plan cannot be designed and implemented, the
worker should leave or should not go to the environment.
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Individualized Adaptations
Again, real work refers to that which a worker without disabilities will be paid to produce, if a worker with
disabilities does not do so. Individualized adaptations refer primarily, but not exclusively, to equipment, work
sequences, materials and other phenomena created or arranged for a worker so she-he can produce real work.
Individualized adaptations are specifically intended to compensate for behavioral, cognitive, sensory, motor and
other difficulties.
Values
If a worker can perform at least one volitional movement reliably, an adaptation that allows
for at least partial participation in meaningful work and related activities in an integrated
environment can be created or utilized. Head pointers and blow switches are examples.
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The ability of a worker to perform the skills required by a particular work activity must be
determined. Then, individualized adaptations that allow or enhance participation should
be considered.
Adaptations that promote cognitive, physical, vocational and social growth must be created
or utilized. Those that result in isolation, or any other negative outcome, should not.
The effectiveness and safety of an adaptation must be established and maintained.
If feasible, attempts to fade adaptations without hindering productivity or related functioning
must be made. In this context, fading refers to gradually making an adaptation smaller,
less obtrusive, unnecessary, etc. without decrements in performance. If fading is not
feasible or appropriate, so be it.
If the worker cannot learn to produce work after reasonable direct instruction, if the
unobtrusive personal assistance of a coworker cannot be arranged and if an individualized
59
adaptation does not seem feasible, an alternative environment and-or work activities should
be sought.
================
60
Record, refer to or consider the skills needed to engage in particular work activities. Then, record the primary difficulties, if any,
the worker experiences in relation to each. An example is provided.
Work Activity X Skills Needed Difficulties of the Worker
Folding 8 1/2” x 11” Picking up one piece of None
letters in thirds paper
Folding the bottom edge Folds bottom edge
to correct location past correct location
61
Work Activity Skills Needed Difficulties of the Worker
62
Work Activity Skills Needed Difficulties of the Worker
63
Work Activity Skills Needed Difficulties of the Worker
=================
64
Is the worker experiencing difficulties performing particular skills necessary to successfully engage in a work
activity? Yes _____ No _____
If “Yes”, consider the following options.
The Direct Teaching Option - Is it reasonable to attempt to teach the worker to perform the skills of concern
without the use of an adaptation? Yes ______ No ______
The Personal Assistance Option - Is it reasonable to attempt to arrange for the worker to perform the skills of
concern with the unobtrusive personal assistance of a coworker ? Yes ______ No ______
65
The Individualized Adaptation Option - After considering the difficulties experienced and the Direct Teaching
and Personal Assistance Options, is it reasonable to design and-or utilize individualized adaptations?
Yes _____ No _____
If “Yes”, report an Action Plan that is designed to teach the worker to use an appropriate adaptation.
================
Adaptation A
Has Adaptation A resulted in improved accuracy? Yes _____ No _____
66
Has Adaptation A resulted in improved rates? Yes _____ No _____
Does or will Adaptation A endure the wear and tear of continuous use? Yes _____ No ____
Is Adaptation A reasonably safe? Yes ____ No ____
Does Adaptation A result in negative social or other outcomes?
Yes ____ No ____
Is Adaptation A resource efficient? That is, is it reasonable considering the personal assistance, time, money,
productivity, etc. involved? Yes ____ No ____
Is Adaptation A resulting in the desired outcomes? Yes _____ No ____
67
Should Adaptation A be faded? Yes ____ No ____
Other information about Adaptation A.
==============
Adaptation B
68
Has Adaptation B resulted in improved accuracy? Yes _____ No _____
Has Adaptation B resulted in improved rates? Yes _____ No _____
Does or will Adaptation B endure the wear and tear of continuous use? Yes _____ No ____
Is Adaptation B reasonably safe? Yes ____ No ____
Does Adaptation B result in negative social or other outcomes?
Yes ____ No ____
Is Adaptation B resource efficient? That is, is it reasonable considering personal assistance, time, money,
productivity, etc. involved? Yes ____ No ____
69
Is Adaptation B resulting in the desired outcomes? Yes _____ No _____
Should Adaptation B be faded? Yes ____ No ____
Other information about Adaptation B.
Other relevant Adaptation information
70
=================
Are the Individualized Adaptation related realities in reasonable accordance with the associated values?
Yes ______ No ______
If “No”, report an Action Plan that is designed to minimize discrepancies between Individualized Adaptation related
values and realities.
71
72
Personal Maintenance
Personal Maintenance refers to the assistance and other extra supports needed by a worker
to use restrooms, to manage personal waste products, etc. in integrated work and related
environments.
Values
The conditions under which a worker will use work and related restrooms should be
determined before vocational and related environments are selected.
Personal Maintenance activities must be dignified, unobtrusive and allow for maximum
worker participation, privacy, choice and dignity.
73
Longitudinal Personal Maintenance plans that include continuous instruction, individualized
adaptations and other needed extra supports must be designed, implemented and
evaluated.
Personal Maintenance should interfere minimally with access to work and related
environments and activities, with the number of days and hours worked and with
opportunities for socialization and enhancement.
================
Does the worker experience Personal Maintenance difficulties? Yes ____ No ____
If “Yes,” report or refer to the Personal Maintenance difficulties of concern.
74
Are restrooms at the current or considered work and related settings reasonably accessible to the worker?
Yes ______No ______
Does the worker require the assistance of another person when toileting, eating, drinking, cleaning, etc.?
Yes ____ No ____
If “Yes,” report or refer to the personal assistance required.
75
Other relevant Personal Maintenance information.
================
Are the realities of the workers’ Personal Maintenance functioning in reasonable accordance with the associated
values? Yes _______ No _______
If “No”, record an Action Plan that is designed to minimize discrepancies between values and realities in the area
of Personal Maintenance.
76
77
Travel
Values
Typically, the two most costly vocational related extra supports are associated with Travel
and Supervision. The modes used to travel to and from work and related environments
should be the least costly in terms of time and money. Exceptions to this value must be
scrutinized carefully and rejected unless absolutely necessary.
Whenever reasonable, a worker should use the transportation modes that would be used if
she-he was not disabled.
The supervision operative in work related travel should be the same as that available to
coworkers who are not disabled, if reasonable.
78
Individualized adaptations, direct instruction and the other extra supports that allow
maximum participation in the travel modes used by coworkers must be provided for as long
as necessary.
===============
Report the modes utilized by the worker and the time spent traveling. Some workers go to and from more than one work
related environment per day. In such circumstances users are encouraged to adapt this form.
