RIWC From Inclusive Education to Inclusive Employment. Dr Scott Thompson Oct5

From Inclusive Education to
Inclusive Employment?
23rd Rehabilitation International
World Congress | 25 – 27 October 2016
Dr. Scott A Thompson
scott.thompson@uregina.ca
University of Regina,
Faculty of Education

The data from the Voices of Inclusion project
shared at the end of this presentation is sponsored by
The President's Research Fund,
The University of Regina
and
The Government of Saskatchewan
SSHRC-CURA: Canadian Disability Policy Alliance

Introduction
The ongoing journey of Inclusive Education
• mainstreaming/integration inclusion 
authentic inclusion
The ongoing journey of Inclusive Employment
• sheltered workshops supported
employment customized employment
The paths cross?
• How might authentic inclusive education and
supported & customized employment learn
from one another?

The ongoing journey of
Inclusive Education
Mainstreaming Inclusion Authentic
/Integration Inclusion

•1980’s-1990’s
•Principle of Partial Participation
Baumgart, D., Brown, L., Pumpian, I., Nisbet, J., Ford, A., Sweet, M., ... &
Schroeder, J. (1982). Principle of partial participation and
individualized adaptations in educational programs for severely
handicapped students. Journal of the Association for the Severely
Handicapped, 7(2), 17-27.

•1980’s-1990’s
•Principle of Partial Participation (revisited)
Ferguson, D. L., & Baumgart, D. (1991). Partial
participation revisited. Research and Practice for
Persons with Severe Disabilities, 16(4), 218-227.

Issues with
Mainstreaming/Integration
Partial participation revisited
“Passive Participation… participation defined as presence” (p. 219)
“Myopic Participation …teachers select…learning activities using
only one, or just a few, of the relevant perspectives” (p. 220)
“Missed Participation …the point of partial participation is missed
altogether.”
(p. 220-1)
from Ferguson, D. L., & Baumgart, D. (1991). Partial participation revisited.
Research and Practice for Persons with Severe Disabilities, 16(4), 218-227.

•1990’s- 2000’s-
•Giangreco: Overreliance on Paraprofessionals
“The New Exclusion”

Issues with Inclusion: Overreliance on Paraprofessionals
“The New Exclusion”
• “The least qualified personnel are assigned to provide the bulk of
instruction and support to students with the most challenging learning
characteristics.” (p.10)
• “The scope and nature of paraprofessional work often is compromised
by inadequate role clarification, orientation, training, and supervision.”
(p. 10).
• “Excessive one-to-one paraprofessional support has been associated
with inadvertent detrimental effects (e.g., unnecessary dependence,
stigmatization, interference with peer interactions, interference with
teacher involvement, less competent instruction). (p. 10)”
From Giangreco, M. F., & Broer, S. M. (2005). Questionable utilization of paraprofessionals in inclusive
schools: Are we addressing symptoms or causes?. Focus on autism and other developmental disabilities,
20(1), 10-26. (p. 10).

•2000’s-
Authentic Inclusion

Authentic Inclusive Education
•2000’s-current
•Co-teaching, differentiated instruction, teacher
preparation
“a unified system of public education that incorporates
all children and youths as active, fully participating
members of the school community; that views diversity
as the norm; and that ensures a high-quality education
for each student by providing meaningful curriculum,
effective teaching, and necessary supports for each
student (p. 286, italics added).” Ferguson (1995, p. 286,
italics added)
from Ferguson, D.L. (1995). The real challenge of inclusion: Confessions of a ‘rabid
inclusionist’. Phi Delta Kappan, 77 (1), 281–7.

Issues with
“Through the 1990s … children and youth with disabilities, including
those with the most significant disabilities, could participate and
learn in general education classrooms”
“…General and special educators could blend their professional
knowledge and skills, work together to adjust their roles and
reorganise their practice to provide groups of quite diverse students
with the ongoing supports for learning”
“…We also learned, that some of these gains erode over time,
students move on the new schools, teachers and administrators
change” (p. 110)
from Ferguson, D. L. (2008). International trends in inclusive education: The
continuing challenge to teach each one and everyone. European Journal of special
needs education, 23(2), 109-120.

