Jennifer Sulewski

This is the third in a series of briefs on the findings from a Delphi process conducted by the Employment Learning Community in 2013–2014. More information on the Employment Learning Community and the Delphi process can be found in Brief #1 (Introduction, Values, and Overall Themes). This brief focuses on the panel’s recommendations related to collaboration across state systems, which was the second-highest overarching priority identified by the Delphi panel for improving employment outcomes for people with intellectual and developmental disabilities (IDD).

This is the second in a series of briefs on the findings from a Delphi process conducted by the Employment Learning Community (ELC) in 2013–2014. More information on the ELC and the Delphi process can be found in Brief #1 (Introduction, Values, and Overall Themes). This brief focuses on the panel’s recommendations related to effective approaches to the mtransition from school to work for youth with intellectual and developmental disabilities (IDD), which was the highest-ranked overarching priority among the Delphi panel.

The Employment Learning Community (ELC) is an Administration on Intellectual and Developmental Disabilities-funded project that promotes systems change to improve competitive employment outcomes for individuals with intellectual and developmental disabilities (IDD). The ELC’s primary activities are technical assistance and peer-to-peer networking and information sharing through Communities of Practice (CoPs). Through a competitive process, seven states were selected as members of the ELC: District of Columbia, Idaho, Kentucky, Maryland, Minnesota, New Hampshire, and North Dakota.

The purpose of this brief is to:

1. Present findings from 13 expert interviews regarding essential elements of high-quality Community Life Engagement, organized into four guideposts.
2. Consider these guideposts as a set of key principles states and providers can use to move their Community Life Engagement efforts forward.

The proportion of individuals participating in non-work programs has grown noticeably over the past decade. Despite the push toward integrated employment for people with developmental disabilities in many states, non-work day programs continue to be a substantial component of the service mix. Butterworth et al. (1999: 23) suggest that "services are becoming increasingly individualized and differentiated... traditional service categories may not be sufficient to capture the full range of how individuals with developmental disabilities are spending their day."

Vermont's Division of Disability and Aging Services (DDAS) and Division of Vocational Rehabilitation (DVR) worked with a local service provider to convert its congregate day services to community employment.

The past thirty years have seen considerable growth in community-based services and supports for adults with developmental disabilities. One category of community-based day supports, integrated employment, has been clearly defined and widely implemented for years. However, another emerging model, community-based non-work (CBNW), is used in a number of states but is less clearly defined and understood.

As national disability policy prioritizes greater support for community-based integrated employment for individuals with intellectual and developmental disabilities (IDD), the level of participation in services for other daytime activities continues to grow (Winsor & Butterworth, 2012). The role of services related to engagement and participation in community life has to date been largely undefined.

Originally published 11/2006

This is the second in an annual series of snapshot reports on the employment of people with disabilities in Massachusetts developed by the Medicaid Infrastructure and Comprehensive Employment Opportunities (MI-CEO) grant. It is intended to provide people with disabilities, advocates, policymakers, researchers, and other interested parties an overview of the state and trends in employment of people with disabilities.