Individualized Career Planning for students with significant
support needs utilizing the Discovery and Vocational Profile process,
cross-agency collaborative funding and Social Security Work Incentives
Affiliations: Rural Institute on Disabilities, University of
Montana, 634 Eddy, Missoula, MT 59812, USA. E-mail:
condon@ruralinstitute.umt.edu; Web site:
http://ruralinstitute.umt.edu/transition/ | Marc Gold & Associates/EFA, Gautier, MS, USA.
E-mail: micallahan@aol.com
Note: [] Corresponding author
Abstract: Nationally, less than 8% of students with a disability exit
school with a job, enrollment in post-secondary education, involvement in
community recreation and leisure activities, or independent living
arrangements [8]. Those students most likely to leave school without
skills and supports necessary to work in the community are those with the most
significant disabilities. The Individualized Career Planning Model provides a
transition planning template for these students. The process includes
conducting Discovery, writing a Vocational Profile, facilitating a Customized
Employment Planning Meeting, and creating a Representational Portfolio. Using
the model, students obtain Customized Employment/self-employment, are linked to
collaboratively funded supports, and are assisted to access Social Security
work incentives such as Plans for Achieving Self Support.
Keywords: Individualized Career Planning Model, transition, youth, significant disabilities, customized employment, Discovery, Vocational Profile, Customized Employment Planning Meeting, Representational Portfolio, Plan for Achieving Self Support (PASS)