“the picture of access and presence changes… quickly
when you examine… general education classrooms by
disability. Students with learning disabilities in general
education classrooms have grown near the national
average... Yet, only 6.8% of students with intellectual
disabilities were present in general education classroom
in 1989, and in 2004 it was still only 13.1%. Students with
emotional disabilities fare slightly better: 14.9% to
32.3%,” (p. 111)
“Clearly, progress has been much more meager for
students with intellectual disabilities. (p. 111)”
from Ferguson, D. L. (2008). International trends in inclusive education: The
continuing challenge to teach each one and everyone. European Journal of special
needs education, 23(2), 109-120.
Issues with

Lyons, W., Thompson, S.A., & Timmons, V. (2016). “We are inclusive. We are a team. Let’s just do it.”
Commitment, collective efficacy, and agency in four inclusive schools. International Journal of Inclusive
Education, 13, 1-19.
Thompson, S.A., Lyons, W., & Timmons, V. (under review). Authentic Inclusion in Two Secondary Schools:
“It’s the full meal deal. It’s not just in the class. It’s everywhere.” Education Exceptionality International
Where we are at…
•Call was for systemic change, re-organization of
schooling, diversity as the norm; providing meaningful
curriculum, effective teaching, and necessary supports
for each student
•Outcome: some areas of success

from
to
Inclusive Employment?

Sheltered Supported Customized
Workshops Employment Employment
The ongoing journey of
Inclusive Employment

Sheltered Workshops
•1970’s-
•Usually non-inclusive settings

Supported Employment
•1980’s-
•Usually integrated settings
•“Gold standard in VR for persons with
intellectual disabilities for past 25 years” (p. 1340).
from Lysaght, R., Cobigo, V., and Hamilton, K. (2012). Inclusion as a focus of employment-
related research in intellectual disability from 2000 to 2010: A scoping review, Disability and
Rehabilitation, 34 (16), pp. 1339-1350.

“SE include[s] competitive work in an integrated setting
with ongoing support services ...and to embody the
principles of consumer empowerment and
individualized, community-based support ...
Since its inception, SE has assisted people with
significant IDD achieve positive employment outcomes”
(p. 297)
“SE has advanced from enclave and mobile work crew
models (i.e., small group placements) to one that
provides an individualized approach” (p. 298)
from Wehman, P., Chan, F., Ditchman, N., & Kang, H. (2014). Effect of supported employment
on vocational rehabilitation outcomes of transition-age youth with intellectual and
developmental disabilities: A case control study. Intellectual and Developmental Disabilities,
52(4), 296-310.

Issues with
“provides large scale support for the effectiveness of SE
interventions…SE is particularly effective for individuals
who are Social Security beneficiaries, special education
students, and individuals with intellectual disabilities or
autism who are high school graduates.” (p. 307)
“This effect is strongest for... special education graduates
(21% difference in employment outcomes) [non-inclusive
education programs?] and persons with intellectual
disabilities or autism who graduated from regular high
school (20% difference in employment outcomes)
[inclusive programs?] (p. 303)”
52(4), 296-310.

Issues with
In terms of authentic inclusive employment, (to
coin a parallel phrase from education) it may
be unclear as to the nature of inclusion in SE
work settings,
It is possible that inclusion as presence or
integration as presence occurs, much like the
same struggle we face in education (p. 1340)
from Lysaght, R., Cobigo, V., and Hamilton, K. (2012). Inclusion as a focus of employment-related
research in intellectual disability from 2000 to 2010: A scoping review, Disability and

Inclusive Employment: Customized Employment

Customized Employment
Inge, K. J. (2006). Customized employment: A growing strategy for facilitating
inclusive employment. Journal of Vocational Rehabilitation, 24(3), 191-193.
•2000’s-
•Inclusive settings, ideally
Customized employment means individualizing
the employment relationship between
employees and employers in ways that meet the
needs of both. (Federal Register [June 2002] as quoted in Inge,
2006, p. 191)

“…CE was ‘based on individual determination of the
strengths, needs, and interests of the person with a
disabilities, and is designed to meet the specific needs of
the employer’…
…Workforce Innovation and Opportunity Act of 2014
(WIOA) contained amendments designed to improve
employment outcomes for people with
disabilities…Specifically, define[d] competitive integrated
employment as full or part-time work at minimum wage
or higher where workers with disabilities were fully
integrated with workers without disabilities...” (p. 184)
From Riesen, T., Morgan, R. L., & Griffin, C. (2015). Customized employment: A
review of the literature. Journal of Vocational Rehabilitation, 43(3), 183-193.

