Partnerships between school staff, families, and community members are vital for ensuring the success of all students in inclusive schools. This article reports the results of a synthesis of two original studies: one study that examined the perspectives of family members and another study that examined the perspectives of community partners in developing partnerships with school staff at six inclusive knowledge development sites located in five geographic regions within the United States. The current synthesis study analyzes the original studies' overlapping themes to inform concentrated efforts aimed at strengthening family and community partnerships in inclusive schools. Themes of this synthesis study include positive, inviting, and inclusive school culture; strong administrative leadership driven by a clear vision of inclusion; attributes of trusting partnerships; and opportunities for reciprocal partnerships and involvement. Implications for practice and research are discussed.

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The purpose of this study was to examine the experiences of students with and without disabilities being educated in inclusive schools, documenting their perceptions of the culture of their school, inclusion, and the practices that were implemented to support all students. Focus groups were conducted with 86 students with and without disabilities from six schools that were recognized as exemplars of inclusive schoolwide practices. Three major themes emerged: (a) students' sense of belonging in their school culture, (b) inclusion and its impact on students, and (c) school and classroom practices, such as positive behavior support systems, co-teaching, and instructional practices related to student self-determination and direction, feedback and re-teaching, multiple means of representation and expression, and technology utilization. Implications of these findings for implementing inclusive practices in other schools are discussed.

Participant direction is a service delivery model in which the consumer of public benefits, or his or her surrogate decision maker, exercises some level of choice and control over the consumer's supports and services. In this case study, the authors examined the decisions and experiences of parents/guardians who directed supports and services for an adult with significant intellectual and developmental disabilities (SIDD). Respondents included the parents/guardian of the adult as well as others in the circle of support identified by the parents/guardians. Data analysis revealed an overarching theme in which respondents perceived participant direction as a means to achieve an end, with the end being their desired outcomes for the adult with SIDD. Implications for policy include developing and providing supportive services to adults with SIDD and their parents/guardians due to the increased responsibilities associated with directing supports and services for the adult with a SIDD.

Working in competitive employment (employment in community settings with nondisabled peers for minimum wage or higher) has many positive benefits for people with disabilities who have individualized support needs (Johannesen, McGrew, Griss, & Born, 2007). Nonetheless, many of these individuals work in segregated settings or are unemployed entirely (National Disability Rights Network, 2011). The Family Employment Awareness Training (FEAT) in Kansas sought to increase expectations for competitive employment and knowledge about employment services, supports, and resources among people with disabilities who have individualized support needs, their families, and the professionals that support them to increase competitive employment outcomes. Our findings from this pilot study indicate that FEAT succeeded in raising expectations and knowledge among these individuals.

BACKGROUND: Although competitive employment (i.e., employment in community settings among peers without disabilities for minimum wage or higher) is associated with numerous benefits for individuals with disabilities (Johannesen, McGrew, Griss, & Born, 2007), people with disabilities are underrepresented in the competitive workforce (National Disability Rights Network, 2011). OBJECTIVES: This study sought to determine the longer-term effectiveness of the Family Employment Awareness Training (FEAT) on the expectations and knowledge of participants who attended the program in 2010-2011. The study also sought to explore the perceptions of families who attended the program. METHODS: We distributed a FEAT Follow-up Survey to 220 participants to evaluate the program's longer-term influence on participants' expectations and knowledge and conducted 13 semi-structured interviews using a FEAT Interview Protocol to explore families' perceptions. RESULTS: Study findings indicated that participants who attended FEAT rated their expectations as average and rated their knowledge above average one to two years after attending FEAT. An analysis of interview data indicated that families described several aspects of FEAT they liked, aspects they disliked, and suggested improvements for the program. CONCLUSIONS: Results from this study indicate that FEAT is a promising approach to improving competitive employment outcomes for individuals with disabilities.

This study reports the results of a survey and interviews with families who attended Family Employment Awareness Training (FEAT), a training designed to increase expectations for competitive employment and knowledge about employment resources among families who have members with disabilities, to determine their perceptions of barriers to competitive employment for people with individualized support needs (ISN). Analysis of survey and interview data identified barriers related to (a) characteristics of people with ISN, (b) agencies and programs, (c) families, (d) expectations, (e) employers, and (f) the economy. This study uses an ecological framework (Bronfenbrenner, 1979, 1986) to organize the findings. We also discuss implications for practice and policy, including recommendations for improving education and support for people with ISN, families, and professionals in the micro-, exo-, and macrosystems.

The rate of competitive employment, or employment in community settings for minimum wage or higher, of working-age individuals with disabilities trails behind individuals without disabilities in the United States. These statistics are even more alarming among Hispanic individuals who have disabilities. The purpose of this study was to explore the negative and positive experiences of Hispanic caregivers from a Midwestern state as they support their family members with disabilities to achieve positive postschool outcomes, including competitive employment. We conducted semistructured interviews with 13 caregivers of family members with disabilities aged 14–25 years. Three key themes emerged from our analysis: (a) negative experiences with school educators, (b) negative experiences with community-based service providers, and (c) positive experiences and strategies for overcoming barriers. Implications for practice and future research are discussed.