79
To Work from ____________ From Work to ___________ From ________ to ________
Day
Mode & Time Mode & Time Mode & Time
M
T
W
T
F
80
Is Artificial Supervision provided in work related travel? Yes _______ No _______
If “Yes”, report who supervises the worker who would not do so if she-he was not disabled and the reason artificial supervision
is provided.
To Work from ____________ From Work to ___________ From ________ to ________
Day
Supervisor & Reason Supervisor & Reason Supervisor & Reason
M
T
W
T
F
81
Report major problems experienced while in transit.
_______ None
Report unusual transportation preferences, hazards, concerns, etc.
__________ None
82
==================
The average travel cost per week is $ ________
Travel is paid for by
Worker
Parents
Adult Service Agency
_____ School
______ _____________
Is there a less costly travel mode that is appropriate? Yes ______ No ______
=================
The average travel time per week is
Is the amount of time spent in work related transit acceptable? Yes ______ No _______
83
Other relevant Travel Information
Are the work and related travel realities of the worker in reasonable accordance with the associated values?
Yes _______ No _______
If “No”, record an Action Plan that is designed to minimize discrepancies between Travel realities and relevant values.
84
Artificial - Natural Supervision
Supervision refers to the time, instruction, assistance, evaluative activities, social engineering and other
resources that must be provided in order for a worker to function effectively in integrated work and related
environments and activities. Two kinds of supervision are of concern: artificial and natural. Artificial
supervision refers to that which is not available to coworkers who are not disabled. It is paid for with tax dollars
and other monies to which nondisabled coworkers do not have access. Natural refers to a worker with
85
disabilities functioning acceptably with the same supervision provided nondisabled coworkers or the extra
support provided by coworkers as unobtrusive components of their typical work routines.
Again, the two most costly work related extra supports provided individuals with disabilities are typically
associated with travel and supervision. Thus, the more tax and other dollars expended on travel and
supervision, the higher is the probability that the worker will be sitting at home while on a waiting list for day
services or confined to a segregated sheltered workshop - activity center.
Values
Before selecting a work environment, it must be determined that it offers reasonable
opportunities for coworkers without disabilities to assume natural supervisory responsibilities.
If appropriate, the worker should have access to the same supervision available to coworkers
who are not disabled. However, in almost all instances competent professionals must
provide artificial supervision initially.
86
Paying someone to be with a worker indefinitely is rarely, if ever, acceptable.
The nature of the artificial supervision initially provided must be systematically and individually
naturalized over time. That is, artificial supervision should begin to be faded and natural
supervision should be initiated when important factors in the environment are operative.
These factors may include, but are not limited to, acceptable productivity, reasonable social
patterns and relationships and the emergence of coworkers who are both willing and able to
assume unobtrusive supervisory responsibilities.
Supervision provided by coworkers should not inhibit their productivity, the enjoyment of their
jobs or otherwise negatively affect their work and related routines.
Shifts from artificial to natural supervision must be designed, implemented and evaluated in
accordance with reasonable professional standards.
87
If a worker has severe disabilities, it must be assumed that individualized kinds and amounts
of artificial supervision will be needed throughout his-her career.
Once natural supervision of an acceptable quality has been arranged, professionals must act
to maintain it over time.
The supervision provided should be cost effective. That is, it should be acceptable quality
at the most reasonable cost. In addition, a worker should receive that which is needed,
no more - no less.
===============
Report the conditions in the work environment being considered that indicate that natural supervision is feasible.
88
Report the conditions in the work environment being considered that indicate that natural supervision would be
difficult or impossible to realize.
=============
89
If the worker is functioning in a work environment, report, refer to or consider the activities in which she-he engages,
the total hours she-he is working per week and the hours of artificial and natural supervision provided.
HOURS
Of Artificial of Natural
Activity Working Supervision Supervision
90
Total Hours per week
If the worker is receiving artificial supervision, report the reasons why.
91
================
Yes No
Is the worker producing work in accordance with the minimum
standards acceptable to the employer?
Is the worker refraining from performing actions that interfere with the productivity of coworkers?
Is at least one coworker willing and able to assume natural supervisory
responsibilities?
If a “Yes” is recorded to the three questions above, a movement from artificial to natural supervision seems
92
appropriate. Thus, record the necessary Action Plan.
If a “No” is recorded to one or more of the three questions, a movement from artificial to natural supervision may
or may not be appropriate. If not, refer to Action Plans designed to generate acceptable productivity and social
relationships, to reduce interfering-inappropriate actions, etc. Then, report an Action Plan designed to generate
natural supervision.
93
================
Does the worker seem comfortable with the natural supervision provided? Yes _____ No ______
If “No,” record the reasons why the worker appears uncomfortable.
Are coworkers comfortable with the Natural Supervision provided? Yes ______ No _____
If “No,” record the reasons why coworkers appear uncomfortable with the Natural Supervisory provided.
94
================
Are the realities associated with Supervision in reasonable accordance with the associated values?
Yes _____ No _____
If “No, report an Action Plan that is designed to minimize the discrepancies between realities and the values
associated with Supervision.
95
96
Lunch - Breaktime Functioning
Values
A worker should function in the same lunch and break environments and activities during the same times as
coworkers who are not disabled.
A worker should interact with coworkers and-or others of her-his choice during lunch and breaktimes.
A worker should function in lunch and break environments and activities under natural supervisory
conditions, if at all feasible.
All reasonable attempts to develop an array of lunch - breaktime social relationships with coworkers and
appropriate others should be made.
97
=============
List the lunch times, environments and activities of coworkers and those of the worker, if they are different.
Coworkers
Times, Environments and Activities
Worker, if different
98
Times, Environments and Activities
Does the worker eat lunch during the same times as coworkers? Yes _____ No ____
If “No,” report why not.
99
Does the worker use about the same amount of time to eat lunch as coworkers? Yes ____ No ____
If “No,” report why more or less time is used.
Does the worker eat in the same lunch environments as coworkers? Yes ____ No ____
If “No”, report why not.
Does the worker engage in the same array of lunch related activities as coworkers? Yes ____ No ____
If “No,” report why not.
100
Report the supervision provided the worker during lunch times.
100% Natural supervision
Spot checks provided by a coworker
% provided by a coworker
100% provided by coworkers
Spot checks provided by a job coach - paid supervisor
% provided by a job coach - paid supervisor
100% provided by a job coach - paid supervisor
_____
101
Report why artificial supervision, if any, is needed.
===============
List the breaktimes, environments and activities of coworkers and the worker, if they are different.
Coworkers
Times, Environments and Activities
102
Worker, if different
Times, Environments and Activities
Does the worker take work breaks during the same times as coworkers? Yes ____ No ____
If “No”, report why not.