Issues with
From Riesen, T., Morgan, R. L., & Griffin, C. (2015). Customized employment: A
review of the literature. Journal of Vocational Rehabilitation, 43(3), 183-193.
•Much smaller evidence-base as to its
effectiveness compared to supported
employment (see Riesen et.al, 2015, p. 183)
•Much the same as Supported Employment re:
integration and inclusion

Where we are at…
SE & CE
•Much smaller evidence-base for Customized
Employment (CE) effectiveness compared to Supported
Employment (SE) as just noted (see Riesen et.al, 2015, p.
183)
•Much the same as Supported Employment re:
integration and inclusion

How might
and
Supported & Customized Employment
learn from one another?

Implications…
1.How inclusion is practiced in
school/community may impact transition
planning.
2. Consider too, SE and Wehman’s et. al. data
(2014).
3. In reverse, Inclusive (SE or CE) employment
may impact inclusive schools/communities
4.In rural settings, perhaps transitions post-
school may be best structured with Customized
Employment

Implications…
•In preparing students with disabilities for
transitions to employment, schools must account
for how inclusion was practiced in their own
educational institution
•Students with disabilities from authentically
inclusive schools may have different expectations
than those in special schools/programs
•In fact, varied post-school vocational interests for
students with disabilities may be a marker of an
authentically inclusive school
from Thompson, S.A., Lyons, W., & Timmons, V. (under review). Authentic Inclusion in Two
Secondary Schools: “It’s the full meal deal. It’s not just in the class. It’s everywhere.”
Education Exceptionality International

Authentic, Inclusive Possibilities & Transition Planning
When asked about life after high school,
•Kelly said “what I really want to do when I
finish school is get my music career in line.”
•Cindy said “I would love to learn courses of
how to work with kids and elderly people
because I've been involved in daycares and I
really enjoy working with little kids. But I also
love working with elderly people.”
•Tabatha responded, “I take college... Yes…. “I
like fashion... I take fashion show stuff.”

Authentic, Inclusive Possibilities & Transition Planning
When asked about life after high school…
•Lynn stated “I really want to be a graphic designer. I’m
really interested in computer design or even like being
like a photographer or something like that. I really
enjoy being hands on I guess you could say.”
•Steven stated “I want to make TV shows. Drawings...
[animation pictures]
•Fred appreciated that “when I took welding last year
the teacher said after, I had one parent/teacher
interview, which I was a very good welder and I should
take – like he would help me out and get in [a local
trade school] because I was so good of a welder.”

SE & CE (inclusive) may impact schools…
•Having said that, schools must account for how
inclusion was practiced in their own educational
institution…
•At the same time, remember Wehman’s et.al
(2014) data: Competitive employment was the
primary outcome measure … [defined as]
‘‘employment in an integrated setting…[etc.], and
that SE was highly effective for students with IDD
in special education and regular education (see p.
301).
52(4), 296-310.

•We may think that authentically inclusive
schools may impact inclusive employment
•We must also keep in mind that inclusive (SE
or CE) employment may impact inclusive
schools
•E.g.: Brooke at.al (2009) clearly identify
employment in an integrated setting as a core
indicator of quality of employment service . (p.
60).
from Brooke, V. A., Revell, G., & Wehman, P. (2009). Quality indicators for competitive
employment outcomes: What special education teachers need to know in transition
planning. Teaching Exceptional Children, 41(4), 58-66.

