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Sixty-two articles containing 75 experiments published between 1969 and 2014 show that many participants were taught to perform a range of vocational skills across settings. 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Development and Transition for Exceptional Individuals  \n2017, Vol. 40(2) 67–78  \n© Hammill Institute on Disabilities 2015 Reprints and permissions: [sagepub.com/journalsPermissions.nav](sagepub.com/journalsPermissions.nav)[ ](sagepub.com/journalsPermissions.nav)[DOI: 10.1177/2165143415583498](DOI: 10.1177/2165143415583498)[ ](DOI: 10.1177/2165143415583498)[cdtei.sagepub.com](cdtei.sagepub.com)  \nHelen I. Cannella-Malone, PhD, BCBA-D 1 and John M. Schaefer, MS 1  \nAbstract  \nAlthough an important part of adult life, individuals with significant disabilities experience low rates of gainful employment. The purpose of this review was to summarize and analyze the literature on teaching vocational skills to individuals with significant disabilities. Sixty-two articles (with 75 experiments) included in this review were published between 1969 and 2014, and indicated that most participants were successfully taught to engage in a variety of vocational skills in a range of settings. Unfortunately, this review also determined that the research on teaching vocational skills to individuals with significant disabilities is steadily decreasing, with only 15 new studies published since 2000. Potential directions for future research will be proposed.  \nKeywords  \nvocational skills, teaching, literature review, significant disabilities  \nAlthough employment is a critical need for individuals with significant disabilities (Human Services Research Institute, 2012), they continue to experience high rates ofunemployment (Butterworth et al., 2012) . Moreover, many individuals with significant disabilities demonstrate deficits in vocational skills and self-determination that limit their ability to obtain gainful employment in integrated settings, which may have negative effects on their overall quality of life (e.g., Wehmeyer, 2014) . The ability of individuals with significant disabilities to acquire desired living and working outcomes may be unattainable until they can complete various vocational skills (Heller, Bigge, & Allgood, 2005) . Furthermore, findings from the National Longitudinal Transition Study–2 (NLTS-2) indicate that post-school outcomes for individuals with intellectual and developmental disabilities are among the poorest of any disability group (Newman, Wagner, Cameto, Knokey, & Shaver, 2010) . According to the NLTS-2 (2009), only 54% of people with intellectual disability, 47% of people with multiple disabilities, and 48% of people with autism report having worked for pay outside of the home in the last 2 years, compared with an average of 78% for all respondents with disabilities in any category.  \nAlthough the outcomes for individuals with significant disabilities are discouraging, there is a national push to provide access to employment for all individuals with disabilities in community settings. For example, the Employment First Initiative was designed to provide assistance to states to encourage the full inclusion of individuals with significant  \ndisabilities into fully integrated community employment ([www.dol.gov/odep/topics/EmploymentFirst.htm](www.dol.gov/odep/topics/EmploymentFirst.htm)). In addition, Section 503 of the Rehabilitation Act (1973) recently implemented a rules change requiring federal contractors and subcontractors to take steps to include workers with disabilities at all levels (i.e., entry-level through administrative; [www.dol.gov/compliance/guide/503.htm](www.dol.gov/compliance/guide/503.htm)).  \nTo prepare students with disabilities for employment, the Individuals With Disabilities Education Act (IDEA; 2004) has been revised several times to include transition services and planning related to employment, independent living, and post-secondary education. For example, starting no later than age 16, the individualized Education Program (IEP) team must begin planning for a student’s transition from school to ad","cbCaikz5Mb3sVZGJ","https://ap.wps.com/l/cbCaikz5Mb3sVZGJ","pdf",816770,12,"English","# Abstract\n## Background and employment outcomes\n## Purpose and scope of the review\n## Evidence base and trends\n## Future research directions","[{\"question\":\"What is the main purpose of the review?\",\"answer\":\"The review summarizes and analyzes literature on teaching vocational skills to individuals with significant disabilities.\"},{\"question\":\"How much research was included in the review and what period did it cover?\",\"answer\":\"It included 62 articles with 75 experiments published between 1969 and 2014.\"},{\"question\":\"What trend does the review report about vocational-skills research over time?\",\"answer\":\"Research on teaching vocational skills is steadily decreasing, with only 15 new studies published since 2000.\"}]","A Review of Research on Teaching People With Significant Disabilities Vocational Skills - Career Development and Transition for Exceptional Individuals | PDF",1792086165]