103
Does the worker use the same amounts of breaktime as coworkers? Yes ____ No ____
If “No,” report why more or less breaktime is used.
Does the worker function in the same array of break environments as coworkers? Yes ____ No _____
If “No,” report why not.
Does the worker engage in the same array of breaktime activities as coworkers? Yes ____ No ____
104
If “No,” report why not.
Report the supervision received by the worker during breaktimes.
100% natural supervision
Spot checks provided by a coworker
% provided by a coworker
100% provided by coworkers
Spot checks provided by a job coach - paid supervisor
% provided by a job coach - paid supervisor
100% provided by a job coach - supervisor
_____
105
Report why artificial supervision, if any, is needed.
===============
Are the realities of the lunch and breaktime experiences of the worker in reasonable accordance with the associated
values?
Yes _______ No _______
If “No”, report an Action Plan that is designed to minimize discrepancies between lunch and breaktime values and
realities.
106
Interfering Actions
Some workers with disabilities exhibit actions that interfere with the productivity or enjoyment of coworkers
and-or employers. The presumption is that a socially and vocationally enhancing environment can be created
for all when such actions are addressed constructively.
Values
107
Reasonable efforts to match the worker to an environment and activities that minimize
interfering - inappropriate actions prior to her-his functioning therein must be made.
The worker must function in accordance with reasonable, but situationally appropriate,
social codes. If actions that are considered in violation of reasonable social codes are
exhibited, all attempts to engender acceptable performance in the actual environments and
activities in which they occur should be made.
Intervention procedures should be designed and implemented in collaboration with the
worker and the significant persons in her-his life.
Under no circumstances should painful, abusive, demeaning, marginalizing or devaluing
intervention procedures be implemented.
Some coworkers should be willing and able to provide assistance that does not infringe
upon their productivity or the enjoyment of their jobs.
108
If an action is annoying, but cannot be changed, reasonable attempts must be made to
help coworkers and others adjust-desensitize-accommodate- to it.
Information pertaining to interfering or inappropriate actions may be provided coworkers, if
it does not violate the confidentiality rights of the worker, if it is necessary for them to
provide appropriate interventions; and, if it is important for the health and safety of anyone
in the environment.
In some instances, actions of the worker warrant removal or exclusion from a specific or a
particular kind of work environment.
==================
Record, consider or refer to interfering - inappropriate actions the worker exhibited in past work and
related environments and activities.
________ None
109
Does the worker exhibit interfering and-or inappropriate actions in the current work environment?
Yes _____ No ______
If “Yes,” report them.
Do the interfering - inappropriate actions typically occur during specific times of the day?
Yes ____ No ____
110
If “Yes,” report the times the actions typically occur.
Do the interfering - inappropriate actions typically occur in specific settings? Yes ____ No ____
If “Yes,” list the settings in which the actions typically occur.
Do the interfering - inappropriate actions typically occur during specific activities? Yes ____ No_____
111
If “Yes,” list the specific activities in which the worker is engaged when the interfering - inappropriate actions
typically occur.
Do the interfering - inappropriate actions typically occur when specific individuals are present?
Yes _____ No _____
If “Yes,” report those typically present when the actions of concern occur.
Are there consequences that typically follow the Interfering - Inappropriate Actions?
112
Yes ____ No ____
If “Yes,” record the consequences that typically follow the actions of concern.
Do the Interfering - Inappropriate Actions affect the productivity of the worker? Yes __ No ___
_
If “Yes,” report how the actions affect her-his productivity.
113
Do the Interfering - Inappropriate Actions affect the productivity or enjoyment of coworkers?
Yes _____ No _____
If “Yes,” report how the actions of concern affect the productivity or enjoyment of coworkers.
After considering all information available regarding the Interfering - Inappropriate Actions, are predictable
patterns apparent? Yes ______ No _______
If “Yes,” report the predictable patterns.
114
==============
Are the realities of the Interfering Actions manifested by the worker in reasonable accordance with the associated
values? Yes _____ No ______
If “No”, report an Action Plan that is designed to generate reasonable accordance between realities and values in
the area of Interfering - Inappropriate Actions.
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116
An Integrated Worker
Unfortunately, a work environment can be considered integrated in accordance with the three criteria offered,
but the worker may not be. Thus, it is extremely important to verify that the worker is absorbed into the social
fabric of the workplace. Cordial, Assisting and Reciprocal Relationships are of primary concern here.
Others that are locally and individually relevant should be added.
Cordial Relationships are those in which individuals exchange greetings, gestures and acknowledgments.
Saying, nodding or waving “hello” and smiling at someone are examples. Although often routine and
superficial, they are important precursors to more intense, complex and gratifying personal involvement.
Assisting Relationships are those in which coworkers provide direct, volitional, unobtrusive and appropriate
assistance to a work peer. In some situations the assistance is provided only because the worker has
disabilities. In others it may be provided to and by anyone in the environment. Holding a door open for
someone and obtaining a box that is out of reach on a shelf are examples.
117
Reciprocal Relationships refer to those that are primarily friendly in nature. Conversing about a shared
experience during breaktimes and eating while playing a card game during lunchtimes are examples.
Values
Before a worker enters a work environment, it must be determined that a reasonable array
of Cordial, Assisting and Reciprocal Relationships are feasible.
Coworkers should be given all the instruction, information and other resources necessary
to engage in qualitatively acceptable interactions with the worker. Overly demonstrative,
demeaning, exploitative, abusive, indelicate and insensitive interactions are not acceptable.
A worker should be given the opportunities necessary to make informed choices about with
whom he-she interacts. These choices should be based upon direct personal experiences
with actual coworkers.
118
Coworkers should be given that necessary to interact constructively using the primary
expressive and receptive communication modes of the worker.
Paid supervisors may initiate - facilitate - Cordial, Assisting and Reciprocal Relationships.
However, the longterm goal is for these and other interactions to occur naturally.
All reasonable attempts to arrange for the worker to engage in appropriate activities in
nonwork environments with coworkers should be made.
==============
Consider a potential work environment or the one in which the worker currently functions.
Is a reasonable array of Cordial Relationships operative or feasible? Yes _____ No _____
119
Is a sufficient array of Assistive Relationships operative or feasible? Yes _______ No _______
Is a reasonable array of Reciprocal Interactions that do not interfere with the productivity or typical work routines of
coworkers operative or feasible? Yes _____ No _____
Is, or will, the worker be afforded opportunities to make choices about with whom he-she engages in Cordial, Assisting
and Reciprocal Relationships? Yes _____ No _____
Do or might appropriate Cordial, Assisting and Reciprocal Relationships occur naturally; i.e., in the absence of paid
supervisors? Yes _____ No _____
===============
120
Work related activities in nonwork environments are those engaged in by two or more coworkers without disabilities.