“I really – I mean, you’ve seen the file bays, and how much we have
here .... He keeps all that organized, and I know for a fact that I could
not file the paper he files. I couldn’t keep focused on it long
enough…Yet he looks at it as doing his job, and he doesn’t think of it
as boring, or monotonous, or repetitive. It would probably take three
other people to do what he does sometimes.” (Peter’s Direct
Supervisor)
Peter, an employee with Autism Spectrum Disorder has been working for
an insurance agency for “16 years – this October will be 16 years.” Given
that time frame and the local education environment, it is likely that he
experienced some segregated educational programming. Despite his
education, he has worked in an inclusive office setting
from Timmons, V., & Thompson, S.A.(2016, August). Voices of Inclusion: In Secondary
Schools and Employment Settings. Presented at the International Association for the Scientific
Study of Intellectual and Developmental Disability (International Congress ): Melbourne,
Australia.

CE & Rural Settings
•For students with disabilities in rural settings,
the community is often very important
•If student has highly-valued social role in the
school and/or authentically inclusive school, then
•perhaps transitions post-secondary school may
be structured with Customized Employment, as
this tends to address both the
employer/employee needs
from Molina, L., & Demchak, M. (2016). The right to a better life: Using an after-school work
camp to create customized employment opportunities for rural high school students with
severe disabilities. Rural Special Education Quarterly, 35(2), 24-32.

CE & Rural Settings
“It’s a good job, and I know everybody in town. And
when they need me to do different jobs, I would just go
and do them, without being told; I just go do them... and
this is a job I like to do – probably, like, forever.
[Laughter] Yeah.”
“He’s a real social person. He loves being around people.
And he likes the indoor work, and then – it just all works
out for him. And the people are awesome to him, in the
community. But then, he’s awesome right back to
everybody he meets” (Brock’s mother)
A young man, Brock, worked at the community rink in small
town Saskatchewan

CE & Rural Settings
from Timmons, V., & Thompson, S.A.(2016, August). Voices of Inclusion: In Secondary
Schools and Employment Settings. Presented at the International Association for the Scientific
Study of Intellectual and Developmental Disability (International Congress ): Melbourne,
Australia.
“It’s actually – it’s all volunteer help, our rink.
It’s 100-percent volunteer; we only have Brock
as an employee.”
Gina, Community member at the Rink
The community created this job with/for Brock:

Conclusions
1.How inclusion is practiced in
school/community may impact transition
planning.
2. Consider too, SE and Wehman’s et. al. data
(2014). (SE is integrated employment & ‘works’
for students in special education)
3. In reverse, Inclusive employment may impact
schools/communities
4.In rural settings, perhaps transitions post-
school may be best structured with Customized
Employment

Final Words...
“I like music. And I like to dance because I like to
dance because I take hip hop stuff …And I like to
sing in rock band a lot. And then enjoying
singing in rock band. And I'm amazing voice and
I'm an amazing person.”
-A student with an IDD interviewed
at an Authentic Inclusive School

Final Words...
“A high point was, like, of course,…meeting the staff
here because…the staff and how they act is, like, of
course key, … because if they aren’t that good, then
I just am like, ‘Well, I don’t really want to be here.’
…but like of course they are, like, very good and I
met Premier and he is a very, very nice guy.”
-An employee with IDD interviewed at an Inclusive Employment site

Thank you
Please contact me for further information
Email: scott.thompson@uregina.ca
The Shaw Trust Limited is a company limited by guarantee,
registered in England (no 1744121), whose registered address is
Shaw Trust, 4th Floor, Jessica House, Red Lion Square,
Wandsworth High Street, Wandsworth, SW18 4LS.
Registered charity no. England and Wales: 287785,
Scotland: SCO39856.

