Wehman et al. SEARCH sites were year working for an (2013, 2014); Wittig located throughout employer instead of et al. (2014) the United States. attending classes in a conventional school setting. The program also provided employment training, independent living skills, job placement assistance, and VR services and supports. Skills for Youth ages 18-21 Program IUP, IUPUI, and Independence, with intellectual participants were SVRA Indiana’s Transition, and disabilities who dually enrolled at Employment (SITE) completed four Indianapolis Public years of high school Schools (IUP) and Rogan et al. (2014) and received a Indiana certificate of University completion (but not Indianapolis a diploma). Twelve (IUPUI), where they students were took university enrolled in the courses and were eighth year of introduced to program. campus life and activities. Courses and activities were tailored to the individual. Course instructors provided feedback on participant performance. All participants were enrolled in VR and assigned a job developer/coach. Working at Gaining High school WAGES was a School special Employment Skills students with classroom education staff, (WAGES) disabilities in 18 curriculum that teachers, VR classrooms across taught job-related counselors, and Murray and Doren
Wehman et al. (2013, 2014); Wittig et al. (2014) SEARCH sites were located throughout the United States. year working for an employer instead of attending classes in a conventional school setting. The program also provided employment training, independent living skills, job placement assistance, and VR services and supports. Skills for Independence, Transition, and Employment (SITE) Rogan et al. (2014) Youth ages 18-21 with intellectual disabilities who completed four years of high school and received a certificate of completion (but not a diploma). Twelve students were enrolled in the eighth year of program. Program participants were dually enrolled at Indianapolis Public Schools (IUP) and Indiana University Indianapolis (IUPUI), where they took university courses and were introduced to campus life and activities. Courses and activities were tailored to the individual. Course instructors provided feedback on participant performance. All participants were enrolled in VR and assigned a job developer/coach. IUP, IUPUI, and Indiana’s SVRA Working at Gaining Employment Skills (WAGES) Murray and Doren High school students with disabilities in 18 classrooms across WAGES was a classroom curriculum that taught job-related School special education staff, teachers, VR counselors, and