Typically, plans to engage in these primarily social-recreation-leisure- activities are made at work. Record the nonwork
environments and the activities in which the coworkers without disabilities of concern typically engage.
Does the worker participate in a reasonable range of appropriate activities in nonwork environments with coworkers?
Yes ______ No ______
Report other Integrated Worker related information.
121
===============
Are realities in reasonable accordance with the values associated with an Integrated Worker?
Yes _______ No _______
If “No”, record an Action Plan that is designed to minimize discrepancies between values and realities.
122
123
Productivity
Accuracy, Rate and Durability are three of many important productivity criteria. Accuracy refers to the
correctness or quality of work produced. Rate refers to the amount of work of minimally acceptable quality
produced in a specific time period. Durability refers to the ability to produce work of minimally acceptable
quality, at acceptable rates, over extended periods of time, under natural supervision conditions; i.e. with the
same supervision provided coworkers who are not disabled. Finally, assume workers without disabilities are at
their workplaces 40 hours per week and take 15 minute morning and afternoon breaks.
Values
Work produced should be within the same accuracy range exhibited by coworkers who are
not disabled or within a range minimally acceptable to the employer.
124
The amount of work of acceptable quality produced in a specified time period should fall
within the rate range of coworkers without disabilities or within one that is minimally
acceptable to the employer.
Productivity should be durable. That is, the worker should produce work of acceptable
quality, at acceptable rates, over extended periods of time and under conditions of natural
supervision.
If reasonable, workers with disabilities should spend the same amounts of time engaging in
productivity activities as do coworkers who are not disabled - 37.5 hours per week.
From ages 14-16 the amount of time spent actually learning to work in integrated
nonschool environments should be increased gradually so that at the point of exit from
school differences in work times between adults with and without disabilities will be
minimal.
125
There are many important skills, attitudes and habits that can be learned best or only in
integrated work and related environments and activities. Thus, while in school a worker
should be given the direct instruction needed to function in a variety of integrated
nonschool Recreation-Leisure, General Community, Domestic, Vocational, as well as
Regular Education environments. While curricular and environmental balance are
important, priorities given to specific curricular areas and environments change over time.
The following guidelines are offered to help determine the daily and weekly times devoted
to learning to produce real work in integrated nonschool environments across
chronological ages.
Chronological Age Hrs Per Day Days per Wk Hrs per Wk
14 - 18 High School Years 2-4 2-3 4 - 12
18 - 21 Transition Years 4-7 4-5 16 - 35
22 - 70 Postschool Years 7.5 5 37.5
126
=================
Record, consider or refer to the work activities in which the worker engages or those under consideration, the accuracy
range of coworkers who are not disabled, the range minimally acceptable to the employer and that of the worker.
127
ACCURACY RANGE
Activity Of Coworkers Minimally Acceptable Of the Worker
A
B
C
128
Does the worker produce in Work Activity A within the same accuracy range as coworkers or within a range that is minimally
acceptable to the employer? Yes _______ No _______
==============
Consider the work activities in which the worker engages or will engage. Record the rate range of coworkers who are not
disabled, the rate range minimally acceptable to the employer and the rate range of the worker.
129
RATE RANGE
_________
Activity Of Coworkers Minimally Acceptable Of the Worker
A
B
C
Is the worker’s production rate within the range of coworkers or within that which is minimally acceptable to the employer?
130
Yes _____ No _____
================
Does the worker produce accurately, within a rate range acceptable to the employer, for reasonable periods of time and under
natural supervisory conditions? Yes _______ No _______
================
Given her-his current chronological age, is the worker engaged in actual work activities for the amount of time suggested in the
guidelines? Yes ______ No ______
Is the worker making reasonable progress toward the goal of producing minimally acceptable work for at least 37.5 hours per
week?
Yes _____ No _____
131
Report other information relevant to Productivity.
================
Is the Productivity of the worker in reasonable accordance with the relevant values? Yes ______ No _______
If “No”, report an Action Plan that is designed to minimize discrepancies between realities and Productivity related
values.
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Wages
Workers with disabilities need the protections from abusive, exploitative and otherwise negative practices enjoyed
by others. However, some interpretations of work related federal, state and local laws, rules and regulations help
and some harm them. Harm results when interpretations are used to exclude individuals with disabilities from the
world of integrated work because they cannot earn minimum wages for an arbitrary number of hours per week,
cannot learn to meet minimally acceptable production standards in a relatively short period of time, etc.
Tragically, they then sit at home all day, “hang out” at the adult service agency that supports them, engage in
133
“handicapped only” recreation-leisure programs or are confined to segregated, sheltered workshops-activity
centers, enclaves and mobile work crews. In an attempt to neutralize that which is not helpful, it is offered that an
individual with disabilities, the significant persons in her-his life and the employers directly involved should
negotiate a Work-Wage Social Contract. This agreement between fair, informed and honorable persons would
include, but would not be limited to:
A clear articulation of an individualized relationship between the work related actions of the worker
and wages that is in concert with the helping and protecting spirit of relevant laws, rules and
regulations;
A carefully designed evaluation plan that is implemented continuously;
A procedure whereby anyone directly involved or concerned can appeal any or all parts of the
agreement to an oversight person, group or agency;
134
Releasing individuals with disabilities, parents, professionals and employees from demeaning,
counterproductive and otherwise wasteful attempts to “get around” or “twist” interpretations of laws, rules
and regulations; and,
Allowing individuals with disabilities access to the Vocational Rehabilitation Act which requires that if
resources are limited, individuals with the most severe disabilities should receive services before others.
Many currently utilized interpretations of wage related laws, rules and regulations are used to systematically
and categorically exclude such persons from the benefits of this most important mandate. A more detailed
presentation of relationships between work and wages is presented in Brown, Suomi, et al. (in press).
Values
Functioning in integrated work and related environments and activities is considered so important that
wages should not interfere with it. Indeed, that which assists a worker with disabilities to function in
integrated work and related environments and activities is endorsed. That which inhibits or prohibits it is
rejected.
135
Many workers with disabilities are sufficiently productive to earn nonsubsidized wages their first day in an
integrated workplace. In almost all such instances, they should do so. Some workers with disabilities are
not so able. Nevertheless, they too must be allowed to function in integrated work environments. Then,
the resources necessary to arrange for them to be as productive as possible therein should be provided.
Once they learn to produce reasonable kinds and amounts of real work, individualized plans to receive
nonsubsidized wages should be designed, implemented and evaluated. If they never become sufficiently
productive to earn nonsubsidized wages, so be it. A few measly dollars per hour-day-week cannot be used
to reject or exclude an individual with disabilities from the integrated and respected world of work.