References
Authentic Inclusive Education -1
Baumgart, D., Brown, L., Pumpian, I., Nisbet, J., Ford, A., Sweet, M., ... & Schroeder, J. (1982). Principle of
partial participation and individualized adaptations in educational programs for severely handicapped
students. Journal of the Association for the Severely Handicapped, 7(2), 17-27.
Ferguson, D. L., & Baumgart, D. (1991). Partial participation revisited. Research and Practice for Persons with
Severe Disabilities, 16(4), 218-227.
Ferguson, D.L. (1995). The real challenge of inclusion: Confessions of a ‘rabid inclusionist’. Phi Delta Kappan, 77
(1), 281–7.
Ferguson, D.L. (2008). International trends in inclusive education: The continuing challenge to teach each one
and everyone, European Journal of Special Needs Education, 23(2), 109-120.
Giangreco, M.F., Edelman, S.W., Luiselli, T.E., & MacFarland, S.Z.C. (1997). Helping or hovering? Effects of
instructional assistant proximity on students with disabilities. Exceptional Children, 64, (1), pp. 7-18.
Giangreco, M. F., Suter, J., C., & Doyle, M. B. (2010). Paraprofessionals in inclusive schools: A review of recent
research. Journal of Educational and Psychological Consultation, 20, 41-57.
Irvine, A., Lupart, J., Loreman, T., & McGhie-Richmond, D. (2010) Educational leadership to create authentic
inclusive schools: The experiences of principals in a Canadian rural school district. Exceptionality Education
International, 20, 70-88.

References
Lyons, W., Thompson, S.A., & Timmons, V. (2016). “We are inclusive. We are a team. Let’s just do it.”
Commitment, collective efficacy, and agency in four inclusive schools. International Journal of Inclusive
Education, 13, 1-19.
Lynch, S., & Irvine, A., (2009) Inclusive education and best practice for children with autism spectrum disorder: an
integrated approach, International Journal of Inclusive Education, 13 8, 845-859.
Nusbaum, E. (2013). Vulnerable to exclusion: the place for segregated education within conceptions of inclusion.
International Journal of Inclusive Education, 17(12), 1295-1311.
Swedeen, B. L. (2009). Signs of an inclusive school: A parent’s perspective on the meaning and value of authentic
inclusion. TEACHING Exceptional Children Plus, 5(3) Article 1. Retrieved [February 13, 2015] from
http://escholarship.bc.edu/education/tecplus/vol5/iss3/art1
Thompson, S.A. (2015). The Bumpy Road to Genuinely Inclusive Schools: Still Learning from Ferguson’s ‘Rabid’
Confessions of an Authentic Inclusionist [in] Phyllis Jones & Scot Danforth [Eds.] Foundations of Inclusive
Education Research (International Perspectives on Inclusive Education Vol. 6). Bingley, United Kingdom:
Emerald Group Publishing, pp. 87-100.
Thompson, S.A., Lyons, W., & Timmons, V. (under review). Authentic Inclusion in Two Secondary Schools: “It’s the
full meal deal. It’s not just in the class. It’s everywhere.” Education Exceptionality International

References
Timmons, V., & Thompson, S.A.(2016, August). Voices of Inclusion: In Secondary Schools and Employment
Settings. Presented at the International Association for the Scientific Study of Intellectual and
Developmental Disability (International Congress ): Melbourne, Australia.
Underwood, K., & Killoran, I. (2012). Parent and family perception of engagement: Lessons from early years
programs and supports. Canadian Journal of Education, 35(4), 376-414.
UNESCO (2009). Policy Guidelines on Inclusion in Education. Paris.

References
Inclusive Employment-1
Banks P, Lawrence M (2006). The Disability Discrimination Act, a necessary, but not sufficient
safeguard for people with progressive conditions in the workplace? The experiences of younger
people with Parkinson's disease. Disability and Rehabilitation 28(1): 13-24.
Brooke, V. A., Revell, G., & Wehman, P. (2009). Quality indicators for competitive employment
outcomes: What special education teachers need to know in transition planning. Teaching
Exceptional Children, 41(4), 58-66.
Bruyere SM, Erickson WA, and Ferrentino JT (2002) Identity and disability in the workplace. William
and Mary Law Review 44(3): 1173-1196.
Citron, T., Brooks-Lane, N., Crandell, D., Brady, K., Cooper, M., & Revell, G. (2008). A revolution in
the employment process of individuals with disabilities: Customized employment as the catalyst
for system change. Journal of Vocational Rehabilitation, 28(3), 169-179.
Cunnah, W. (2015). Disabled students: identity, inclusion and work-based placements, Disability &
Society, 30 (2), 213-226.
Dempsey, I., & Ford, J. (2009). Employment for people with intellectual disability in Australia and
the United Kingdom. Journal of Disability Policy Studies, 19(4), 233-243.

