Vocational Preparation and Employment of Students with Physical and Multiple Disabilities.

Employment in the community is an expected outcome of education. In response to the passage of laws, advances in technology, and behaviorial research those with mental or physical disabilities are afforded an equal opportunity for education and employment. Studies have shown that individuals with mild to moderate impairments benefit the most from the educational experience and are more likely to be employed. What then is the purpose or goal of educating people with severe or profound mental retardation, those with physical impairments, and those with behavioral disorders? The authors address this question extensively in their text Vocational Preparation and Employment of Students with Physical and Multiple Disabilities.

The authors propose that the goals for vocational education for persons with physical and multiple disabilities should be to maximize each person's potential for an occupation that will provide self-satisfaction and economic independence and that will contribute to society. These goals do not differ from those established for students without impairments. The purpose of this book is to help those with severe handicaps to accomplish these goals.

In each of the nine chapters, the authors clearly identify a problem that must be overcome and then provide a way to resolve the problem. In chapter 3, "Critical Work-Related Issues," five work-related behaviors (bathroom use, eating and drinking, communication, mobility, and drooling) are examined for the effect that they have on a student's ability to be employed in the community. Several adaptive and training strategies are provided that will allow for improved function and that are socially accepted for each work-related skill. Some suggestions for bathroom use include intensive systematic training, protective pants, condom catheters, intermittent catheterization, regulation of diet, surgical interventions, appropriate clothing, bathroom equipment, and use of a paid assistant. Chapter 6, "Job Design Strategies and Adaptation," is exciting because it illustrates coordinated problem solving by teachers, therapists, vendors, employers, and parents with diverse solutions that range from manipulating the environment to training the student to do the task. The remaining chapters, "An Overview of Vocational Preparation and Employment," "Identifying Tasks to Train Students," "Developing Work Training and Experience Sites," "Training the Movements and Discriminations Required by Vocational Tasks and Work-Related Skills," "Placing Students into Paying Jobs," "Parent Involvement," and "Related Service Staff Roles" are comprehensive and provide valuable information. Each chapter may be used as an independent resource.

Successful placement of those with severe handicaps into a community-based job does not occur easily. A model to follow to make this possible is provided by this book and is clearly demonstrated by the case histories.

There are numerous tables, figures, and worksheets that make application of the strategies practical. References are abundant and represent both current and respected resources.

This book was written for teachers, vocational trainers, occupational therapists, physical therapists, and speech therapists who are involved in training the student with a severe handicap. Professionals who work in adult service programs would also find this book useful. It is an excellent resource and should be included in the professional library of schools with special education and vocational programs.

Marylou A Ingles, PT Middletown, NY