Nonsubsidized wages refer to money paid to a worker with disabilities for production considered minimally
acceptable by an employer. They come from the same sources as do those paid coworkers without
disabilities. Subsidized wages refer to money dispensed to a worker with disabilities. It may or it may not
be a function of production considered minimally acceptable by the employer. Coworkers without
disabilities do not have access to it. The primary sources of it are tax dollars, donations from parents, state -
136
federal grants, school-adult service agency operating funds, charities and trusts. Four reasonable reasons
why a worker with disabilities might receive subsidized wages follow.
The Work-Wage Contingency - Unless money is involved in the teaching process, it is
virtually impossible for some individuals with disabilities to learn that if work is produced,
money is forthcoming and that if work is not produced, it is not. Thus, in the process of
teaching the contingent relationship between work and pay, subsidized wages are dispensed,
even though productivity may be extremely low, large amounts of costly artificial supervision
are provided and-or the job coach or teacher is actually producing the work. In addition,
some function in homes or communities that are absent of working role models; that
encourage individuals with disabilities not to work so as not to “lose benefits”; in which women
are abused for working by nonworking men, etc. In some such instances, it is acceptable to
use subsidized wages to “get him hooked on earning his own money”.
Laws - Rules - Regulations - Some federal and state laws, rules and regulations are
interpreted by some to mean that a worker cannot produce anything, however meager, in an
137
integrated environment unless she-he receives pay. Thus, if an employer does not dispense
nonsubsidized wages to a worker who produces some work, however little, subsidized wages
are provided. Parenthetically, dispensing nonsubsidized wages in order to “get around”
interpretations of wage related laws, rules and regulations it is not considered acceptable.
The procedure of a parent making a “donation” to an employer who then diverts it to the
worker as “wages” so he can stay in the workplace is an example.
Professional Discomfort - Some professionals feel uncomfortable if an individual with
disabilities is in the process of learning to produce real work or is just spending time in a work
setting but is not receiving money. Thus, subsidized wages are channeled to the worker.
Part of a Longterm Wage Strategy - Sometimes arranging for an individual with disabilities
to function in a real workplace for an extended period of time is the best way to develop
productivity that meets the minimum nonsubsidized wage standards of an employer. Thus,
subsidized wages are provided until negotiated productivity standards are reached. Then
nonsubsidized wages are substituted.
138
Given the best of circumstances, some individuals with disabilities will never be able to earn enough money
to live a decent life. Those who can should contribute a fair share of the differences between what is
earned and what is needed.
If the amount of nonsubsidized wages an individual appears capable of earning is small, it cannot be used
as a reason to remove her-him from an integrated work environment; as an excuse for not assisting her-him
function in an integrated workplace; to justify placing her-him on a “waiting list” for vocational support; or, for
restricting his-her work career to a segregated setting.
If a worker with disabilities insists on being paid nonsubsidized wages the first day she functions at a
workplace, those involved should do whatever is reasonable to help her realize such an arrangement.
However, in some instances it is better to work without subsidized or nonsubsidized wages than it is not to
work until they can be arranged.
If a worker with disabilities cannot produce in accordance with the standards associated with a particular
hourly wage, it is acceptable to pay in accordance with productivity - less than minimum wage.
139
As work experiences accumulate and as productivity improves, incremental increases in wages should be
arranged.
If a student with disabilities is sufficiently competent to earn the minimum wage and is not in the last year of
her-his school career, he-she is usually being undertrained. If possible, the job she-he has during school
days and times should be performed after school - on weekends - during holidays and summers for
nonsubsidized wages. A more challenging job that she-he is capable of learning should be substituted
during school days and times.
Exploitation refers to a substantial imbalance between what is given and taken. The goal, of course, is to
engender reasonable reciprocity between what the employer, the worker with disabilities, taxpayers and
relevant others give and receive. Further, wages and productivity are only two components of a reciprocal
relationship. In some instances others are more important. Many factors from several perspectives
should be considered and balanced before exploitation can be claimed or validated. In some instances,
wages are only a small part of the give-take equation. While exploitation should always be considered,
individually meaningful give-take arrangements should be negotiated.
140
It is the policy of some employers to pay nonsubsidized wages starting the first day the worker is on the job.
However, most such employers require correlated productivity. That is, if a worker cannot produce at
required levels, she-he is denied access to or is quickly ejected from the environment. Too often this is
harmful to workers with significant disabilities who could learn to produce at the required levels, but only
after months of instruction; after the design, implementation and evaluation of a wide array of individualized
adaptations; after sustained attempts at social relationship development; etc.
Some employers will not pay nonsubsidized wages until the worker with disabilities demonstrates
productivity that is in accordance with local or normative standards. This is acceptable if the job is highly
preferred; if no reasonable alternative is available; if it is an important step in a career enhancement plan;
etc. It is unacceptable if the employer is receiving much more than she-he is giving or if taxpayers and
others who are paying for the subsidized wages, transportation, artificial supervision, adaptations and other
extra supports are getting too little in return.
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Tragically, far too many individuals with disabilities are required to produce in kinds and amounts that
warrant meager amounts of nonsubsidized wages in short periods of time and are given only one or two
chances. If they do not succeed, they are referred to segregated workshops - activity centers, required to
sit at home on waiting lists, considered unemployable, etc.
The amount of time a worker with disabilities functions in a work environment before nonsubsidized wages
are dispensed should be individualized. Standardized or arbitrary time limits may be used as guides, but
should not be requirements. If it takes ten years for an individual with disabilities to learn to produce in
accordance with the minimum standards of an employer for nonsubsidized wages, so be it. As long as in
that time period those directly involved judge that other operative factors are reasonable and fair.
Some individuals with disabilities bring tremendous pressures to the social fabric of a workplace. However,
because of their continuous movements, incessant noise making, sudden outbursts of emotions,
aggression, etc., they are typically rejected after short periods of time. In some instances, if the employer
is released from paying nonsubsidized wages, the opportunity to function in an enhancing environment will
be extended. If not, the opportunity will be taken away. Thus, there are instances in which the opportunity
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to learn to function in an integrated work environment is more important than receiving subsidized or
nonsubsidized wages.
Sometimes it is better to function in Integrated Work Setting A without, than it is to function in Integrated
Work Setting B for, wages. Sometimes career development opportunities justify working without pay.
Indeed, sometimes the availability of nonsubsidized wages inhibits career development, self- actualization
and selfdetermination.