References
Goh, A. E., & Bambara, L. M. (2013). Video self-modeling: A job skills intervention with individuals
with intellectual disability in employment settings. Education and Training in Autism and
Developmental Disabilities, 48(1), 103-119.
Gosling,V., and Cotterill, L. (2000). An employment project as a route to social inclusion for people
with learning difficulties? Disability & Society, 15 (7), 1001-1018.
Griffin, C., Hammis, D., Geary, T., & Sullivan, M. (2008). Customized employment: Where we are;
where we're headed. Journal of Vocational Rehabilitation, 28(3), 135-139.
Hendricks, D. R., & Wehman, P. (2009). Transition from school to adulthood for youth with autism
spectrum disorders. Focus on Autism and Other Developmental Disabilities, 24(2), 77-88.
Houtenville, A., & Kalargyrou, V. (2012). People with disabilities employers’ perspectives on
recruitment practices, strategies, and challenges in leisure and hospitality. Cornell Hospitality
Quarterly, 53(1), 40-52.

References
Inge, K. J. (2006). Customized employment: A growing strategy for facilitating inclusive
employment. Journal of Vocational Rehabilitation, 24(3), 191-193.
Levy J, Hernandez B (2009). Employment and people with disabilities. Journal of Social Work in
Disability and Rehabilitation 8(3-4): 99-101.
Lindsay, S. (2011). Employment status and work characteristics among adolescents with
disabilities, Disability and Rehabilitation, 33 (10), 843-854.
Lindsay, S. (2011). Discrimination and other barriers to employment for teens and young adults with
disabilities. Disability and Rehabilitation, 33 (15-16), 1340-1350.
Lysaght, R., Cobigo, V., and Hamilton, K. (2012) Inclusion as a focus of employment-related
research in intellectual disability from 2000 to 2010: A scoping review, Disability and
Molina, L., & Demchak, M. (2016). The right to a better life: Using an after-school work camp to
create customized employment opportunities for rural high school students with severe
disabilities. Rural Special Education Quarterly, 35(2), 24-32.

References
Nittrouer, C. L., Shogren, K. A., & Pickens, J. L. (2016). Using a collaborative process to develop
goals and self-management interventions to support young adults with disabilities at work.
Rehabilitation Research, Policy and Education, 30, 110-128.
Riesen, T., Morgan, R. L., & Griffin, C. (2015). Customized employment: A review of the literature.
Journal of Vocational Rehabilitation, 43(3), 183-193.
Rogers, C., Lavin, D., Tran, T., Gantenbein, T., & Sharpe, M. (2008). Customized employment:
Changing what it means to be qualified in the workforce for transition-aged youth and young
adults. Journal of Vocational Rehabilitation, 28(3), 191-207.
Samant,D., Soffer, M., Hernandez, B., Adya, M., Akinpelu, O., Levy, J.M., Repoli, E., Kramer, M.,
and Blanck, P. (2009). Corporate culture and employment of people with disabilities: Role of
social workers and service provider organizations. Journal of Social Work in Disability &
Rehabilitation, 8 (3-4), 171-188.
Shier, M., Graham, J.R., & Jones, M.E. (2009). Barriers to employment as experienced by disabled
people: a qualitative analysis in Calgary and Regina, Canada, Disability & Society, 24 (1), 63-75.

References
Stensrud, R., Sover-Wright, E., & Gilbride, D. (2009). Six Degrees of Separation and Employment:
Disability Services Reconsidered. Rehabilitation Education, 23(2), 97-106.
Wehman, P., Chan, F., Ditchman, N., & Kang, H. (2014). Effect of supported employment on
vocational rehabilitation outcomes of transition-age youth with intellectual and developmental
disabilities: A case control study. Intellectual and Developmental Disabilities, 52(4), 296-310.

RIWC From Inclusive Education to Inclusive Employment. Dr Scott Thompson Oct5

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RIWC From Inclusive Education to Inclusive Employment. Dr Scott Thompson Oct5