Adult Day Programs versus Supported Employment (1988–2002): Spending and Service Practices of Mental Retardation and Developmental Disabilities State Agencies

Abstract

While supported employment has made significant gains since its formal introduction in 1984 (P.L. 98–527), segregated services continue to outpace the growth of supported employment. We discuss these and other important trends in this article, and conclude with recommendations that include (1) ensuring that all young adults leave high school competitively used or admitted to postsecondary education by age 18 and (2) that high schools coordinate post-placement follow-up for 3 years following employment or enrollment in postsecondary education. These recommendations are made because although current research suggests practices exist to employ persons with severe disabilities outside sheltered workshops and adult day care centers, these programs continue to grow at an alarming rate. In fact, the growth of supported employment has all but stalled since 2000. Diverting people and resources at the juncture between high school preparation and assuming adult roles such as employment appears to be a more realistic plan to promote integrated services over the foreseeable future.