Some workers with disabilities produce real work in integrated environments they enjoy, have good social
relationships at the workplace, do not need the amount of money they could earn from their productivity or
the amount they could earn would have little, if any, effect on the taxes they utilize or their quality of life. In
some such instances the absence of nonsubsidized wages is not a sufficient condition to prevent an
individual with disabilities from learning to function or from functioning in an integrated work environment.
The loss of, or the real or imagined risk of losing, taxpayer subsidies, should not be used to prevent or
inhibit individualized career development or the earning of increasing amounts of nonsubsidized wages. In
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fact, it is the rare individual with significant disabilities who is able to earn enough money to negatively affect
her medical or Supplemental Security Income benefits.
Volunteering refers to a person giving services of her-his own “free will”. Payment for productivity is not
expected or required. Individuals with disabilities rarely volunteer. Their work actions are almost always
influenced or determined by the “free wills” of family members or professionals. If a worker with disabilities
chooses to produce real work of her-his own “free will” without pay, so be it. If not, it should not be referred
to as volunteering. That is, productivity without nonsubsidized wages may or may not be volunteering. It
may just be producing work in the absence of wages, which under some conditions is acceptable.
Report, refer to or consider the nonsubsidized wages earned by the worker.
Nonsubsidized
Wages
Environment Dates At Start At End
From - To
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Report, refer to or consider the subsidized wages received by the worker.
Subsidized Wages
Environment Dates At Start At End
From - To
145
================
If a work environment is being considered, report it
Has the employer been presented with an array of reasons for providing nonsubsidized wages?
Yes _____ No _____
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If “No”, present the most appropriate reasons why she-he should provide nonsubsidized wages to the employer.
Will the employer provide nonsubsidized wages when the worker first enters the environment?
Yes ______ No ______
If “Yes,” report the reasons why the employer agrees to provide nonsubsidized wages when the worker first enters
the environment.
Because of the potential long term dependability of the worker.
Because the productivity of the worker meet the employer’s minimum standards.
Because wages can be saved by hiring this worker parttime.
Because the public image of the business will be enhanced if the worker is hired.
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Because cost efficiency is enhanced by releasing higher paid employees to perform more
valuable-complicated tasks.
Because patronage to the business may increase. That is, professionals, advocates, friends and
relatives of the worker may use and recommend the business to others.
If “No,” explain why the employer is not willing to provide nonsubsidized wages when the worker first enters
the environment.
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If the employer will not provide nonsubsidized wages, explain why the environment is used or is being
considered.
__ The environment is highly preferred by the worker.
__ The environment is highly preferred by the parents of the worker.
__ The environment provides access to much needed training.
__ The environment is close to the worker’s home - travel time and costs are minimal.
__ The environment offers many opportunities for social interactions with coworkers.
__ The work activities match the worker’s abilities and interests.
__ The environment provides opportunities for vertical and horizontal enhancement.
__ The environment provides opportunities for natural supervision.
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___ The employer may provide nonsubsidized wages after a training - probationary period.
___
==================
If the worker is working, report the environment
Is the worker earning nonsubsidized wages? If “Yes”, report the amount per hour - week - month.
Per Hr $ Per Wk $ Per Mo $
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Report the strategy used to determine the amount of nonsubsidized wages.
__ The company has a policy that all workers are to be paid a minimum
amount, regardless of initial productivity.
________ Productivity of the worker was compared to that of a coworker. For example, a
worker without disabilities clears and wipes 20 tables in one hour. The worker
requires two hours to complete the same number of tables. An arrangement was
made for the worker to receive half the nonsubsidized wages received by a
coworker.
A training period during which the worker would be paid $ ______per hour for
weeks was negotiated.
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If the worker is not receiving nonsubsidized wages after a reasonable period of time, report the reasons why
he-she is still functioning in the environment.
Have the nonsubsidized wages of the worker increased since he-she first received them in this environment?
Yes No
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If “Yes,” report the nonsubsidized wage increases and the reasons for them.
Were nonsubsidized wage increases determined by the same procedures used to determine increases for
coworkers without disabilities? Yes _____ No ______
If “No,” describe the differences.
______________________________________________________________________
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Other Nonsubsidized Wage information
================
Report or consider the subsidized wages provided the worker and their sources.
_________ None
If neither subsidized nor nonsubsidized wages are being provided, report why not.
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Are the realities the workers wages in reasonable accordance with the associated values?
Yes _____ No ______
If “No”, report an Action Plan that is designed to minimize discrepancies between Wage realities and the
appropriate values.
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Horizontal-Vertical Enhancement
Horizontal enhancement refers to learning work and related skills that are within a relatively limited
difficulty-complexity range. Vertical enhancement refers to learning work and related skills that are in a more
challenging difficulty-complexity range.
Values
A work environment that does not allow opportunities for horizontal and-or vertical enhancement may be justifiable
for relatively short time periods. However, it must be scrutinized carefully before it can be considered acceptable
as a permanent placement.
A worker must have opportunities to engage in or to learn to engage in at least two different work activities per
half day of work.
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A worker must be provided reasonable opportunities for horizontal enhancement. That is, to learn new work and
related skills within a particular difficulty-complexity range.
A worker must be provided reasonable opportunities for vertical enhancement. That is, to learn new work and
related skills that are in a slightly more challenging difficulty-complexity range.
================
List, refer to or consider the work activities in which the worker engages or that are being considered.
Is the worker learning or will she-he learn to engage in at least two work activities that are within a particular
difficulty-complexity range per half day of work? Yes _____ No _____
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Is the worker learning or will he-she be given reasonable opportunities to learn to engage in work activities that are in a
slightly more challenging difficulty-complexity range? Yes _____ No _____
Report other information relevant to Horizontal-Vertical Enhancement
159
=============
Are the realities of the work experience in reasonable accordance with relevant Horizontal and Vertical Enhancement
values?
Yes _______ No _______
If “No”, report an Action Plan that is designed to minimize discrepancies between realities and Horizontal and Vertical
Enhancement values.
160
161
Service Integration
Service Integration refers to enhancing the general life space of an individual with disabilities through the provision
of a comprehensive cluster of individualized services in an organized, coordinated and concurrent manner. The
basic theses is that a person will lead a better life, will be a more productive worker, will require less extra
support, etc. if the services she-he needs to thrive are organized, seamless, coordinated and provided
concurrently. Conversely, services that are disjointed - consecutive - that result in gaps, etc., are not nearly as
effective as those that are integrated.
=============
Report or refer to all the services received by the worker that she-he would not be receiving if not disabled.
_________ Vocational Rehabilitation
_________ Social Security
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_________ Public School
_________ _________________________
_________ _________________________
_________ _________________________
_________ _________________________
Report other information relevant to the provision of Integrated Services
Are the services provided in an integrated, coordinated manner? Yes ______ No _______
163
If “No”, record an Action Plan that is designed to minimize discrepancies between realities and relevant Service
Integration values.
164
The Costs
The task here is to determine the costs associated with a worker functioning in integrated
work and related environments and activities. It is intended that this component will assist
those directly responsible for managing the financial aspects of a training or service agency
and-or those interested in considering cost information. It is not intended that direct
service personnel be encumbered with time consuming burdens that are not critically
important to their daily responsibilities.
Cost information is very important to legislators, funding agencies, school administrators,
managers of direct service agencies and taxpayers. It may be less important to job
coaches, teachers, parents, teacher assistants and therapists. The goal, of course, is to
provide high quality services at the lowest-most reasonable- cost. If cost is not of
concern to the user, omit this component.
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SUPERVISION
When a paid supervisor such as a job coach, a paraprofessional or a teacher is involved, the percentages of his-her
annual salary, expenses, benefits, etc. expended on the worker must be reported.
Year of Concern: From ____ to __
Is the worker receiving artificial supervision? Yes _____ No _____
If “Yes,” report those who provide it.
Job Coach A
Job Coach B
Teacher A
Teacher B
Teacher Assistant A
Teacher Assistant B
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_____
Report the number of hours of artificial supervision the worker receives each week. 2
Total Daily ______
Total Hrs Per Wk ___________
If artificial supervision is provided by more than one person, report the number of hours provided by each per
week.
2
If two workers are being supervised at one time in one place, the amount of time reported should be 50% of the total. Again no more than two workers
with disabilities should function in an immediate work environment.
167
Determine the approximate hourly wage of each paid supervisor, including benefits 3. Multiply each supervisor’s
hourly wage by the number of hours of supervision provided per week.
Number of hours Supervisor A works per year
Full-time - 2000 Hours
Half-time - 1000 Hours
Salary and Benefits
Salary Per Yr $
Benefits Per Yr4 $
3
Benefits refer to income continuation, unemployment insurance, worker compensation, social security, health, life and retirement benefits.
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Salary + Benefits Per Yr $
Compute the approximate hourly wage in the following manner5
Salary + - Hrs the supervisor = Approximate
Benefits works per year hourly wage
- =
Multiply the approximate hourly wage by the hours of artificial supervision provided per week.
Approximate Artificial Supervision Salary & Benefits of
Hourly Wage X Provided Per Wk = Supervisor A Per Wk
X = $
5
When a school teacher functions as a paid supervisor, the hours of work must be adjusted in accordance with the local labor agreement. Consider a
teacher who earns $ 25,000 + 25% in benefits for 9 months. If he-she did not work during the summer, the actual costs of supervision could be computed
using monthly salary and fringe benefit figures and the number of hours of actual supervision provided.
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If Supervisor A receives money for travel and other expenses, report the weekly amounts of each that are
associated with the worker.
Miles per wk X Cost per mile = Travel cost per wk
X = $
Report other costs of Supervisor A
Total
Total Cost of Supervisor A
Weekly Salary & Weekly Other Total Weekly Cost
Benefits + Travel Costs + Weekly Costs = of Supervisor A
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+ + =
Number of hours Supervisor B works per year
Full-time - 2000 Hours
Half-time - 1000 Hours
Salary and Benefits
Salary Per Yr $
Benefits Per Yr $
Salary + Benefits Per Yr $
Compute the approximate hourly wage in the following manner:
Salary + Hrs the supervisor Approximate
Benefits works per year hourly wage
- =
171
Multiply the approximate hourly wage by the hours of artificial supervision provided per week.
Approximate Artificial supervision Salary & Benefits of
Hourly Wage X Provided Per Wk = Supervisor B Per Wk
$
If Supervisor B receives money for travel and other expenses, report the weekly amounts of each that is
associated with the worker.
Miles per wk X Cost per mile = Travel cost per wk
X = $
Report other costs of Supervisor B
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Total
Total Cost of Supervisor B
Weekly Salary & Weekly Other Total Weekly Cost
Benefits + Travel Costs + Weekly Costs = of Supervisor B
+ + =
The procedures used to determine the costs of Supervisors A and B can be adapted to determine the costs of others.
Weekly cost of Supervisor C
Weekly cost of Supervisor D
The total weekly cost of artificial supervision is ____________
Total weekly cost of Total weeks artificial Cost of artificial
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supervision supervision is provided supervision per year
+ + $
Report the hours per month of artificial supervision provided for each of the past 12 months, the cost per hour and the
total cost during the past year.
Month Hrs Provided Cost per Hr Cost Per Mo.
J X =
F X =
M X =
A X =
M X =
J X =
J X =
A X =
S X =
O X =
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N X =
D X =
Total Cost for Past Year =
Have the hours of artificial supervision increased over the past year?
No ____ Yes ___, they increased from __ to __
Have the hours of artificial supervision decreased over the past year?
No __ Yes ___, they decreased from _______ to ______
Have the costs of artificial supervision increased over the past year?
No __ Yes ___, they increased from ______ to ______
Have the costs of artificial supervision decreased over the past year?
No __ Yes ____, they decreased from ______ to______
SUBSIDIZED WAGES
Is the worker receiving subsidized wages? Yes _____ No ______
175
If “Yes”, the total amount of subsidized wages received by the worker during the past 12 months is ______________.
Report the sources of the subsidized wages and the approximate percentage provided by each source. %
Tax dollars allocated to schools
Tax dollars allocated to an adult service agency through the State Dept of Vocational
Rehabilitation
United Way contributions to the adult service agency
Donations from parents
ADAPTATIONS
When an adaptation is used to help a worker perform more effectively, the annual costs associated with it must be
determined. One should consider both one time costs, such as constructing or purchasing an adaptation and
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continuing or recurring costs, such as maintenance or repair. These costs refer specifically to dollars spent for
adaptations and materials that would not be spent if the worker was not disabled.
Report any adaptations or other materials which were purchased or constructed in the past year for the worker and
their costs.
One time costs of past year $
Continuing costs of past year $
Total adaptation costs of past year $
TRAVEL
177
List, consider or refer to the work and related environments the worker travels to and from during the week.
Trip A - from to
Mode of Transportation
Total Cost per trip $
Number of times Trip A is taken per week
Is this trip subsidized by tax dollars that are not available to individuals without disabilities?
Yes ______ No ______ Assume a worker travels in a taxi, but pays only the regular bus fare of $.75 per trip out
of her pocket. However, the actual cost is $5.00 per trip. The difference of $4.25 per trip is paid by the adult
service agency with tax dollars. In this case, the total cost of the trip is $5.00 and the tax subsidy is $4.25.
The amount of tax subsidy per trip is $ ____
If the tax subsidy does not cover the total cost of the trip, or if there is no tax subsidy, report the sources of other travel
monies.
178
The total weekly cost of Trip A is - per month is - per year is
===============
Trip B - from to
Mode of Transportation
Total Cost per trip $
Number of times Trip B is made each week
179
Is Trip B subsidized by tax dollars? Yes ________ No ________
Amount of tax subsidy per trip, if any $
If the tax subsidy does not cover the total cost of Trip B, or if there is no tax subsidy, report the sources of travel monies.
==============
Trip C - from to
Mode of Transportation
Total Cost per trip $
Number of times Trip C is taken each week
180
Is Trip C subsidized by tax dollars? Yes ______ No _______
Amount of tax subsidy per trip, if any $
If the tax subsidy does not cover the total cost of Trip C, or if there is no tax subsidy, report the sources of travel
monies.
The weekly cost of Trip C is
The total Tax Dollars for Trip C during the past year is
The total amount of tax dollars used to subsidize all transportation for the past year is
INDIRECT COSTS - OVERHEAD
181
The indirect - administrative costs of a school system or agency that serves the worker should be included in this
summary. Indirect costs may include, but should not be limited to, space rental fees, office equipment and
supplies, inservice training, clerical, administrative and other staff, maintenance, lighting, heating, telephone and
insurance.
The total indirect costs that supported the worker during the past year were $ .
Report how this annual indirect cost figure was determined.
OTHER COSTS
182
Report the costs of Recreation-Leisure, Therapy and other services related to participation in vocational and
related environments and activities.
The total of all Other Costs for the past year is $
ANNUAL COST SUMMARY
Cost Per Yr
Artificial Supervision
Subsidized Wages
183
Adaptations
Transportation
Indirect Costs
Other
Total Cost of Past Year
Overview
This section is designed to assist in the formulation of an overview of a vocational milieu rather than a relatively
detailed implementation of the strategy. In addition, if a user has implemented the strategy more than three
times in its entirety, this section offers an abbreviated option.
In either instance, the tasks are to consider the information needed to record a responsible judgment as to
whether factor related realities are in reasonable accordance with the relevant values and whether the factor is a
184
high or low priority. If a factor is ascribed high priority status, an Action Plan designed to minimize differences
between realities and values should be designed, implemented and evaluated.
===================
185
OVERVIEW
WORKER PREFERENCES
Realities in Accordance with Values? Priority?
Yes ________ No ________ High ________ Low ________
Action Plan
186
FAMILY INVOLVEMENT
Realities in Accordance with Values? Priority?
Yes ________ No ________ High ________ Low ________
Action Plan
187
AN INTEGRATED WORK ENVIRONMENT
Realities in Accordance with Values? Priority?
Yes ________ No ________ High ________ Low ________
Action Plan
188
HEALTH - SAFETY
Realities in Accordance with Values? Priority?
Yes ________ No ________ High ________ Low ________
Action Plan
189
INDIVIDUALIZED ADAPTATIONS
Realities in Accordance with Values? Priority?
Yes ________ No ________ High ________ Low ________
Action Plan
190
PERSONAL MAINTENANCE
Realities in Accordance with Values? Priority?
Yes ________ No ________ High ________ Low ________
Action Plan
191
TRAVEL
Realities in Accordance with Values? Priority?
Yes ________ No ________ High ________ Low ________
Action Plan
192
193
ARTIFICIAL - NATURAL SUPERVISION
Realities in Accordance with Values? Priority?
Yes ________ No ________ High ________ Low ________
Action Plan
194
LUNCH - BREAKTIME FUNCTIONING
Realities in Accordance with Values? Priority?
Yes ________ No ________ High ________ Low ________
Action Plan
195
INTERFERING ACTIONS
Realities in Accordance with Values? Priority?
Yes ________ No ________ High ________ Low ________
Action Plan
196
197
INTEGRATED WORKER
Realities in Accordance with Values? Priority?
Yes ________ No ________ High ________ Low ________
Action Plan
198
PRODUCTIVITY
Realities in Accordance with Values? Priority?
Yes ________ No ________ High ________ Low ________
Action Plan
199
200
WAGES
Realities in Accordance with Values? Priority?
Yes ________ No ________ High ________ Low ________
Action Plan
201
HORIZONTAL - VERTICAL ENHANCEMENT
Realities in Accordance with Values? Priority?
Yes ________ No ________ High ________ Low ________
Action Plan
202
203
SERVICE INTEGRATION
Realities in Accordance with Values? Priority?
Yes ________ No ________ High ________ Low ________
Action Plan
204
COSTS
Realities in Accordance with Values? Priority?
Yes ________ No ________ High ________ Low ________
Action Plan
205
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Baltimore: Paul H. Brookes.
Botterbusch, K. F. (1982). A comparison of commercial vocational evaluation systems. Menomonie, WI: Materials
Development Center, Stout Vocational Rehabilitation Institute, School of Education and Human Services, University of
Wisconsin - Stout.
Brown, L., Mueller, A., Kluth, P., Suomi, J., Houghton, L., & Jorgensen, J. (1999). Middle to high school transition plans for
students with disabilities. New Hampshire: University of New Hampshire - Institute on Disability.
Brown, L., Rogan, P., Shiraga, B., Zanella Albright, K, Kessler, K., Bryson, F., Van Deventer, P., & Loomis, R. (1987). A
vocational follow-up evaluation of the 1984-1986 Madison Metropolitan School District graduates with severe intellectual
disabilities. (Monograph 2 [2].) Seattle, WA: The Association for Persons with Severe Handicaps.
Brown, L., Shiraga, B., Ford, A., Nisbet, J., Van Deventer, P., Sweet, M., York, J., & Loomis, R. (1986). Teaching severely
handicapped students to perform meaningful work in nonsheltered vocational environments. In R. Morris & B. Blatt
(Eds.), Special Education: Research and Trends (pp. 131-189). New York: Pergamon.
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Buckley, J., & Bellamy, G. T. (1985). National survey of day and vocational programs for adults with severe disabilities: A 1984
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Davis, S. (1987). A national status report on waiting lists of people with mental retardation for community services. Arlington,
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Hayden, M. & DePaepe, P. (1994). Waiting for community services: The impact on persons with mental retardation and other
developmental disabilities. In Hayden, M. & Abery, B. (Ed.), Challenges for a service system in transition: Ensuring
quality community experiences for persons with developmental disabilities (pp. 173-206). Baltimore: Brookes
Publishing.
Piuma, F. (1989). Benefits and costs of integrating students with severe disabilities in regular public school programs: A study
summary of money well spent. Unpublished manuscript, San Francisco State University.
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